G. Lesson Plans for Teaching
Expectations/ Rules
Core
Feature
PBIS Implementation Goal
G. Lesson
29. A behavioral curriculum includes Teaching expectations and rules
Plans for
Teaching
30. Lesson Plans include examples and non-examples
Expectations/
Rules
31. Lessons use a variety of teaching strategies.
32. Lessons are embedded into subject area curriculum
33. Faculty/staff and students are involved in development & delivery of
behavioral curriculum
34. Strategies to share key features of SWPBS program with
families/community are developed and implemented.
Objectives
• Understand why and how to teach appropriate
behavior
• Identify how to develop lesson plans for teaching
school-wide expectations and rules
• Identify how to embed expectations in the
curriculum
• Explore creative ways to teach behavior
• Understand how to use data to make decisions
about teaching
Developing a System for Teaching
Appropriate Behavior
Once you have developed school-wide
expectations, it is not enough to just post the
words on the walls of the classroom…
YOU MUST TEACH THEM!
Behavioral Errors
• More often occur because:
 Students do not have appropriate skills- “Skill
Deficits”
 Students do not know when to use skills
 Students have not been taught specific
classroom procedures and routines
 Skills are not taught in context
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
Why Develop a System for
Teaching Behavior?
• Behaviors are prerequisites for academics
• Procedures and routines create structure
• Repetition is key to learning new skills:
• For a child to learn something new, it needs to be
repeated on average of 8 times
• Adults average 25- Joyce and Showers, 2006
• For a child to unlearn an old behavior and replace
with a new behavior, the new behavior must be
repeated on average 28 times (Harry Wong)
Why Develop a System for
Teaching Behavior?
• We can no longer assume:
• Students know the expectations/rules and
appropriate ways to behave
• Students will learn appropriate behaviors quickly
and effectively without consistent practice and
modeling
Why Develop a System for
Teaching Behavior?
• We must assume:
• Students will require different curricula,
instructional modalities, etc… to learn appropriate
behavior
• We need to teach expectations/rules and
appropriate behaviors as effectively as we teach
academic skills
Teaching Academics & Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
How Do We Teach Behavior?
• Introductory Events
– Teaching school to expectations and rules
• On-going Direct Instruction
– Specially designed lessons, character education
• Embedding in Other Curriculum
• Booster Trainings
• Keeping it Out There
– Visual Displays – posters, agenda covers
– Daily announcements
Introductory Events
• All faculty and students participate
• Decide on method that will be most effective
for your school
• Consider Importance/Impact - Activity/event
should be a high priority… not given a few
minutes in some other activity
Creative Ideas:
“Putting it into Practice”
• Provide students with a script that includes actions and words
expected
• Rotate students through different settings-Teach the behaviors
in the setting where the behaviors are expected to occur
• Have classes compete to come up with unique ideas (student
projects, bulletin boards, skits, songs, etc…)
• Recognize staff for creative activities
• Video students role-playing to teach expectations and rules
and show during morning show
Specially Designed Lessons
• Provide initial lesson plans and/or lesson
plan format for teachers to begin teaching
behavior
• Build on what you have (I.e. character ed.)
• Develop a system for expanding behavior
lesson plan ideas throughout the year
• Determine the minimum requirements for
teaching behavior (i.e. how often)
Lesson Plans: Two Levels
• Level 1: Concept Development (Expectations)
– Broad expectations
– Applicable to all settings
• Level 2: Skills (Rules)
– Observable behaviors
– Rules for specific settings
*****Lessons must be taught in setting that behavior occursFor example, if you are teaching cafeteria rules, students
need to be in the cafeteria *******
Expectations & behavioral skills are
taught & recognized in natural context
Strategies for Success
• Describe specific, observable behaviors for each
expectation
• Plan for modeling the desired behaviors
• Provide students with written and graphic cues in the
setting where the behaviors are expected
• Acknowledge efforts
• Plan to re-teach and restructure teaching
• Allow students to participate in the development
process
• Use “teachable” moments that arise in core subject
areas and in non-academic times
Why Embed Expectations
into Curriculum?
•Behavior curriculum does not have to be separate
•Helps to eliminate time crunches
•Provides a rationale for student- helps students to
see how the expectations fit into everyday life
•Meets best practices approach
-Hands on activities
-Meets all learning styles (oral, visual, kinesthetic)
-Higher order learning activates (synthesize, analyze, etc.)
Embedding Expectations into
Current Daily Curriculum
Social Studies
•Have students research different cultures to
find out how they define “Respectful”
•Talk about how different historical events
occurred because of conflict and come up with
solutions on how the conflict could have been
resolved
Embedding Expectations into
Current Daily Curriculum
Language Arts and Reading
•Use a novel that has an expectation as a theme
•Discuss characters in a novel and how they did not show
respect, then have the students write the story with the
character showing respect
•Have the students develop their own expectations and/or
rules and then have them write a persuasive essay or
debate why theirs should be used instead of the school’s
Embedding Expectations into
Current Daily Curriculum
Fine Arts (Music, Art, Computers, Graphics)
•When choosing a school play, choose one with a theme
centered around one of the school expectations or write your
own play
•Have the students compose a song/rap with the expectation
•Have students come up with a campaign for promoting
expectations to the entire student body
Embedding Expectations into
Current Daily Curriculum
•Science and/or Math
•Have students develop a hypothesis about what they think are
the top behavior problems at school. Have them survey
students, parents, & teachers; make graphs; and reach a
conclusion about the hypothesis
•Have the students count the number of tickets redeemed
monthly for prizes & graph them. You can include ratio of
number of tickets to student, # of tickets per teacher, etc.
Activity 7
Current Practice
• How does your school teach expectations?
• How do you use “best practices” to teach social skills?
– Teach directly in settings ? (i.e. bus expectations taught on
bus)
– Faculty and Staff Model appropriate behavior?
• How would you start to embed into subject area
curriculum?
• How will lessons be taught throughout the school year?
• Review Examples
• Define Action Steps