Implement Clear Expectations

With students, develop and sustain a classroom culture that is conducive for learning and fosters a climate of acceptance, respect, and high expectations.

Discuss and make clear school-wide behavioral expectations
(Positive Behavior Support)

What are behaviors that will represent and support those rules? In the classroom? On the playground? In other settings (cafeteria, auditorium)? In after-school extra-curricular activities?
- Create a Rules-Within-Routines Matrix to display around this discussion and decision. (link to Rules-Within-Routines Matrix) This matrix will specifically outline what each expectation looks like across environments.
Model and practice performing those behaviors, especially at the beginning of the school year. Continue with this modeling and practice throughout the year, particularly after breaks and/or as the class appears to need reminders and more practice.
Add to, edit, and revise your Rules-Within Routine Matrix throughout the year to ensure it reflects the challenges faced in different environments, including field trips or special events.

Determine and discuss class-wide behavioral expectations as a class

Engage the students so they are collaborating to develop the expectations, instead of having the rules come as a directive from the teacher. Ask: “How do we want our classroom to function so that we can all learn, feel safe, and feel accepted?”*Regardless of if your school is implementing a School-Wide Positive Behavior System, you can and should engage in this activity of developing class rules and expectations.
Define the specific behaviors and expectations as a class.
Model and practice performing those behaviors (lining up, cleaning up, getting out materials for a writing lesson, etc). As with learning a new musical instrument, it takes time and practice to demonstrate and master; a one time explanation of how to play the chord is not enough. Be clear that the same holds true for behavior! If students are not demonstrating the appropriate behavior, they will need more practice with it.
- Create a Rules-Within-Rules Matrix to display around this discussion and decision. (link to Rules-Within-Rules Matrix)

Teach, model, and practice the expected behaviors throughout the year, particularly after breaks and/or as the class appears to need reminders and more practice. Conduct practice as just that--practice, not punishment.
In particular, develop and practice transitions within the class (from subject to subject) and within the school (from place to place), as transitions are often a time when misbehavior occurs because of perceived downtime and unclear expectations.
Positive Behavior Support

Modeling: Modeling includes a demonstration of the desired behavior (by teacher or peer) and shows step-by-step what is expected for a specific learning activity, task, or social skill.

Modeling is most effective when the model is somehow connected to the student, for example they look up to their peer, the student is the same gender, or is in the same social group.
Video modeling is a well researched strategy in which the student watches a video of the skill or behavior they are working on, and then work to imitate that behavior. The visual models enhance student understanding and are highly motivating. Video Modeling has been shown to be especially effective when working with children with autism on skills such as daily living, communication, social skills, academics, and reducing aggressive behavior; the use of videos is also more likely to help generalize the skill to different environments, as well as maintain that skill in the future.

Post a schedule: Posting a schedule allows students to know the expectations for the day, helps to develop their time management skills, and alerts students to potential irregularities in the day.

References:
Banda, D.R., Matuszny, R.M., & Turkan, S. (2007). Video modeling strategies to enhance appropriate behaviors in children with autism spectrum disorders.
       Teaching Exceptional Children 39(6), 47-52. doi: 10.1177/004005990703900607

Chandler, L. & Dahlquist, C. (2010). Functional assessment: Strategies to prevent and remediate challenging behaviors in school settings. London:
       Pearson.

Denton, P. & Kriete, R. (2000). The first six weeks of school. Turner Falls, MA: Northeast Foundation for Children.
       Kerr, M. & Nelson, C.M. (2010). Strategies for addressing behavior problems in the classroom (6th Ed). Upper Saddle River, NJ: Pearson/Merrill
       Prentice-Hall.

Resources:

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