School Wide Behavior Expectations

|Review a range of factors that may lead to behaviors that disrupt the learning environment |

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

The chosen scenario for the final assignment that was chosen was scenario C. The given scenario stated “Jose is a seventh grader who has been escalating all day. His teachers have been able to deescalate him and manage his behaviors by keeping a close eye and constantly intervening. However, he has suddenly pushed over a desk and begun to yell and threaten another student. His teachers remove the other students from the classroom and begin to attempt to deescalate Jose verbally.

Bobby’s parents are instructed to engage in five-minutes of special time every day where they play with Bobby and practice PRIDE skills. Progress monitoring of Bobby’s behavior will include the Eyberg child behavior inventory (ECBI), Dyadic parent interaction coding system (DPICS), and the Sutter-Eyberg student behavior inventory-revised (SESBI-R). Termination of treatment will be based on mastery of PRIDE skills, level of compliance at home and school, and cooperation with the time-out procedures.

District 2 was said to have solved the dilemma of raising achievement. This district included “a diverse enrollment including a substantial amount of poor students”(Ravitch, 2010, p. 33). Balanced literacy became a huge topic of discussion among scholars because it was said to be the reason for Districts 2’s success. According to Ravitch with balanced literacy, “the teacher is not supposed to be teaching in the front of the classroom, the children were expected to teach each other. Teachers are supposed to teach the prescribed strategies and procedures and the students are expected to practice their reading strategies and refer to them by name” ”(Ravitch, 2010, p. 33). While I continued to read this I noticed the word “ expected” was being used quite often. I understand that this program of balanced literacy was prosperous with District 2 and used as a model for other districts, but what if the student couldn’t have succeeded in what was “ expected” of them. In my opinion this program was too demanding of the students and teachers, not every student can learn the same way and to expect that of them is

MSTT met with Sabrina to inform her of the report from the school. MSTT and Sabrina examined Esmrel behaviors and brainstormed what could be causing Esmrel to engage in these negative behaviors. Sabrina believes Drew should start to take a more active role in Esmrel school behavior and academics. She stated Drew need to step it up because she will soon be moving out and Esmrel will be staying with Drew and he needs to be on top of these behaviors. Drew have previous stated he does stay in contact with the school. Which is true what he does not know is the school is not telling him everything because of negative interactions from the pass. MSTT and Sabrina examined Drew statement of being on top of everything in the pass and was told he was to involved and needed to give the children a little more freedom. Now everyone is telling him he need to be more involved. Sabrina would just like Drew to be more involved with Esmrel academic and school behaviors.

I want my students to be responsible and ready learners. I will begin the year providing direct and explicit expectations and routines that should be followed in the classroom. As the year progresses, I will scaffold the amount of teacher control, and slowly give my students more responsibility over their learning. I want to create students who are ready to learn, and who take responsibility for their actions as learners.

My ability to maintain an orderly environment enables students to be engaged in meaningful academic learning setting where high expectations will be met. My ability to provide constant feedback, redirect, and scaffold supports my high academic standards for all Houston ISD students. As an educator, one of my most vitals jobs is work to close the achievement gap. A key to this is setting high expectations for all students. My ability to assume responsibility for moving my students learning forward will ensure that high academic expectations for each student are met. I truly believe that my ability to motivate students, meet the needs of multiple learning styles, and manage a classroom that promotes academic success will support the high academic expectations for all Houston ISD

Following the introduction of the whole school behaviour policy, it was also made compulsory for schools to include a system of rewards and sanctions (Elton, 1989, Steer, 2005; DFE, 2014; Payne, 2015). Within school X it was found that this system was based on the behaviourist principles of Skinners (1974) theory. The use of rewards and sanctions in school X consisted of positively reinforcing desirable behaviours and correcting negative behaviour through sanctions. The behavioural theory underlines that by reinforcing a particular behaviour, children will repeat it as they begin to associate rewards with a particular behaviour (Skinner, 1974; Morgan, 2009; Rogers, 2011a). For example it was observed that when a child was positively praised for helping others, the teacher would reward the child by awarding a dojo. A dojo is used as a form of praise which amounts to a score at the end of the week based on how many dojos a child receives. This will then feed on to the merit card and sticker system enabling children to be rewarded by prizes. Consequently children were able to make associations between the desired behaviour and its outcome. This is therefore identified as a form of extrinsic motivation (Roffey and O’ Reirdan, 2001; Payne, 2015).

Every school should develop a behaviour policy which must be annually reviewed to make sure it remains relevant to the context of the school. In establishing school policy, contextual features of the school need to be taken into account eg pupils, parent/guardians, and school community and school staff, so as to promote the needs of the school. Parents, staff and pupils should have an in depth understanding of the school policy, the parameters of acceptable behaviour and its implications for teaching and learning in the school. Schools should also promote and publicize the behaviour policy (including classroom expectations) around the school eg in classrooms and on the school?s website.

My first expectation is that I expect myself to keep up with my work. The amount of work I have to complete every week is overwhelming. My second expectation is I expect myself to stay motivated. My first week of college has been emotionally draining. The amount of work, the difficultly of the work, the pressure I feel to get everything done on time, it sometimes becomes hard to stay motivated when I have a hard time with my schoolwork. I stay motivated by thinking about why I started college. Keeping up with my work and staying motivated is to expectations that will help me become a successful

The school’s behaviour policy is clearly in place to create a positive environment for pupils but it is also there for the benefit of teachers and staff to create a positive

High Expectations: In a community of learners, expectations are set by the teacher and are something that students must work for. Students understand that the expectations are achievable but will require hard work. These expectations go beyond academics and include student behavior.

Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minor

When students have left my classroom, I will expect them to have learned to be committed to excellence, and not anything less. To me excellence is the key foundation to achievement. Many students in today’s classrooms settle for just getting by. If the commitment to excellence is taught at an early age, it will be imprinted in their mind and used in whatever they wish to attempt whether it be athletics, school, relationships, or other daily life functions of the present and future. I will also expect the children to be able to stand on their own when it comes to education. By that I mean that I so not want the children to totally depend on me to help them with even the smallest of tasks such as an easy