Agree behavioural expectations and agree fair consequences
Suggestion for implementing the strategy ‘Collaboratively develop a safe and caring culture and climate’
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Co-construct expectations
Co-construct expectations
Develop expectations and problem solving approaches “with” students.
Avoid approaches that are punitive.
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Follow a process for reinforcing expectations
Follow a process for reinforcing expectations
- Establish behavioural expectations of students with students.
- Establish expectations that students can have of teachers (for example, respect, consistency, an engaging programme).
- Teach expectations in the context of routines.
- Prompt or remind students of expectations prior to entering natural context.
- Monitor students’ behaviour in the natural context and provide specific feedback.
- Evaluate the effect of instruction – review data, make decisions, and follow up.
Source: How is my classroom management? (p. 18) (opens in a new tab/window)
Display expectations clearly
Display expectations clearly
Behavioural expectations should be explained and revisited frequently.
See the Positive Behaviour for Learning website for more examples.
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Classroom checklist
Classroom checklist
- Are the classroom expectations clearly defined, positively stated, and displayed visually?
- Have you limited the expectations to between three and five?
- Do you use the language from the expectations in regular, everyday contexts?
- Have you planned for teaching and practising the routines and expectations?
- Have you set up an acknowledgement system, which includes frequent, short and long-term feedback?
- Do you have a system in place for student feedback about agreed expectations of the teacher?
- Are students reminded of their choices in a calm, positive manner to prevent an escalation in behaviour?
- Are the consequences for not following expectations clear and pre-planned?
- Are consequences delivered consistently, respectfully, and in a timely manner?
Self-assessment
Self-assessment
Are these strategies emerging, partly in place, or established in your practice?
Illustrate your response with examples from your own teaching.
- My students and I have agreed on behaviour expectations linked to our school values.
- The expectations are displayed in our learning space.
- Students can explain the expectations.
Source: PB4L: Teaching for positive behaviour self assessment tool (opens in a new tab/window)
Useful resources
Useful resources
How is my classroom management?
Read time: 3 min
A PowerPoint presentation that helps teachers to review features and practices for behaviour management in the classroom.
Publisher: OSEP Centre on Positive Behavioural Intervention & Support
Download PDF (1.5 MB)
Information sheet: Checklist for promoting positive behaviour and learning
A checklist for teachers from the Positive Behaviour for Learning website.
Publisher: Positive Behaviour for Learning
Teaching appropriate behavior
This is an explanation of eight systematic steps to promote behaviour changes in students as part of a functional behavioural assessment (FBA).
Publisher: Texas Council for Developmental Disabilities
Next steps
More suggestions for implementing the strategy “Collaboratively develop a safe and caring culture and climate”:
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Current page Agree behavioural expectations
Return to the guide “Behaviour and learning”
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How to use this site
Guide to Index of the guide: Behaviour and learning
Understand:
- Understanding behaviour
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Understanding how to respond to problem behaviourShow suggestions for Understanding how to respond to problem behaviour
Strategies for action:
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Foster positive relationships and partnershipsShow suggestions for Foster positive relationships and partnerships
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Collaboratively develop a safe and caring culture and climateShow suggestions for Collaboratively develop a safe and caring culture and climate
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Supporting language and communication skillsShow suggestions for Supporting language and communication skills
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Support emotional wellbeing and positive mental healthShow suggestions for Support emotional wellbeing and positive mental health
- Anticipate, monitor, and plan for responding to child stress
- Strengthen student identity
- Teach stress management, anxiety and coping skills
- Offer relaxation options and downtime activities
- Teach how to recognise emotions and options for expressing feelings
- Providing support following traumatic experiences
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Enable access and participation in learningShow suggestions for Enable access and participation in learning
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Respond safely to challenging situationsShow suggestions for Respond safely to challenging situations
