Lesson 4 • Expectations
Teach Students How to Be Successful
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Expectations vs. Rules
What is the difference
between
an expectation
and a rule?
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Rules
Are Constant – they do not
change based on the activity
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Expectations
Provide details about
what behaviors
are expected and
not expected of students
in each type
of classroom activity
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Common Misbehaviors
Talking too much or too loudly or about the wrong things
Demanding attention
Working on the wrong activity or not working at all
Working together when they should be working
independently (or vice versa)
Copying someone’s work or copying source material
without giving credit
Monopolizing classroom discussions or not participating at
all
Disrupting lessons or doing nothing during work periods
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Task 1: Define Clear and Consistent
Behavioral Expectations for All Regularly
Scheduled Classroom Activities
I have made a list of the major
classroom activities and/or
categories of activities that will
take place during a typical day
for which I have different
behavioral expectations.
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Task 1: Define Clear and Consistent
Behavioral Expectations for All Regularly
Scheduled Classroom Activities
Examples of major classroom activities
Opening / Attendance
Class meetings
Direct Instruction / Lecture
Labs / Stations
Tests / Quizzes
Peer Tutoring
Cooperative Groups
Discussions
Independent Work
Ending / Clean-up
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Task 1: Define Clear and Consistent
Behavioral Expectations for All Regularly
Scheduled Classroom Activities
For each activity
(or category of activities),
I have defined in detail
my behavioral expectations for
students using either the
CHAMPS acronym.
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The CHAMPs Acronym
Conversation
Help
Activity
Movement
Participation
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Task 1: Define Clear and Consistent
Behavioral Expectations for All Regularly
Scheduled Classroom Activities
I have considered the
level of class structure
my students need
as I addressed the following
issues and questions:
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Conversation
How much and what type of
conversation among students
is allowed?
Levels of Conversation
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Level
Level
Level
Level
Level
0
1
2
3
4
Silence
Whisper
Soft conversation
Presentational
Outside
Help
How are students to request
help and what should they do
while they are waiting for
help?
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Activity
What is the activity, task, or
assignment students will be
engaged in? What is its
purpose? What is the
expected end product?
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Movement
How much and under what
circumstances can students
move about?
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Participation
What student behaviors
show active and responsible
participation and what
student behaviors show lack
of appropriate participation?
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Success
If students follow the
CHAMPS expectations, they
will be successful.
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Task 2: Define Clear and Consistent
Behavioral Expectations for Common
Transitions
I have made a list of the common
transitions and/or categories of transitions
(within and between activities) that will
take place during a typical day.
Moving to and from locations such as labs
Handing in Work
Cleaning up after project activities
Leaving the classroom after the period
Handing things out (assignments, supplies, etc)
Handing things back (graded papers, etc)
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Task 2: Define Clear and Consistent
Behavioral Expectations for Common
Transitions
For each transition (or category), I have
defined in detail my behavioral expectations.
For each transition (or category), I have a
procedure – which I have clearly
communicated to my students
For each transition (or category), I have
considered the level of class structure my
students need as I addressed the following
issues and questions:
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Task 2: Define Clear and Consistent
Behavioral Expectations for Common
Transitions
1. Describe the transition. What will be
different after the transition?
2. Specifically, how long should this
transition require?
3. What behaviors would indicate a
student is participating?
4. What behaviors would indicate a
student is not participating in this
transition?
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Task 3: Develop a Preliminary Plan and
Prepare Lessons for Teaching Your
Expectations to Students
Based on the needs of my students, I have
developed a preliminary plan to teach my
CHAMPS or ACHIEVE expectations for
activities and transitions. In developing my
plan, I considered the following questions:
• How detailed do my lessons need to be?
• How long do I anticipate having to
actively teach the lessons?
• What is the best way to organize the
content?
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Task 3: Develop a Preliminary Plan and
Three-Step
Process
Prepare
Lessons
forfor
Teaching Your
Communicating
Expectations
Expectations
to Students
TEACH
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MONITOR
TMF
FEEDBACK
Task 3: Develop a Preliminary Plan and
Prepare Lessons for Teaching Your
Expectations to Students
Based on my plan, I have prepared CHAMPS lessons that I will
use at the beginning of the school year to communicate
behavioral expectations to students. In developing my plan, I
considered the following:
• Visual displays
• Demonstrations
• Verification
• Level of structure and lessons to
teach expectations
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Develop CHAMPS Expectations for one
major activity (or group of activities).
Find a partner. Provide feedback on the
clarity and thoroughness of their
expectations. (Remember, you do not
have to agree with each other’s
expectations-their feedback should focus
on whether the expectations are specific
and detailed enough that lessons for
students could be taught from them.)
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