Behavior Expectation Lesson Plan
Loy Norrix – Freshmen Academy
Behavior expectation or rule to be taught: Enter cafeteria, gather food, sit, and eat
Location for expectation: At a specific table in cafeteria
Rationale-tell why following the rule is important: To maintain an orderly and pleasant lunch time
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
 gather food quietly
 choose a seat
 leave only to use the restroom or by
permission
from an adult
 ask for help from an adult if confronted
with a conflict
 wearing ID’s
 having phones out of sight
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
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running in cafeteria
excessive loud talking
leaving without permission
verbal arguments
physical fights
talking on cell phone
Provide opportunities to practice and build fluency: Have a “group example” demonstrate what
appropriate lunch looks like weekly or monthly.
Acknowledge expected behavior: Suggest that individual staff members (who work with them daily)
positively reinforce appropriate behavior. Ex. candy, B.L.U.E pens
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Loy Norrix – Freshmen Academy
Behavior expectation or rule to be taught: B e there, be ready
L ine responsibly
U phold respect
E mbrace education
Location for expectation: Classroom
Rationale-tell why following the rule is important: For every class you have it is important to be there and
be ready. Time management is an important part of be there, be ready.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
 A student is slated at the bell with a pen,
binder, and homework. He/she is focused
on the teacher
 A student is sitting and ready for the
beginning of class, it is clear that he/she
has put his/her backpack in their locker
 A student comes to class with a green
pass, hands it to the teacher, sits down and
gets right to work
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
 A student is sharpening his/her pencil
when the bell rings
 A student is slated at the bell, but has no
supplies
 A student comes into the classroom
wearing a backpack
 A student comes into class with a green
pass, gives it to the teacher, hollers at
his/her friends by sitting
Provide opportunities to practice and build fluency: Drama kids can help teach procedures, LNTV for
reminders, visual posters in the classroom
Acknowledge expected behavior: Begin class complementing those who are ready, pencils (BLUE) on
occasion, redo procedure with only the kids who don’t have it yet. (Like 1st grade line up at the door)
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Loy Norrix – 10-12
Behavior expectation or rule to be taught: Live responsibly
Location for expectation: Hallway
Rationale-tell why following the rule is important: Safety; purpose of halls is to get you to class
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
 purposeful/diligent progress to your
classroom
 polite/respectful responses
 walk on “RT” side of hallway
 open doors/keep doors open
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
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“posting up” in between classes
not walking on correct side of hallway
don’t block middle/doors
volume/content of language
Provide opportunities to practice and build fluency: Role playing
Acknowledge expected behavior: Verbal reinforcement, rewards (blue bucks)
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Kalamazoo Central
Behavior expectation or rule to be taught: Pride
Location for expectation: Classroom and instructional areas
Rationale-tell why following the rule is important: It is important to have pride in your work area because
you will always want to have a clean space and a space that others will want to use as well.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior

 when you have completed your work,
make your space neat
 if someone leaves a mess, respectfully put
is away.
 paper books neatly stacked, desks wiped
up, and chairs returned to where they
belong
 report graffiti
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writing on desks/walls
ripping papers up and leaving them
knocking things on the floor
not cleaning up spills
Provide opportunities to practice and build fluency: Give examples…teach these
Show what room looks like clean…point out non-examples
Posting on walls
Acknowledge expected behavior: G.D. , points, verbal acknowledgement
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Kalamazoo Central
Behavior expectation or rule to be taught: Pride
Location for expectation: Hallways and common area
Rationale-tell why following the rule is important: Imagine your school, would you want to see broken
facilities (gum on wall, bad language) or would you like a nice, clean, safe place to be proud of? Keeping
our facilities nice reflects on each other and visitors that we are worth it and we can be proud.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
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see a piece of trash – pick it up
walk on the right side of hall
throw your garbage in a trash can
talk quietly (quiet tables)
talk at lockers, not in middle of hallway
respect property that is not your own
hands to yourself
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
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pop tart wrappers – leave on ground
stick gum on wall
write Mr. Bailey is a #@! On the wall
kick a closed door while class is going on
push people to get through
yell at someone from the end of the hall
Provide opportunities to practice and build fluency: Role playing or skits, critical theme/scenario
Acknowledge expected behavior: High 5’s for good behavior, tell each other nice things
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Kalamazoo Central
Behavior expectation or rule to be taught: Ownership
Location for expectation: Cafeteria
Rationale-tell why following the rule is important: It is important because the school belongs to all who
use it. The cafeteria should be an example of how students and stuff value the environment they eat in.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
 instructor and student peer will act out
how to converse quietly while eating
 they will also act out how to clean up
after they eat
 they will also act out how to remind other
peers about keeping their area clean
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
 you and your friends eat lunch, your
friend spills chips and are not picked up
 milk is spilled and ignored and not
reported
 leave lunch behind
Provide opportunities to practice and build fluency: Staff will offer practice with students in the cafeteria
Acknowledge expected behavior: Staff will visit the lunch room regularly to praise students about the
positive and give reminders to those who need some teaching. Students will help maintain the cafeteria so
that it is clean and orderly and a place of pride.
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Kalamazoo Central
Behavior expectation or rule to be taught: Respect and Responsibility
Location for expectation: Parking lot – entry/exit
Rationale-tell why following the rule is important: It sets the expectation for the day and it allows
students to have a calm transition from home to school and vice versa.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
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be timely for the bus
observe other’s personal space
use appropriate language
be friendly and courteous
walk to and from bus
keep surroundings clean
be prepared to learn
keep belongings to yourself
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
 running/pushing students out of your way
to get where you are
 saying “**** you” to a friend across
many people
 stealing someone’s belongings and
refusing to give them back and saying that
you were “just playin’ around”
 using the ground as your trash can
 throwing objects at someone
Provide opportunities to practice and build fluency: Role playing different situations, group discussion
about what qualities they see in a proactive community member, personal connection reflection, board game
creation
Acknowledge expected behavior: Verbal praise, conversations about what emotions they are feeling
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Kalamazoo Central
Behavior expectation or rule to be taught: Bathroom behavior in/out of classroom
Location for expectation: Bathroom
Rationale-tell why following the rule is important: The bathrooms have been a place for inappropriate
behaviors. Students wanting to go need to go to a safe, clean environment.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
 walk to closest restroom
 throw paper towel away in garbage can
when done
 going to the restroom and returning within
5 minutes
 calling security or another adult if you
witness illegal behavior such as gambling,
bullying, fighting, setting fires, etc. in
bathroom
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
 went to second floor restroom
 throwing paper towel on floor
 returning from the restroom more than 5
minutes later
 ignoring illegal behavior seen in the
restrooms, such as gambling, bullying,
fighting, setting fires, etc.
Provide opportunities to practice and build fluency: Role playing – flush after each use, choose a
different restroom on the same floor if the one you go to is crowded, ask for passes when teacher is not
teaching up front
Acknowledge expected behavior: Ten finger rule – show with your hands on a scale of 1 to 10 how they
did on practicing a behavior (10 being the best)
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.
Behavior Expectation Lesson Plan
Portage Community High School
Behavior expectation or rule to be taught: Here on time, positive, productive
Location for expectation: Classroom
Rationale-tell why following the rule is important: It is important for you to learn in order to have a
successful future and you must be here in order to learn.
Provide examples to help students better understand what is and what is not the expected behavior:
Examples of expected behavior. Choose examples of
that best “fits” the general case of what the behavior
expectation
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explain attendance policy
watching the movie
clock thing by 10:00
make up work
school diploma is pay
in chair
alert
Non examples of expected behavior that are:
 More similar to examples of expected
behavior rather than outrageous non
examples
 Typical of what students do when they are not
engaged in the expected behavior
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being told about the movie
clock thing after 10:00
arguing about make up
on table, sleeping, not paying attention
Provide opportunities to practice and build fluency: Use non-examples – modeling, role play,
posters/brochures, former students teach new students
Acknowledge expected behavior: Extra credit points, verbal praise/positive reinforcement, treat/free
assignment, publication of rule by student
Adapted from: Sprague, J., & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Boston,
MA: Sopris West.