Models Of School-Wide And Classroom Expectations Grade K-3

Models of School-Wide and Classroom Expectations Grade K -3 What is your response as the teacher-mentor to another teacher?

Your response must address the following questions. Answer briefly. (about 100 words)

  1. The strengths of the classroom expectations
  2. Possible modifications to the expectations
  3. Two strategies you could put in place to decrease the behavior
  4. Two strategies you could put in place to increase student engagement

Paper For Above instruction

Implementing effective classroom expectations is vital for fostering a productive and positive learning environment, especially in early elementary grades. A primary strength of well-designed expectations is that they provide clear behavioral guidelines, promoting consistency and predictability, which are essential for young children (Reinke, Herman, & Stormont, 2013). These expectations help reduce disruptive behaviors by establishing shared standards that students can understand and follow. However, modifications such as incorporating culturally responsive practices can enhance relevance and inclusivity, ensuring all students see their backgrounds reflected (Banks & Obiakor, 2015). Flexibility in expectations can accommodate diverse needs and promote fairness.

To decrease problematic behaviors, I would implement reinforcement strategies such as positive reinforcement and behavior charts. Positive reinforcement increases desired behaviors by providing tangible or social rewards, which encourages students to adhere to expectations (Flannery et al., 2014). Behavior charts offer visual progress indicators, motivating students through immediate feedback. For increasing engagement, strategies such as interactive lessons and collaborative group work can be employed. Interactive lessons actively involve students in their learning process, enhancing focus and participation (Cressy et al., 2015). Collaborative activities foster peer interaction and accountability, making learning more meaningful. These strategies collectively promote a supportive classroom atmosphere conducive to both behavior management and engagement.

References

  • Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training Studies, 3(2), 83–90.
  • Cressy, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2015). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18(1), 90–99.
  • Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation of problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124.
  • Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.

Related Assignments