BEHAVIOR CASE STUDY DUE IN 72 HOURS
DUE IN 72 HOURS
Appropriate Behavior Expectations Case Study
[WLOs: 1, 4] [CLOs: 1, 2]
Prior to beginning work on this assignment, read the IRIS Centers Establishing Classroom Norms & Expectations (Links to an external site.). Within this resource, review the case study labeled Level A Case 1 and the STAR sheets.
When you envision the ideal early childhood classroom, you see children working in groups, getting along, demonstrating problem-solving skills, and being totally engaged in the stellar lesson or activity you have created. However, as we all know, that classroom does not just happen. It takes a tremendous amount of effort and preparation on the teachers part for this harmony to exist. Teachers must let their students know their expectations. This is generally done by teaching the rules of the classroom. In addition to stating the rules and procedures, a teacher must respond to childrens actions both positive and negative in order to demonstrate their expectations. This way, appropriate expected classroom behavior can become the classroom norm, instead of the exception so that you can spend your time engaging with your students in the amazing, creative lessons you have created instead of dealing with negative behavior.
In this assignment, you will create your own expectations for appropriate classroom behavior and utilize a case study to practice creating strategies surrounding norms and expectations.
In your paper,
Identify and describe three expectations for appropriate classroom behavior for young children with examples for each.
Critically analyze Rons challenging behaviors to determine contributing factors (as presented in Level A Case 1).
Construct two specific strategies for addressing Rons challenging behavior, and describe the implementation plan and desired outcomes.
The Appropriate Behavior Expectations Case Study paper
Must be 2-3 double-spaced page in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Centers APA Style (Links to an external site.)
Must include a separate title page with the following:
o Title of paper
o Students name
o Course name and number
o Instructors name
o Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
o For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
Must use at least one scholarly sources in addition to the course text.
o The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA style as outlined in the Ashford Writing Centers Citing Within Your Paper (Links to an external site.)
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
Required Resources
Text
Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from https://content.ashford.edu
Chapter 7: Preventing Challenging Behavior: The Social Climate
Chapter 8: Preventing Challenging Behavior: Physical Environment, Routines and Transitions, Curriculum, and Teaching Strategies
Chapter 12: Working With Families and Other Experts
Article
Magliano, J. (2017, January 30). Why a childs social-emotional skills are so important (Links to an external site.). Retrieved from https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201701/why-child-s-social-emotional-skills-are-so-important
This article provides information about why a childs social emotional skills are important and will assist you in your Week 4 Journal this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Linsin, M. (2011, June 4). How to talk to parents about their misbehaving child (Links to an external site.). Retrieved from https://www.smartclassroommanagement.com/2011/06/04/how-to-talk-to-parents-about-their-misbehaving-child/
This article discusses ways to communicate with parents about their misbehaving children and will assist you in your Teachers Role discussion forum this week.
Accessibility Statement does not exist
Privacy Policy
Supplemental Materials
McLaughlin, T., & Bishop, C. (2015). Setting up your classroom to prevent challenging behaviors (Links to an external site.). Retrieved from https://tkcalifornia.org/wp-content/uploads/2017/07/setting-up-your-classroom-to-prevent-challenging-behaviors.pdf
Insert description
Accessibility Statement
Privacy Policy
Supporting and responding to behavior: Evidence-based classroom strategies for teachers (Links to an external site.). (n.d.). Retrieved from https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf
This resource provides information about how to support and respond to behaviors and will assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.
Web Page
Behavioral support plan tools & tips (Links to an external site.). (n.d.). Retrieved from http://www.communitycareinc.org/for-providers/behavioral-support-plan-tools-tips
This web page provides information about behavioral support plans and will assist you in your Behavioral Support Plans Final Paper this week.
Accessibility Statement does not exist
Privacy Policy
Recommended Resources
Web Page
Scholastic. (n.d.). Lessons and ideas (Links to an external site.). Retrieved from https://www.scholastic.com/teachers/lessons-and-ideas/?esp=CORPHP%2Fib%2F%2F%2F%2F%2FNAV%2FTeachers%2FTab%2FLessonsIdeasLP%2F%2F%2F%2F
This web page provides information about lesson plans and may assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Websites
Edutopia (Links to an external site.). (https://www.edutopia.org)
This website provides information about lesson plans and teaching strategies and may assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
National Association for the Education of Young Children (Links to an external site.). (https://www.naeyc.org)
This website provides information about lesson plans and teaching strategies and may assist you in your Teaching Strategies discussion this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
042717
iris.peabody.vanderbilt.edu or iriscenter.com
Serving: Higher Education Faculty PD Providers Practicing Educators
Supporting the preparation of effective educators to improve outcomes for all children, especially those with disabilities, birth through age 21
CASE STUDY UNIT
Created by
Carolyn Evertson, PhD, & Inge Poole, PhD
Vanderbilt University
Establishing Classroom
Norms & Expectations
with Instructors Guide
[emailprotected] Modules and Materials Development
Naomi C. Tyler, PhD Co-Director
Vanderbilt University
Phone: (615) 343-5610 or (800) 831-6134
Fax: (615) 343-5611
Email: [emailprotected]
[emailprotected] Technical Assistance and Training
Deborah D. Smith, EdD Co-Director
Claremont Graduate University
Phone: (909) 607-8982 or (866) 626-IRIS [4747]
Fax: (909) 607-0959
Email: [emailprotected]
The contents of this case study were developed under a grant from the U.S. Department of Education, # H325F010003. However, those contents do not necessarily repre-
sent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Helen Thornton and Anne Smith
To cite this Case Study Unit:
Evertson, C., Poole, I., & the IRIS Center. (2003). Establishing classroom norms and
expectations. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/
pdf_case_studies/ics_norms.pdf
Establishing Classroom Norms and Expectations
Contents: Page
Licensure and Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
STAR Sheet: Stating Expectations Early . . . . . . . . . . . . . . . . . . . . . . . . 9
STAR Sheet: Implementing Classroom Rules and Procedures . . . . . . . . . 11
STAR Sheet: Supporting Expectations Consistently . . . . . . . . . . . . . . . . 15
STAR Sheet: Reevaluating Established Norms . . . . . . . . . . . . . . . . . . . 17
Instructors Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
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nTable of ContentsTable of Contents
For an Instructors Guide to this case study, please email your full name,
title, and institutional affiliation to the IRIS Center at [emailprotected]
iihttp://iris.peabody.vanderbilt.edu na) ii
Standards
Licensure and Content Standards
This IRIS Case Study aligns with the following licensure and program standards and topic areas.
Council for the Accreditation of Educator Preparation (CAEP)
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of
new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
Standard 1: Content and Pedagogical Knowledge
Council for Exceptional Children (CEC)
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have
taken on the crucial role of educating students with disabilities.
Standard 2: Learning Environments
Interstate Teacher Assessment and Support Consortium (InTASC)
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to pre-
pare their students either for college or for employment following graduation.
Standard 3: Learning Environments
National Council for Accreditation of Teacher Education (NCATE)
NCATE standards are intended to serve as professional guidelines for educators. They also overview the organiza-
tional structures, policies, and procedures necessary to support them
Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
The Division for Early Childhood Recommended Practices (DEC)
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth
through age five) who have or who are at-risk for developmental delays or disabilities.
Topic 3: Environment
Topic 5: Instruction
Establishing Classroom Norms and Expectations
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Establishing Classroom Norms and Expectations
Case Study Set Introduction
Please read this introduction before continuing with the accompanying case study set.
This case study set focuses on the establishment of classroom norms and expectations. This introduction offers an
overview of norms and expectations and how they are communicated and established in a classroom. To establish
norms and expectations in a classroom is a complex, long-term task. Your skill in successfully undertaking it will
evolve as you become more experienced. The goal of this case study set is to help you understand how to prevent
many problem behaviors by putting supportive classroom structures in place as you set up an effective classroom.
What is an effective classroom? It is one that runs smoothly, with minimal confusion and down time, and maximizes
student learning. An effective classroom has patterns and routines in place that make interaction and movement
within that classroom easy to organize and accomplish. Such patterns and routines are established through the
development of classroom rules and procedures. Rules are the explicit statements of teachers expectations for
students behavior in a classroom. Procedures are the patterns for accomplishing classroom tasks. Teachers
communicate their expectations to students through the development and enactment of both.
Expectations are desired behaviors or outcomes. Within a classroom, a teacher can make his or her expectations
known to students, or the teacher can cause students to guess at the expectations. It is much easier for students to
meet a teachers expectations when they know what these expectations are. Teachers can make their expectations
known to students by directly teaching the classroom rules and procedures, providing opportunities for the students
to practice them, and consistently responding to students behavior. A teachers consistent responses can include
both positive consequences to reinforce a students appropriate behavior and negative consequences to deter a
students inappropriate behavior.
Students also have expectations for their own behavior. When the behavior that the teacher and students expect
and exhibit becomes so routine that it seems to be in consensus, a classroom norm for that behavior has been
established. Norms can be defined as accustomed ways of perceiving, believing, evaluating, and acting in an
environment (Goodnough, 1971). In other words, norms are the familiar ways we have of interacting with each
other in a particular setting.
Case Study Set Definitions
Norms familiar ways of interacting in a classroom
Expectations desired behaviors or outcomes
Rules written expectations for behavior in a classroom
Procedures patterns for accomplishing classroom tasks
Within classrooms, a common norm for requesting a turn to speak during instruction is to raise ones hand and wait
to be acknowledged. This classroom norm develops when a teacher teaches his or her students how to raise their
hands when they want to speak, has students practice raising their hands, and consistently responds to students
behavior (positively when they raise their hands, and negatively when they dont). In fact, this norm often becomes
so familiar it is used in other settingshave you ever raised your hand for a turn to speak at the dinner table?
Whereas classroom norms, such as raising ones hand, are sustained by consensus, they can also be suspended
or changed if they are not supported or reinforced. For example, a norm for being in class on time ceases to be
a norm when there is no consequence for students tardiness. Thus, arriving late becomes the accepted practice.
The actions and interactions that a teacher encourages or allows to become familiar develop into that classrooms
norms. Therefore, thoughtful advance planning by the teacher can guide and establish effective group norms that
support student learning.
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For example, prompt attendance promotes student learning by making certain that students are exposed to as much
instructional time as possible. Therefore, a teacher might require prompt attendance as well establish procedures to
make prompt attendance a familiar routine. A classroom rule regarding prompt attendance might be stated as Be
in your seat and ready for class when the bell rings. A procedure involved in preparing for class might require
students to place their completed homework in a designated location as they enter the classroom. When all the
procedures of preparing for class prior to the bells ring become routine for students, prompt attendance has
become an established classroom norm.
Ultimately, a teacher wants to establish classroom norms that create an effective classroom in which student learning
time is maximized. In this case study set, we will consider four specific aspects of establishing classroom norms and
expectations:
1. Stating expectations clearly,
2. Implementing classroom rules and procedures,
3. Supporting expectations consistently, and
4. Reevaluating established norms.
What the research and resources say
Teachers who establish and maintain norms for an effective learning environment spend more time teaching
because less time is usurped by discipline (Brophy, 2000).
Norms that engender a supportive learning environment include acting and interacting responsibly, treating
others with respect and concern, and fostering a learning orientation (Brophy 1998; 2000; Good &
Brophy, 2000; Sergiovanni, 1994).
Effective school-wide norms can be established through a school-based program that focuses on supportive
interactions among students (Solomon, Watson, Delucchi, Schaps, & Battistich, 1988).
References:
Brophy, J. E. (1998). Motivating students to learn. Boston: McGraw-Hill
Brophy, J. E. (2000). Teaching. Geneva, Switzerland: International Bureau of Education.
Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.
Goodnough, W. (1971). Culture, language, and society. Reading, MA: Addison-Wesley.
Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.
Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing childrens
prosocial behavior in the classroom. American Educational Research Journal, 25(4), 527554.
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Establishing Classroom Norms and Expectations
Level A Case 1
Background
Student: Ron
Grade: 1st
Age: 6.8
Context: 10 weeks into the school year (mid-October)
Scenario
On the first morning of the school year, Ms. Bosco greeted each first grader at the door with a smile. She
introduced herself and asked the students name before leading the student to his or her assigned desk and helping
to place the students things there. She then asked for the student to have a seat with the other first graders on the
carpet at the front of the room. She showed the student an X with the students name written across it as his or her
special seating spot. The Xs formed a circle on the carpet. When all the students were seated, Ms. Bosco played a
game with the group to help her and the students to learn each others names. She also asked each student to share
one special fact about him- or herself. She then moved into a reading lesson with the class.
On the second morning of the school year, Ms. Bosco greeted each student by name with a smile at the door. As
they entered, she asked them to place their things on their desks and then sit on their Xs at the carpet. When all
students were seated in the circle, Ms. Bosco played a game to help her and the students review each others
names. She asked each child to identify something special about his or her neighbor to the right. She then asked
two students to model for the class how to enter the room at the start of each day, put their things away, and be
seated on their Xs at the carpet. Ms. Bosco then moved into a reading lesson for the day with the class.
In mid-October, Ron moves into Ms. Boscos class from another school district. On his first day, his registration
process takes about thirty minutes, so he does not get to join the class until after the reading lesson is already in
progress. When the intercom announces they will be receiving a new student, Ms. Bosco interrupts the reading
lesson to welcome Ron, meet his parents, and help Ron put his things into his desk. As Ms. Bosco helps Ron find an
open space in which to sit at the circle with the rest of the class, she tells Ron that the class is trying to find rhyming
words in the story she has read aloud. She then continues the lesson with the class. In this lesson and throughout the
day, Ron appears to be distracted and starts misbehaving.
On Tuesday morning, Ron comes to the classroom and goes immediately to the aquarium at the back of the room to
watch the fish. When the bell rings to start the day, he leaves his things at the aquarium and comes late to the
circle, pushing to sit between two students even though there is an empty space available. Ms. Bosco tells Ron
to have a seat at the empty space and then begins the morning routine. By the start of the reading lesson, Ron is
sprawled across the carpet, making noises, and bumping into his neighbors. The students seated around Ron begin
complaining to Ms. Bosco about his behavior.
When the class goes to the music room for its morning specials class, Ms. Bosco tries to reflect on Rons behavior.
She reads through the materials that were sent by his previous school and finds that Rons previous teacher had
noted he was easily distracted, especially during transitions. Ms. Bosco then sets the following goals for Ron to meet
by the end of the week:
Increase Rons sense of membership in the classroom community by having him sit with the class on the
carpet in a listening position and by helping him use each of his peers names and helping them to use his
Increase Rons understanding of and commitment to the established classroom norms, beginning with the
morning routine, by having him follow the classs established procedures
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Possible Strategies
Stating expectations clearly
Implementing classroom rules and procedures
! Assignment
Read the Case Study Set Introduction and the STAR sheets on each of the possible strategies.
Using the strategies listed above, write one suggestion that Ms. Bosco can implement for each of Rons
goals. Explain why the suggestions would be helpful in meeting Rons goals.
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Establishing Classroom Norms and Expectations
Level A Case 2
Background
Grade: 4th
Context: Class of 23 students, 20 minutes before lunch
Scenario
Halfway through Mr. Englishs daily writing lesson, the four students from his classroom who receive morning
special education services in language arts return to class in preparation for lunch. Because the special education
teacher works with students from several grade levels, he is not able to mesh his schedule completely with the fourth
grade and cannot rearrange his schedule. Though the special education teacher tries to cover many of the fourth
grade language arts skills with these four students, Mr. English senses that the students are falling farther behind
their peers because they do not get to participate in some of the classroom language arts instruction (e.g., writing).
As the year has progressed, when these four students return to his class, they begin to act out and disturb the
students participating in the writing lesson. Mr. English is becoming increasingly frustrated with the behavior of the
four students. He feels he spends the last half of each writing lesson trying to keep these four students quiet so the
rest of the class can learn to write. Mr. English sets the following goals for the next four weeks:
Increase the quantity and quality of writing time for the class
Decrease the misbehavior of the four students
Note that Mr. English is not currently including the four students receiving language arts special education services
in his writing lessons.
Possible Strategies
Implementing classroom rules and procedures
Supporting expectations consistently
Reevaluating established norms
! Assignment
Read the Case Study Set Introduction and the STAR sheets on each of the three possible strategies.
Give one suggestion from each strategy that may be helpful to Mr. English in meeting the goals for his class.
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Establishing Classroom Norms and Expectations
Level B Case 1
Background
Student: Shandra
Grade: 5th
Age: 11.2
Context: Math class, end of the first grading period
Scenario
While calculating his students grades for the first grading period, Mr. Washington discovers a problem. Although
one of his students, Shandra, is receiving Title I tutoring for math, she has a low grade in his math class for the
period. Speaking with Shandras Title I tutor, Mr. Washington learns that part of her tutoring included talking with
her Title I peers about her mathematical thinking. The Title I tutor indicates that Shandra is doing well in tutoring and
should also be doing well in his class.
Mr. Washington usually lectures during his math instruction. The rest of the lesson is usually filled with independent
seatwork. Therefore, there isnt an opportunity for Shandra to talk with anyone about her mathematical thinking. In
fact, because students are not allowed to talk while Mr. Washington is teaching or while they do their independent
seatwork, in effect a norm of no talking has developed in his math classes.
Mr. Washington wants to provide instruction that will offer Shandra a chance to succeed. For the next grading
period, he plans to include partner work in his math instruction. The talking procedure that he uses for partner work
in his current science class holds that student conversation cannot begin until Mr. Washington gives permission, it
must be on the science topic, and it must be only loud enough for partners to hear each other. This procedure works
well with the class rule Get permission to talk. In conjunction with adapting his math instruction and implementing
a procedure to support it, Mr. Washington sets the following goals for Shandra during the second grading period:
Increase her conversation with peers about her mathematical thinking
Increase her grade in math
In addition, he sets the following goals for himself:
Increase his use of partner work in math instruction
Increase his assistance with students vocalizing their mathematic thinking
Possible Strategies
Stating expectations clearly
Implementing classroom rules and procedures
Supporting expectations consistently
Reevaluating established norms
! Assignment
Review the Case Study Set Introduction and the STAR sheets on the four possible strategies.
Select two strategies that Mr. Washington will use as he shifts from lecturing to using partner work in his
math instruction. Describe how Mr. Washington will use these two strategies to meet his goals and how
these strategies will help Shandra to reach her goals.
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Establishing Classroom Norms and Expectations
Level C Case 1
Background
Grade: 3rd
Context: Friday of the third week of school, redistribution of students among classrooms to meet state class-size
requirements
Scenario
Ms. Jung received a list of eighteen students today that will compose her class beginning on Monday. Twelve of
her current students will remain with her, twelve will be assigned to new classrooms, and six new students will be
assigned to her classroom. Before going home, Ms. Jung speaks briefly with the other third grade teachers to share
instructional information about the new students in each teachers classroom.
During the weekend, Ms. Jung considers how she will help the students in her classroom to become a coherent
group. She also considers the established classroom norms, their applicability to the new group of students, and the
ways she can support her expectations for students. Ms. Jung is particularly concerned about the amount of student
movement in and out of the classroom required throughout the day. Her basic schedule follows the pattern listed
below (left). In addition to the class instruction outlined in her schedule, some individual students will need to go
for instruction outside Ms. Jungs class. Individual outside instruction involving third graders includes the following
scheduled activities noted below (right).
OUR CLASS SCHEDULE OUTSIDE INSTRUCTION SCHEDULE
Start Stop Activity
8:30 9:00 Morning meeting (attendance, daily
news, etc.) in Ms. Jungs room
10:00 10:25 Title I math tutoring
11:00 11:25 Title I reading tutoring
1:00 1:54 Special education instruction
(math)
2:15 3:00 Special education instruction
(reading)
Tuesday – Thursday
12:30 2:30 Gifted education instruction
Monday – Wednesday – Friday
2:40 3:10 Counseling session (Children of
divorce) Participating students leave
school from the counselors office
Start Stop Activity
8:30 9:00 Morning meeting (attendance, daily
news, etc.) in Ms. Jungs room
9:00 9:45 Specials (P.E., art, music, library) in
specials classrooms
9:45 10:30 Math instruction in Ms. Jungs room
10:30 11:25 Reading instruction
11:25 11:30 Restroom break en route to
cafeteria
11:30 12:00 Lunch in the cafeteria
12:00 12:30 Recess on the playground
12:30 12:45 Reading aloud in Ms. Jungs room
12:45 1:15 Social studies instruction
1:15 1:45 Science instruction in the science
lab
1:45 2:15 Recess on the playground
2:15 2:45 Writing instruction in Ms. Jungs
room
2:45 3:00 Sustained silent reading
3:00 3:10 Preparation for going home
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Several of Ms. Jungs students will need to move in and out of her classroom at different times. Her class list, below,
notes student participation in individual outside instruction and information related to student movement. New
students to her class are designated with an asterisk (*).
A=Absent T=Tardy D=Dismissed
Possible Strategies
Stating expectations clearly
Implementing classroom rules and procedures
Supporting expectations consistently
Reevaluating established norms
! Assignment
Review the Case Study Set Introduction and the STAR sheets on the four possible strategies.
Write a statement describing how each strategy will be implemented as Ms. Jung works with her newly
structured class.
In writing,
1) Select a classroom norm that would allow successful student movement to outside instruction as
needed and maximize time for learning. (This norm may be stated as a rule.).
2) Explain why you believe the norm will be effective.
3) Write two expectations Ms. Jung must state clearly to the entire class to help establish this norm.
4) State a specific procedure concerning movement she must teach Lew (you may need to refer back to
the classroom schedule).
5) State a specific procedure concerning movement she must teach Myra (you may need to refer back to
the classroom schedule).
Name M T W T F Notes:
Lew Title I math, Title I reading
Jan A ADHD, inconsistent medication, constantly in motion
Derrl Title I math, Special Education (reading)
LaDonna A Title I math, Title I reading
Brian* T Title I reading
Cheryl A Title I reading
Jay* A A Uses a wheelchair
Myra* Special Education (math)
Ellis* A Counseling session
Mendy D A Counseling session
Keith* Experiencing early signs of kidney failure. Needs fre-
quent, immediate access to a restroom.
Shauna T Gifted Education, Counseling session
Robb A
Tandy A A
David A
Alissa* A A
Pecos
Jerri Lynn A
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Establishing Classroom Norms and Expectations
Stating Expectations Clearly
What a STAR Sheet is
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can
help you solve the case studies in this unit.
What it is…
Expectations are desired behaviors and outcomes. Teachers expectations of students are directly connected to
students achievement of those expectations. The strategy of stating expectations clearly involves the explicit
acknowledgment of expectations for student actions and interactions in ways that the students can understand and
achieve.
What the research and resources say…
Students both want and need teachers to demonstrate authority by s
