These strategies help set classroom expectations and keep a positive environment.
Strategy One: Social Contracts
Social contracts involve students in establishing expectations and keeps them accountable for following classroom rules.
To create a social contract:
To create a social contract:
- After getting to know each other for a few days, discuss with the class the expectations for behavior. Write down a list of ideas for behavior of both students and teachers.
- Condense the list into a few rules (5-7) that are stated positively.
- Write the new expectations on a poster and have everyone in the classroom sign it (including you, the teacher).
- Refer to the signed list throughout the year as needed to review expectations and hold students accountable for their behavior.
Additional Resources
The following links serve as resources for lesson plan ideas to develop social contracts and set expectations for student behavior:
www.edutopia.org/pdfs/stw/edutopia-stw-louisville-sel-protocol-for-developing-the-social-contract.pdf
www.learningtogive.org/units/we-are-positive-school-culture/social-contract-our-school
The following links serve as resources for lesson plan ideas to develop social contracts and set expectations for student behavior:
www.edutopia.org/pdfs/stw/edutopia-stw-louisville-sel-protocol-for-developing-the-social-contract.pdf
www.learningtogive.org/units/we-are-positive-school-culture/social-contract-our-school
Strategy Two: Seat Signals
Seat signals are important because they give students a strategy for taking care of less important items (such as needing water or going to bathroom) so that they may focus on the more important learning at hand. Creating these signals together, as a class, also makes students feel included and an important part of the environment.
To create seat signals:
To create seat signals:
- Talk to your class about common needs that do not necessarily have to do with learning (such as going to the bathroom, getting water, getting a tissue, or sharpening your pencil).
- Together, create hand signals for students to use and teachers to easily interpret when the need arises (such as holding up three fingers for water).
Additional Resources
You can also read the book Teach Like a Champion by Doug Lemov to learn more about this and other strategies.
Lemov, D. (2010). Teach like a champion. San Fransisco, CA: Jossey-Bass.
You can also read the book Teach Like a Champion by Doug Lemov to learn more about this and other strategies.
Lemov, D. (2010). Teach like a champion. San Fransisco, CA: Jossey-Bass.
Strategy Three: 5-to-1 Feedback Ratio
A strong feedback ratio, such as 5-to-1, keeps students aware of the positive behaviors they perform in class and helps them realize which of their behaviors they need to correct. The higher number of positive comments to negative ones maintains a positive atmosphere and builds a stronger teacher-student relationship.
To implement a 5-to-1 feedback ratio:
To implement a 5-to-1 feedback ratio:
- For every one piece of constructive criticism given to a student, give that same student five positive comments.
- Be specific about the feedback given. Instead of saying “good job”, say “thank you for turning in all of your assignments in a timely manner”. Being specific with both positive and negative feedback allows students to differentiate between preferred behavior and inappropriate behavior.
Positive feedback should be given 5 times as much as constructive criticism. NOTE: Even though it is important to correct behavior quickly when it occurs, it should be done in a positive manner with a calm tone.
Additional Resources
The following links further discuss and describe the 5-to-1 feedback ratio:
www.teamyou.co/pbis-5-to-1-ratio/
www.k12.wa.us/GATE/Presentations/2015April/PracticeGuide_5_to_1_ratio.pdf
The following links further discuss and describe the 5-to-1 feedback ratio:
www.teamyou.co/pbis-5-to-1-ratio/
www.k12.wa.us/GATE/Presentations/2015April/PracticeGuide_5_to_1_ratio.pdf
Strategy Four: Without Apology
Without apology is a strategy in which teachers introduce and engage students in ALL content they are learning. By not allowing you as the teacher to imply a topic is boring or unimportant, you are showing students that ALL topics are relevant and interesting. If you don't, students will not be engaged in what they are learning and the classroom environment will suffer.
To implement the "without apology" strategy:
To implement the "without apology" strategy:
- NEVER use language such as “I know this is boring, but…” or “I’m sorry, but we have to learn this…”.
- Introduce a new unit of study as interesting and relevant. Engage students using authentic examples, questions, demonstrations, and more.
- ALWAYS show students you are excited to learn the new subject matter, even if you do not enjoy it.
Additional Resources
You can also read the book Teach Like a Champion by Doug Lemov to learn more about this and other strategies.
Lemov, D. (2010). Teach like a champion. San Fransisco, CA: Jossey-Bass.
You can also read the book Teach Like a Champion by Doug Lemov to learn more about this and other strategies.
Lemov, D. (2010). Teach like a champion. San Fransisco, CA: Jossey-Bass.