2B MANAGING STUDENT BEHAVIOR
The teacher establishes behavioral expectations and consequences and monitors student conduct. The teacher responds to student behavior in appropriate and effective ways to minimize disruptions.
ELEMENTS AND INDICATORS OF PERFORMANCE
Expectations
INFORMATION
ARTIFACTS
OBSERVABLE EVIDENCE
EXAMPLE GOALS (S.M.A.R.T.)
GUIDING QUESTIONS
RESOURCES
Education World - Classroom Management Section
ELEMENTS AND INDICATORS OF PERFORMANCE
Expectations
- The teacher has clearly established standards of conduct and students can articulate what is expected of them both academically and
- behaviorally.
- Actions and reactions of the students clearly demonstrate understanding of the expectations.
- Students monitor his or her own personal and group behaviors in the classroom.
- When students monitor and correct each other, it is done in a respectful manner.
- The teacher uses preventive strategies to monitor student behavior.
- The teacher intervenes before student behaviors impact student learning.
- The teacher responds to misbehavior effectively.
- Teacher interactions with the student(s) are sensitive to the student’s individual needs.
INFORMATION
ARTIFACTS
- Behavior Policies/Charts/Posters
- Expectations/Consequences Chart/Poster
- Logs of parent contacts pertaining to student behavior (phone/email/meeting)
OBSERVABLE EVIDENCE
- Bell Work
- Transitions
- Engagement, Checks for Understanding
- Established Routines
- Rapport
- Praise-Prompt-Leave
- Students are actively engaged in the class
- Students are monitored and know the rules of the class
- Students monitor their own behavior
EXAMPLE GOALS (S.M.A.R.T.)
- The frequency of off-task behaviors will diminish by 30% by the end of quarter 1 as measured by progress monitoring in Mileposts.
- Participation in bell ringers will increase by 25% by the end of semester 1 as measured by teacher check list.
GUIDING QUESTIONS
- Are students engaged in pursuits of academic value and not in off task behavior?
- Are expectations are set and supported through both verbal and nonverbal behaviors?
- Is quality is expected and recognized?
- Is effort and persistence are expected and recognized
- Do teachers and students’ language and behaviors show confidence in student actions?
RESOURCES
Education World - Classroom Management Section