IM.8 Setting Lesson Guides - University of Tennesseeetbsp.utk.edu/wp-content/uploads/sites/28/2016/05/IM.8-Setting-Lesson-Guides... · Setting Lesson Guides . Bramble Elementary School-wide

IM.8

Setting Lesson Guides

BrambleElementarySchool-wideExpectationsLessonPlan:Classroom

Lessonplansshouldbetaughtintheareaandtake10-15minutes

SpecialNotes: Thislessonplancanandshouldbeusedtoteachallclassroomroutines(e.g.,sharpeningpencils,lininguptoleaveclassroom,transitioningbetweencenters,turningpapersin,askingforhelp,workingwithapartner,etc.)

Objective Thestudentswillusesafe,respectful,andresponsiblebehaviorswhenintheclassroomsettingandduringallclassroomroutines.

Setting Grade-LevelClassroomsandRelatedArtsClassrooms

Expectations (RefertoBehavioralExpectationsMatrix)

Safe:Hands,feet,andobjectstoself.Usewalkingfeet.

Respectful:Listentospeaker.Waityourturn.

Responsible:Followclassrulesatalltimes.Finishwork.

Examples:

Teachusing“IDo,wedo,youdo”

1. Studentsputmaterialsawayindeskuponteacher’ssignalandwalktotherugatthefrontoftheroom.

2. Studentsusewalkingfeetandlineupsinglefileatthedoor.3. Eyesonteacherwithaquietmouthwhenteacheristalking.4. Solicitingteacherassistancebyraisinghandwithouttalkingandwaitingfor

teacher.

Non-Examples:ModelOnly

1. Runningintheclassroom2. Interruptingteacherwhileteacheristalking3. Pushingpeerswhilestandinginline.

FollowThroughandPractice

1. Teachergivesahandsignaltoindicateit’stimeforquietvoicesandlisteningears.Studentspracticeturningtheirvoicesoffwhentheteachergivesthehandsignal.Teacherprovidesfeedbackandbehavior-specificpraise.

2. Teacherusesanauditoryorvisualsignal(e.g.,lightsonandoff,visualtimer,etc.)toindicateit’stimetotransitionbetweencenters.Studentspracticecleaningupandtransitioningtotheirnextcenter.Teacherprovidesfeedbackandbehavior-specificpraise.

3. Studentsbrainstormwhatsafe,respectful,andresponsiblebehaviorslooklikeintheclassroom.Theyrole-playthosebehaviorsandprovidefeedbacktoeachother.Teachermodelsnon-examples.

*Practicesignalstouse:Handsignals,timer/visualsignals

Reinforcement:Howwillbehaviorsbereinforcedinthissetting

1. TeacherdistributesBrambleBucksforstudentsexhibitingsafe,respectful,andresponsiblebehaviorsintheclassroom.TeacherpairsBrambleBuckswithbehavior-specificpraise.

2. Teacherscanconsiderusingaclass-wideacknowledgementsystem(e.g.,MysteryBehavioroftheDay,BehaviorBINGO,etc.tohelpreinforceappropriatebehaviors.

BrambleElementarySchool-wideExpectationsLessonPlan:EndofRecessLessonplansshouldbetaughtintheareaandtake10-15minutes

Objective Thestudentswillbesafe,respectful,andresponsibleduringtheroutineoflininguptoleaverecess.

Setting Recess


Safe:Whenyouheartwoshortwhistleblows,walktolineup.Keephandsandfeettoself.

Respectful:Quietvoicewhenwhistleblows.Followadultdirections.

Responsible:Whenyouhearonelongwhistleblow,freeze.Putequipmentdown.

Examples:


1. Atlongwhistle,putequipmentonthegroundandfreeze.2. Leavetheequipmentoutontheground(5thgradelunchrecesswillputthe

equipmentaway).3. Attwoshortwhistles,walktotheline.


1. Whenwalkingtotheline,startplayingwithaball2. Yellatfriends3. Wanderaroundthelineandbumpintoclassmates4. Actionsortalkthatdisrespectsothers(e.g.,usingunkindwords,callingpeers

names,etc.)


1. Practicefollowingthewhistlesignals2. Reviewandreteachexpectationsonceamonthwithyourclassduringrecess

*Practicesignalstouse:Freezewhenthereisonelongwhistleblow(occursoneminutebeforerecessisover).Walktodesignatedlinewhentherearetwoshortwhistleblows.


1. MakesureteachersandrecessmonitorsprovideBrambleBuckswithspecificpraisewhilekidsareliningupattheendofrecess.

Routine: Oneminutebeforetheendofrecess,recessmonitorswillsignalwithonelongwhistleblow.Studentswillfreezeandputequipmentontheground.Recessmonitorswillwaituntilallstudentsarestillandquiet.Theywillthengivedirectionsorgivetwoshortwhistleblowstosignalitistimetolineup.Studentswillleavetheequipmentonthegroundandwalktotheirline.Recessmonitorswillwatchstudentsastheylineupforsafe,respectful,andresponsiblebehavior(5thgradelunchrecesswillputtheequipmentaway).

BrambleElementarySchool-wideExpectationsLessonPlan:Arrival/DismissalLessonplansshouldbetaughtintheareaandtake10-15minutes

Objective Thestudentswillbeabletoenterandexitthebuildingcalmly,inasafe,respectful,andresponsiblemanner.

Setting ArrivalandDismissal(includeshallways,sidewalks,parkinglots)

Expectations (refertoBehavioralExpectationsMatrix)

Safe:Crossonlyatthecrosswalkevenwhenadultsarepresent.Walkinsideandoutsideonschoolgrounds.

Respectful:FollowdirectionsofSafetyPatrolmembers.

Responsible:Beontime.Godirectlytodestination.

Examples:


1. Studentswillwaitatthecurbforcarstofullystopbeforemovingoffofthecurb.2. Studentswillwaitforacrosswalkattendanttosignalsafeandappropriate

crossingtime.3. Studentswillkeeptheirbodiestoselfwhilewaitingwithacalm,quietbodyfor

theschooltoopen.


1. Runningoffthebuswithanout-of-controlbody(e.g.,flailingarms,shouting,running,etc.).

2. Notusingcross-walksandcrossingbetweencars.3. Jumpingon/overthehalf-wallinthefrontofthebuilding.


1. Practiceandmodelappropriatebehaviorwhileenteringandexitingthebuilding.2. Createschool-widevideosthatdemonstrateappropriatebehaviorand

expectations.3. Practicewiththecrossingguardsignalandsignssostudentsknowwhentheyare

permittedtocrossatthecross-walk.


1. HavecrossingguardsandadultsoutsidedistributeBrambleBucks.2. Putastudentina“teacherrole”tohelpreinforceandmodelexpectations.

BrambleElementarySchool-wideExpectationsLessonPlan:Assemblies&SpecialEvents


Objective Thestudentswillbeabletousesafe,respectful,andresponsibleaudiencebehaviorinassembliesandspecialevents.

Setting AssembliesandSpecialEvents(typicallyheldinthegymorcafeteria)


Safe:Sitcorrectlyonfloor(criss-crossapplesauce),handsandfeettoself

Respectful:Sitquietly

Responsible:4AsofAudience:attend,appreciate,applaud,allow

Examples:


1. Sittingonbottom2. Voicesoff3. 4AsofAudience


1. Talkingtoyourneighbor2. Sittinguponkneesorfeet


1. Pretendyou’reinanassembly.Showmewhatyouwoulddo(trythisduringP.E.whileteachingagameinthegym,orothersettingyoudeemappropriate).

2. Findanduseavideoofanaudience.Haveyourclasscritiquetheiraudiencebehavior.

3. Practiceaudiencebehaviorduringclassroompresentations,orstudentshareouts.

*Practicesignalstouse:Giveme5;HandUp,VoicesOff


1. TeacherswatchingforstudentstoearnBrambleBucks.

BrambleElementarySchool-wideExpectationsLessonPlan:SchoolBus


Objective Thestudentswillshowcitizenshipandarriveatschoolontimeandinasafemanner.

Setting SchoolBus


Safe:Stayinseat.Hands,feet,andobjectstoself.

Respectful:Quietvoice.Followbusdriverdirections.

Responsible:Gettobusontime.Walkonandoffquickly.

Examples:


1. Keepinghands,objects,andbodytoself2. Bottomtobottom,backtoback3. Conversationalvoicelevel


1. Arguing/fightingoverseats(e.g.,yelling,shouting,pushing,hitting,etc.)2. Usinginappropriatelanguage(e.g.,cursing,callingeachothernamesthatare

hurtfuloroffensive,etc.)


1. Setupclassroomchairstomimicschoolbusbenches.Practicewalkingonbus.Havestudentsloadfrombacktofront.

2. Useclassroomlightsasasignaltopracticevoicesonandoff.

*Practicesignalstouse:“PeaceSign”meanssilentvoice.


1. GiveBrambleBuckstobusdriverstodistribute.

BrambleElementarySchool-wideExpectationsLessonPlan:Cafeteria


Objective Thestudentswillbeexhibitsafe,respectful,andresponsiblebehaviorinthecafeteria.

Setting Cafeteria

Expectations Safe:Holdtraywith2hands.Keepfoodtoselfwithoutsharing.

Respectful:Useaninsidetalkingvoiceatalltimes.Useanapkintocleanselfandspills.

Responsible:Aftergettinglunchandallutensils,chooseaseatandstaythere.Dumptrayandrecyclemilkcartoninappropriateplace.

Examples:


1. Onestudentholdsatraytogotothetableusinganinsidevoiceanddemonstrateshowtodumptray.

2. Studentstandsinthefoodlinecorrectly(spacebetweenbodies,facingforward).3. Usingpolitetablemanners.4. Cleanupafterself.5. Raisehandtoleaveassignedarea.


1. Pushinginline2. Makingamess(e.g.,foodandtrashonfloorortable,andnotontray)andnot

cleaningupafterself3. Notusingpolitemanners(e.g.,loudtalking,playingwithfood,shovingfoodin

mouth,eatingandtalkingatthesametime,etc.)


1. Videoofpositivecafeteriabehavior2. Putweeklycafeteriaobjectiveonwhiteboardinthecafeteria.

*Practicesignalstouse:Followsignalofcafeteriasupervisor;Followsignalfordismissal


1. HavecafeteriamonitorsdistributeBrambleBuckstokidswhoarefollowingtheexpectationsandweeklyobjective.

2. ClassesthatdothebestjobmeetingthecafeteriaobjectivefortheweekwillearntheHoneyPotAward.

BrambleElementarySchool-wideExpectationsLessonPlan:Gym/P.E.


Objective Thestudentswillexhibitsafe,respectful,andresponsiblebehaviorsinP.E.

Setting Gym/P.E.

Expectations Safe:Useequipmentappropriately.Keephandsandfeettoself.

Respectful:Followteacherdirections.

Responsible:Putequipmentaway.

Examples:


1. Whenonscooters,holdontotheinsideofthehandle.2. Beinga“goodsport”(e.g.,usingkindwordswithpeers,cheeringonteammates,

toleratinglosingwithoutgettingupset,etc.).3. Sittingquietly,listeningtoinstructionsgivenbyteacher.4. Practiceputtingequipmentawayproperly.


1. Runninginthewrongdirection.2. Pushinganotherstudenttoohardinsteadoflightlytaggingthemwhenplayinga

gameoftag.3. Beinga“poorsport”(e.g.,callingotherstudentsnames,crying/throwinga

tantrumifteam/studenthaslost,etc.).


1. Spreadequipmentaroundandhavestudentspickupandreturntoproperplace.2. Practicefreezingonsignal.3. Practicefindingapartnerquicklyandquietly.4. Classwatchessmallgroupsfollowthedirectionsandprovidefeedbackaboutwhat

thesmallgroupsdidwellandbehaviorstoimproveupon.

*Practicesignalstouse:Whistleblow;practiceuseofanyclasssignalsteacherusesinthegym/P.E.


1. Callonstudentstomakeobservationsaboutchoicesthataresafe,respectful,andresponsible.

2. ProvideBrambleBucksandpraiseforgooddecision-makingandsafe,respectful,responsibleparticipation.

BrambleElementarySchool-wideExpectationsLessonPlan:Hallways


Objective Thestudentswillfollowtheexpectationstobesafe,respectful,andresponsibleinthehallwaysandcommons.

Setting Hallways


Safe:Stayinline,usewalkingfeet

Respectful:Keephandsbysides,bequietinthehallsandcommons

Responsible:Godirectlytowhereyouneedtogo,looktoteacherfordirections

Examples:


1. H–handstoside/self2. A–alleyesforward3. L–lipssealed4. L–legswalkingwiththegroup5. S–singlefile


1. Handsonpeopleoronwalls2. Lookingtothesideorheadturnedtolookbackwards3. Talking,whistling,humming4. Walkingtooslowly(i.e.,notstayingwiththegroup),walkingtooquickly(i.e.,

gettingaheadofthegroup),running,creatingagap,walkingbackwards5. Walkingbesidesomeone


1. Repeatedpracticeofwalkingandwaitinginthehallways

*Practicesignalstouse:Gesturegivenbyteacherforsilentvoice;signwithpictures/signlanguage(ifneeded)


1. BrambleBucksforfollowinghallwayexpectations.2. Teacherselectsamysterypersonandiftheyfollowedthehallwayexpectations,

theygetaselectamountofBrambleBucksoncethestudentsreturntoclass.Themysterystudentisannounceduponreturningtoclassifhe/shefollowedthehallwayexpectations.Ifexpectationswerenotmet,thestudent’snameisnotannouncedandBrambleBucksarenotgiventothemysterystudent.

BrambleElementarySchool-wideExpectationsLessonPlan:Office


Objective Thestudentswillbeabletodemonstratesafe,respectful,andresponsibleofficebehaviorwheninthefrontofficearea.

Setting Office


Safe:Usewalkingfeet,handstoself

Respectful:Quietvoice,waitturn

Responsible:Havepermissionornote

Examples:


1. Walking2. Quietvoice3. Bodiestoself4. Note


1. Interruptingadult-adultconversationsoradult-studentconversations2. Running3. Enteringofficewithoutanote


1. Roleplayofficescenarios(e.g.,goingstraighttothenurseifyouneedanurse,gotothesecretaryifyouneedtogohomeorother“homematters”)

2. Brainstormscenariosforstudentsneedingtogototheofficeandwhatsafe,respectful,andresponsiblebehaviorswouldbeinthescenarios

*Practicesignalstouse:nonverbalsignals(i.e.,officepersononthephoneholdsonefingerouttoindicatewaiting)


1. Stickers2. BrambleBucks3. VerbalPraise

BrambleElementarySchool-wideExpectationsLessonPlan:Recess


Objective Thestudentswillbesafe,respectful,andresponsibleatrecess.

Setting Recess(playgroundandplaygroundfield)


Safe:Useequipmentappropriately.Keephandsandfeettoself.

Respectful:Practicegoodsportsmanship.Taketurnsandshareequipment.

Responsible:Putequipmentaway.Lineupwhenthebellrings.

Examples:


1. Useequipmentsafely2. Keephands,feet,andbodiestoself3. Taketurns,share,playfairly


1. Usingequipmentinappropriately(e.g.,throwingballsoverfences,climbingupslidesinsteadofslidingdown,etc.)

2. Bodycontact/roughplay(e.g.,pushing,shoving,hitting,kicking,tackling,etc.)3. Unsportsmanlikeconduct(e.g.,callingpeersnames)4. Actionsortalkthatdisrespectsothers(e.g.,cursing,makingfunofothers,etc.)


1. Showvideosofstudentsusingplaygroundequipmentappropriatelyandinteractingpositivelywitheachotherwhileplayingatrecess

2. Reviewandreteachexpectationsonceamonthwithyourclassduringrecess

*Practicesignalstouse:Freezewhenthewhistleblowsthreetimes.


1. MakesuretheteachersandrecessmonitorsprovideBrambleBuckswithspecificpraisewhilekidsareatrecess.

BrambleElementarySchool-wideExpectationsLessonPlan:Restroom


Objective Thestudentswillbeabletousethebathroomsinasafe,respectful,andresponsiblemanner.

Setting Restrooms


Safe:Usesoapandwaterforwashinghands.Keeprestroomscleananddry.

Respectful:Honorprivacy.Waitpatientlyforyourturn.

Responsible:Flushtoiletafteruse.Userestroomquickly,thenleave.

Examples:


1. Joeusestherestroomandwasheshishands.2. Macyisintherestroomandseesherfriendsandsays“Hi”butleavesquicklyand

walksbacktoclass.3. Abbywalksintherestroomandseessomeonethrowingpapertowelsaround.She

asksthemtostopandwalksawaycalmlytoreportthesituationtoanadult.


1. Twostudentsareintherestroomsinginginaloudvoice.2. Studentissplashingwaterontothefloorfromthesink.


1. Videosofproperrestroomusagetoshowtoclassfordiscussion/review.2. Videosofnon-examples.Classroomswatch,andstudentsareinstructedtoraise

handswhentheynoticesomeoneNOTfollowingexpectations.


1. Teachersthankstudentsforusingtherestroomefficiently.2. Alladultscommittedtomonitoringrestroomsandprovidingpositive

reinforcementforappropriatebehaviororgivingcorrectivefeedbackasnecessary.

3. DistributeBrambleBucks

Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary

Cafeteria Expectations Lesson Plan Objective: The student will demonstrate the EXPECTATIONS of BE RESPECTFUL, BE RESPONSIBLE, DO YOUR BEST in the cafeteria. Tell:

1. Introduce the cafeteria expectations and ask questions about them. • What are some things that happen in the cafeteria that cause problems for

you and for others? • How do you usually react in these situations? • What are some good ways to act in order to keep these things from

happening?

2. Define the skill and discuss the key terms (Use the Expectation Posters or Matrix as a Prompt).

• BE RESPECTFUL means: Ø Listen to and follow adults’ requests. Ø Follow directions the first time asked. Ø Use manners. Ø Raise your hand for help. Ø Use inside voice.

• BE RESPONSIBLE means: Ø Clean up after yourself. Ø Raise hand for assistance.

• DO YOUR BEST means: Ø Eat lunch. Ø Use your table manners. Ø Keep lunch tables clean.

3. Discuss why this is important.

• You, your friends, or adults can get hurt if we are not responsible and cooperative.

• If you show respect to others, they are more likely to show respect to you. • The cafeteria is a very busy place, and we should all do what we can to

make it easier for everyone. • Everyone will enjoy their lunch more if we are all respectful, responsible,

and participate with our best effort. Show: If possible take students to the cafeteria and model negative and

positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc.

• Using one of the following situations, model and role-play the following

situations:

Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary

Cafeteria Expectations Lesson Plan

Ø For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on.

Ø For positive modeling, respond by engaging in one of the expectations above (i.e., using an inside voice, cleaning up after yourself, using manners etc.) and encouraging other to do so as well.

Situations

• You are in the lunch line, and the person behind you pushes you into a table for no reason.

• You are at the end of the line, and you see your friend across the cafeteria. Her class is about to leave, but you really need to ask her if she can spend the night on Friday.

• An adult in the cafeteria asks you to pick up an empty wrapper on the floor that you did not drop.

• The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria.

Do: Ask the students to

• State the expectations • Tell why the expectations are important. • Think of other ways to help them remember the expectations when they

are in the cafeteria. Follow Through and Practice:

1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these.

2. Use Incidental Teaching

Whenever a conflict situation arises in the cafeteria, use that situation to review the skill.

Positive Behavior Support at Rossview Middle School Cafeteria Expectations Lesson Plan

SAMPLE

Objective: The student will demonstrate the SWPBS EXPECTATIONS of Have Respect, Are Prepared, Work Diligently, Keep Control, and Show Respect in the cafeteria. Tell

1. Introduce the cafeteria expectations and ask questions about them. • What are some things that happen in the cafeteria that cause problems for

you and for others? • How do you usually react in these situations? • What are some good ways to act in order to keep these things from

happening?

2. Define the skill and discuss the key terms. • Have Respect means use good manners with all staff as well as peers • Are Prepared means get in the appropriate lunch line • Work Diligently means go directly to the next scheduled class • Keep Control means refrain from taking food off other’s trays • Show Respect means make sure area is clean before leaving

3. Discuss why this is important.

• You, your friends, or adults can get hurt if we are not responsible and cooperative.

• If you show respect to others, they are more likely to show respect to you. • The cafeteria is a very busy place, and we should all do what we can to

make it easier for everyone. • Everyone will enjoy their lunch more if we are all respectful, responsible,

and participation with our best effort. Show If possible take students to the cafeteria and model negative and

positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc.

Using one of the following situations, model and role-play the following situations. For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. Situations

• An adult in the cafeteria asks you to pick up a wrapper on the floor. But you didn’t drop the wrapper, and the wrapper isn’t yours. What should you do?

Positive Behavior Support at Rossview Middle School Cafeteria Expectations Lesson Plan

SAMPLE

• You forgot to do your homework last night and had planned to do it during lunch. Unfortunately, you are the last one in the lunch line. You are in a big hurry. What should you do?

• You forgot your lunch money and you are so hungry! Your “friend” says that he steals food all of the time. “It’s no big deal,” he says. You are feeling really pressured to steal, especially because you are so hungry. What should you do?

• The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria.

Do Ask the students to

• State the SWPBS expectations • Tell why the SWPBS expectations are important. • Think of ways to help them remember the SWPBS expectations when they

are in the cafeteria. Follow Through and Practice

1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these.

2. Use Incidental Teaching

Whenever a conflict situation arises in the cafeteria, use that situation to review the skill.

Documents

IM.8 Setting Lesson Guides - University of Tennesseeetbsp.utk.edu/wp-content/uploads/sites/28/2016/05/IM.8-Setting-Lesson-Guides... · Setting Lesson Guides . Bramble Elementary School-wide