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Steve Romano
Technical Assistance Director
Illinois PBIS Network
Expectation
•Broad statement
•Apply to all
people and
settings
•General
statement of
behavior
Same
•Limited in
number (5-7)
•Positively stated.
•State criteria for
successful
performance
Rule
•Description of a
specific behavior
•Measurable
•Can be setting
specific
•Define
expectations
•Align with
expectations
Routine: The set of steps that are followed for
expectations/rules on a regular basis.
Expectation
Be respectful
Rule
Raise your hand.
Routine
Rationale: Why?
1. Think of an on-task
topic or question.
2. Quietly, raise hand
to share.
3. Wait to be called
upon.
Three to five positively stated expectations are
established

Expectations are visibly posted

Classroom expectations/rules align with schoolwide expectations/rules

Expectations/Rules are introduced and
rationales are provided

Behaviorally specific examples are provided
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Consistent with School-Wide Expectations
Observable
Measureable
Positive
Understandable
Applicable – something the teacher will consistently enforce
Guideline:
This Means:
Example:
Non-Example
Observable
I can see it.
Raise hand and wait to be
called on.
Be your best.
Measurable
I can count it.
Bring materials.
Be ready to learn.
Positively Stated
I tell students what TO do.
Hands and feet to self.
No fighting.
Understandable
The vocabulary is appropriate for
age/grade level I teach.
Hands and feet to self.
Rule for K-1:
Maintain personal space.
*Children of this age do not have a
concept of “personal space.”
Always Applicable
I am able to consistently enforce.
Stay in assigned area.
Remain seated until given permission
to leave.
*This would not be applicable when
students are working on certain types
of group projects.
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Easy to review and reinforce
Can be modeled
Logical steps the students follow
The real rules in any
classroom are defined by
reality – by what the
teacher actually permits.
-Fred Jones
Post
Teach
Reinforce
Be Consistent!
Monitor
Prompt
Best lessons are taught daily/weekly throughout the year.
 Pre-Correction: provide a description of what the behavior will
look like prior to directing students to perform a task.
 Cue, Prompt, Remind: provide a previously taught cue to
remind students to choose the appropriate behavior.
 Clearly Explain : provide a clear description of how students’
behavior did or did not meet the stated expectation.
 Model: demonstrate how to follow the rule.
Expectations/Rules within Routines Matrix
Routines
Entering the
Classroom
Completing
Seat Work
Small Group
Participation
Leaving Classroom
Expectations/Rules
Be Responsible
Be Respectful
Be Safe
Be on time.
Have
supplies/home
work ready.
Do neat work.
Follow classroom
procedures.
Bring required
materials.
Complete all
work.
Line up quietly.
Take needed supplies.
Enter quietly.
Sit up straight
with feet and
chair on the
floor.
Use time wisely.
Raise your hand.
Use kind words.
Allow others to
speak.
Participate
Take care of materials.
Wait for signal to leave
Keep hands,
feet and other
objects to self.
Walk at all
times.
Listen and follow
directions.
Stay on task.
Be caring.
Share.
Clean up
together as a
team.
Put things where they
belong.
Keep your space and our
classroom clean.

Avoid redirecting from behind your desk. The optimum
distance for given a “command” is 3 feet. Face to face
redirection or even a gentle “touch” when speaking should
only be used if it is part of your “style”

Avoid yelling across the room, especially if you are asking a
student to “be quiet”
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Be direct. Look students in the eye. When directing,
correcting or redirecting, you have the “right” to ask a
student to “look at me” when you are speaking directly to
them
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The “five second rule” of wait time when calling for a
response may seem like a lifetime to both you and the rest
of the class. Keep other students at bay and give the “kid”
a chance.
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The “tough kid” thrives on loopholes; don’t leave any. Be
specific and ask a student to repeat the request.
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Don’t compete or lose your cool. Try to avoid being
“preachy” or condescending,. Now the hard ones: avoid
sarcasm, watch your tone and body language.
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Many student view points towards student of the month,
week, or even day less important and not nearly as
satisfying as some immediate recognition. A simple “cool
ticket” or a verbal good job or an “attaboy” or simply an
enthusiastic “yes” is sometimes a powerful tool.