School Wide Positive Behavior Support
Lesson Plan
Topic: Cafeteria Expectations
Goal: To demonstrate and explain expected behaviors in the cafeteria.
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks in the cafeteria:
B-Be a good friend and follow the cafeteria rules
A- Clean up after yourself
R- Please and Thank You (Use your manners)
K- Report spills and face forward in line
Demonstrate Expectations:
B- Example: Have a student demonstrate helping others and going through the line quite and sitting where they are suppose to and how they are suppose to. Also have a student show how to turn their tray and utensils in properly.
B-Non-example: Have a teacher or aid demonstrate rude and unruly behavior, while not following the cafeteria rules.
A-Example: Have a student demonstrate cleaning up after themselves by picking up their trash and milk carton and taking it to the proper trash can.
A-Non-example: Have a teacher or aid demonstrate by leaving their napkin and silverware on the table when they leave.
R-Example: Have a student show how to talk to the lunch staff, by using please and thank you, as well as please and thank you to his/her peers for helping them. (Use a short skit.)
R-Non-example: Have a teacher or aid show rude or ungrateful behavior to the lunch staff and/ or each other.
K-Example: Use an empty milk carton to make a pretend spill, have a student report to Mr. Rhoads. Also practice facing forward in line when waiting out in the hallway.
K-Non-example: Make a pretend spill and have a teacher or aid imitate a fall when stepping in it, because several people walked by and did not say anything. Also show students what the line looks like when they face which ever direction they want.
Guided Practice of Expectations:
Allow everyone to actively participate by practicing the demonstrated expected behaviors.
Allow for Questions and Answer Time.

School Wide Positive Behavior Support
Lesson Plan
Topic: Hallway Expectations
Goal: To demonstrate and explain expected behaviors in the hallway.
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks in the hallway:
B- Keep an eye out for others
A- Return to class promptly
R- Walk Quietly
K- Walk and follow the highway rules.
Demonstrate Expectations:
B- Example: Show students an example by walking around the corner in the hallway. Walk wide and slow to avoid other students in the hall. Remind students to keep their eyes up and always walk forward.
B-Non-example: Use yourself and another teacher to show students what walking fast and tight around the corners can do.
A-Example: Show students by going to the water fountain, getting a drink and then returning directly to class. (Use anyone for an example.)
A-Non-example: Have a teacher or yourself go get a drink and then play in the hallway, go down the hall, talk to another student, etc.
R-Example: Use your class to walk down the hallway quietly and calmly.
R-Non-example: You and your team teacher show students what wild and unruly children look like when walking down the hallway.
K-Example: Have your grade level split into classes and practice the highway rules down the hallway. Show them what it looks like with a smaller group.
K-Non-example: You and a few other teachers show students what it looks like to walk on wrong sides of the hall and the problems that it could cause. (Bump into one another and possibly knock something out of ones hands
Guided Practice of Expectations:
Allow everyone to actively participate by practicing the demonstrated expected behaviors.
Allow for Questions and Answer Time.

School Wide Positive Behavior Support
Lesson Plan
Topic: Bus
Goal: To demonstrate and explain expected behaviors on the bus.
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks on the bus:
B- Be observant of others and be a good listener.
A- Watch for your stop and take all belongings.
R- Take turns, be on time, and keep bus clean.
K- Sit down in seat and keep aisle clear.
Demonstrate Expectations:
B- Example: Have a small group load the bus after the others have, have them offer each other a seat, and then sit quietly while you provide instructions.
B-Non-example: You might show students what an unruly student looks like by telling another student: “Get out of my seat!” and by turning around while the bus driver is talking.
A-Example: Explain what a good bus rider looks like: waiting patiently and quietly for their bus stop, when the bus comes to a stop they take everything with them.
A-Non-example: Explain a scenario of a student who is playing or sleeping and misses their bus stop. Also, explain how a scenario of a student that leaves their things on the bus and someone steals it.
R-Example: Have a student offer to let someone else sit next to the window.
You may also have a student picking up papers that were left on the bus. Explain what an on time bus rider looks like: waiting patiently at the bus stop with all belongings in hand.
R-Non-example: Explain what a bad bus rider would look like. They don’t show up to the bus stop on time, which results in missing school or causing other people to stand and wait longer because they were not responsible. Also a bad bus rider fights to sit near the window and does not know how to share, as well as, leaves their trash and belongings scattered all over the bus for the bus driver to pick up.
K-Example: Explain and show that a good bus rider sits on their bottom in the seat, facing forward with their limbs and all other objects in the seat with them.
K-Non-example: Explain and show that a bad bus rider may stand up in their seat or sitting with their legs in the aisle.
These behaviors could result in an injury of themselves, others, or may make evacuation very difficult.
* All of the examples on the bus can be done rather than explained. It depends on the opportunity to use a bus.
Guided Practice of Expectations:
Allow everyone to actively participate by practicing the demonstrated expected behaviors.
Allow for Questions and Answer Time.

School Wide Positive Behavior Support
Lesson Plan
Topic: Bathroom
Goal: To demonstrate and explain expected behaviors in the bathroom
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks in the bathroom:
B- Return to Class Quickly
A- Follow Bathroom Procedures.
R- Give others privacy and respect school property
K- Walk and wash hands with soap and water
Demonstrate Expectations:
B- Example: Have a student model going to the bathroom and coming back to class quickly. (You may even want to have a student explain what getting back quickly means: Go to the bathroom, wash my hands, throw away my trash and come back immediately.)
B-Non-example: You or another teacher model what it looks like when students do not come back quickly. Have them stand in the hallway as you play or talk to other people in the hallway before or after going to the bathroom. (Explain that doing this takes away from class time.)
A-Example: You may want to choose a boy and girl to actually go in to the bathroom and show the boys and girls the procedures. (The don’t actually need to “use” the restroom) 
, but they can walk through the procedures: Do your business, flush, wash (water AND soap), and clean up after yourself.
A-Non-example: You may want to just explain what it looks like when a student doesn’t use the procedures: Yucky is left in the toilet, germs are spread to many people from unwashed hands, and custodians are left to pick up unnecessary trash on the floor.
R-Example: You can explain that people do not like to be watched as they use the restroom, so minding your own business in the bathroom would be much appreciated. When using the bathroom, we keep our heads out from under the stalls and our eyes away from the cracks.
*Another lesson would be have a student explain or show what it looks like to respect school property: use only the toilet paper you need, wash with 2 squirts of soap, keep water in sink, use only the paper towels needed, and throw away your towels in the trash.
R-Non-example: Explain that when people invade other’s privacy, it tends to make them mad, uncomfortable, and embarrassed. People that invade other’s privacy look under stalls or peek through cracks.
*You may want to model with a roll of toilet paper, an imaginary soap dispenser, and an imaginary sink what not respecting school property looks like in the bathroom: Take way too much toilet paper, keep squirting imaginary soap, wave your hands wildly (getting soap and water everywhere), use a ton of imaginary paper towels, and then throw it on the floor.
K-Example: Have students model walking to and from the bathroom, and actually have a student show how to wash with soap and water. If they want to wash good: 2 squirts of soap, lather for the count of 10, and rinse thoroughly, then dry with towel.

K-Non-example: As a teacher, you can model or explain that students that do not wash properly or not at all spread germs to those around them. You can give the non-example of the student that uses the bathroom, sticks their hands under the water and dries them on their jeans. To show the spread of germs: explain that you did not wash your hands, and explain you will leave a sticker (germ) everywhere you touch, then model stickers being left all over.
*Unfortunately showing some of these examples and non-examples is not possible, so be CREATIVE! 
Guided Practice of Expectations:
Allow everyone to actively participate by practicing the demonstrated expected behaviors.
Allow for Questions and Answer Time.

School Wide Positive Behavior Support
Lesson Plan
Topic: Playground
Goal: To demonstrate and explain expected behaviors on the playground.
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks on the playground:
B-Show good sportsmanship
A- Be a problem solver
R-Take turns and play nice
K- Use equipment appropriately and stay in approved areas.
Demonstrate Expectations:
B- Example: Have students demonstrate good sportsmanship by congratulating another student (opponent) when they do well in a game. You could use a game of 4 square, basketball, etc.
B-Non-example: Have a teacher or aid throw a fit because they are not winning the game. You may even want another teacher to help with the demonstration to use name calling. Keep it G teachers!

A-Example: Have several students want to play the same game. Have one student think of a way that they could all play. This could be taking turns or simply coming up with new positions or places for players to play. (This works great for 4 square: someone could be the judge. Or with basketball: Every other time they go down the court, one subs in.
Or possibly someone would like to ref.
A-Non-example: You may want to demonstrate what the opposite of being a problem solver looks like by pouting because there is no flexibility in the rules or ways to play the game. *There are many ways to do this. Just have fun.
R-Example: You could use a few students to demonstrate taking turns going down the slide. They are kind to one another and do not push.
R-Non-example: Then you and another teacher may want to demonstrate what it looks like to play hateful and not take turns. You could do this with a jump rope, slide, swing, etc. You should be rude and maybe involve some “gentle” shoving.
K-Example: You may have a few students demonstrate how to use equipment appropriately by swinging correctly, going down the slide forward, hanging on the monkey bars, walking on the rocks rather than throwing them, playing with a ball rather than hitting someone in the head with it, etc.
K-Non-example: You can demonstrate or explain this non-example. Nonexamples would be: going down the slide backwards, climbing on the outside of the slide, climbing on top of the monkey bars, throwing rocks, hitting people with equipment, etc.
Guided Practice of Expectations:
Allow everyone to actively participate by practicing the demonstrated expected behaviors.
Allow for Questions and Answer Time.

School Wide Positive Behavior Support
Lesson Plan
Topic: Classroom
Goal: To demonstrate and explain expected behaviors in the classroom.
Objectives: To BARK at all times:
B e a learner
A ct responsibly
R espect Yourself and Others
K eep it safe
Explain How BARK looks in the classroom:
B- Complete Assignments and Give
Effort
A- Be prepared
R- Raise hand for help and be a good listener
K- Maintain personal space
Demonstrate Expectations:
B- Example: Have a student help you demonstrate this by asking the students to turn in an assignment. This student can hand you an assignment and tell you how long they spent on it and how they double checked their answers.
B-Non-example: You can demonstrate what a student looks like that doesn’t give effort or turn assignments in on time. Have a student play teacher. Have them ask for homework. You can quickly pull out a blank sheet and furiously scribble something down, then tell the “teacher” some lame excuse and how you will have to turn it in tomorrow.
A-Example: Have a student demonstrate being prepared by showing up with everything needed: Book, pencil, paper, homework, extra reading book, and anything else they may need.
A-Non-example: As the teacher show the students what being unprepared looks like. This is your opportunity to act like a punk, bringing nothing to class; in fact you may even bring the opposite of school supplies… toys!
R-Example: Have your students help demonstrate raising their hand and being good listeners: These students will sit quietly while the teacher is talking and then raise their hand to speak. They will also sit quietly while others are talking.
This should probably be scripted with the kiddos before you get started.
R-Non-example: Flip flop with a student: you are now the student and they are the teacher. Show them what bad listeners do. Have them give some simple instructions (how to make a pb and j) and while they are talking, you should be too. Then shout out something irrelevant, “I like ham sandwiches, peanut butter is gross!”
Then explain why this is an example of a bad listener.
K-Example:
K-Non-example: