Area of Behavior

A Common Expectation or Procedure

1.  Desks, table and student storage space

Students are expected to keep these clean and neat.  Some teachers set aside a particular period of time each week for students to clean out desks.  Alternatively, straightening out materials could be a good end-of-day routine.

2.  Learning centers/stations

Appropriate behavior at the center, access to the center, care of materials, and procedures for coming and going should be considered.

3.  Shared materials, books shelves, drawers, and cabinets

Access and use should be spelled out.

4.  Teacher's desk and storage areas

Frequently these are off-limits to students, except when the teacher gives permission.

5.  Drinking fountain, sink, pencil sharpener, and bathroom

Decide when and how these can be used.  Most teachers prefer not to have lines waiting at any of these locations.

1. Out-of-class bathrooms drinking fountains, office, library, resource rooms

Appropriate student behavior needs to be identified.  Procedures for students going to and from these areas should be decided upon.

2.  Coming and going from the classroom

Students need to learn how to line up properly and how to pass through the halls correctly.  Consider such things as the condition of the room before lining up and whether talking is allowed.

3.  Playground

Expectations need to be identified for going to and from the playground, for safety and maintenance rules, and for how to get students' attention for lining up or listening. 

4.  Lunchroom

Expectations for table manners, behavior, and noise level should be identified.

1.  Student participation in class discussions

Many teachers require students to raise their hands to be called on before speaking during whole-class activities.

2.  Student involvement and attention

Students are expected to listen to the person who is talking.

3.  Assignments

Many teachers record assignments on a chalkboard or elsewhere or have students copy the assignments in notebooks.

4.  Talk among students during seatwork

Some teachers require silence; others allow quiet talk.  Also, teachers sometimes use a cue or signal to let students know when the noise level is unacceptable.

5.  Passing out books and supplies

Supplies that are frequently used can be passed out by a monitor.  Students need to know what to do while they wait for their materials.

6.  Students turning in work

Teachers frequently have a set of shelves or an area where students turn in assignments when they are finished.

7.   Handing back assignments to students

Prompt return of corrected papers is desirable.  Many teachers establish a set time of the day to do this.  Students need to know what to do with the material when they receive it.

8.  Make-up work

Procedures are needed for helping students who have been absent as well as for communicating assignments that must be made up.

9.  Out-of-Seat policies

Students need to know when it is acceptable to be out of their seats and when permission is needed.

10.  What to do when seatwork is finished

Some teachers use extra credit assignments, enrichment activities, free reading, etc.

1.  Student movement into and out of group

These transitions should be brief, quiet and nondisruptive to other students. 

2.  Bringing materials to the group

Students need to know what they are to bring with them to the group.  One way to communicate this is to include a list of the materials along with posted assignments.

3.  Expected behavior of students in the group

Just as in whole-group activities, students need clear expectations about what behaviors are appropriate to small group work.

4.  Expected behavior of students in the small group

Students out of the group also need clear expectations about desirable behavior.  Important areas include noise level, student talk, access to teachers, and what to do when the seatwork assignment or other activities are completed.  Effective managers avoid problems by giving very clear instructions for activities of students who are out of group.

1.  Beginning of school day

Establishing a consistent routine - such as the Pledge of Allegiance, date, birthdays, an overview of the morning's activities, or passing back graded papers - helps start the day while still giving time for late arrivals and for administrative matters to be accomplished.

2.  Administrative matters

Such details as attendance reporting, collecting lunch money, and other record keeping must be done while students are in the room.  Teachers can set aside a specific time of the day for performing these tasks during which the students are expected to engage in some activity.     

3.  End of school day

A routine can be planned for concluding each day.  Straightening desks, gathering materials, singing a song, or reviewing activities and things learned during the day could all provide some structure for this major transition time.

4.  Student conduct during interruptions and delays

Interruptions are inevitable and sometimes frequent.  Students can be taught to continue working if interrupted or to sit patiently and quietly otherwise.

5.  Fire drills and other precautionary measures

School procedures need to be identified and carefully taught to the children.

6.  Housekeeping and student helpers

Most children love to help, and the teacher needs only to identify specific tasks.  Tasks are also a good way to help some children learn responsibility.