Rules That Sum Up The Most Important Expectations
- Learn different ways to show genuine compassion for others.
- Learn how to hold yourself accountable for your thoughts, words, actions, and attitudes.
- Be respectful to others even when you don’t think they deserve it.
- Be engaged with your eyes, ears and mind.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Computer Lab Expectations
How Should Students Enter the Computer Lab?
- How to enter:
- Walk, don’t run
- Enter with voice level 0
What talking levels are expected in the computer lab?
- Voice Level Expectations
- Instructional Time or when Mr. Thelen's voice is on: Level 0 unless called on
- Independent Work: Level 0
- Lining up at the end of Class: Level 0
- Fire and Tornado Drills: Level 0
- Entering the Computer Lab late for class: Level 0
- Entering the Classroom with the class: Level 0
- Computer Lab Transitions, such as moving from your desk to the instruction area: Level 1
- Partner Work: Level 1
- Group Work: Level 2
- Clean Up Time: Level 2
- Kid’s Choice Time: Level 3
- Playing Blooket or Kahoot with Mr. Thelen: Level 4
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
How must students transition to the carpet?
- Mr. Thelen will say "Time for instructions on the carpet."
- Students will come immediately without running.
- Students can whisper with voice level 1 during transitions; only one person can hear you.
- When Mr. Thelen starts speaking, all students go to level 0, absolute silence; no one is talking.
Are students allowed to blurt out answers, comments, or questions without raising their hands? If so, when?
- No, students must always raise their hands, except when…
- Mr. Thelen says it is “lively discussion” time.
What are the expectations from students
regarding participation and effort?
- Students are expected to always participate in whatever we are doing in class.
- Students should make their true, personal BEST effort to learn.
- Every team member should be contributing as they are able during group work.
- Instead of “This is too hard!,” students should say, “I need help.”
- Teach others in a way they can understand and with a compassionate heart.
- Be accountable for your own thoughts, words, behaviors and actions.
- When the work is challenging, instead of complaining, we will strive together for a positive, engaging attitude.
- Be respectful to each other, adult helpers and toward Mr. Thelen.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
How must students leave the room at the end of class?
- Wait for Mr. Thelen to dismiss you
- Line up in the hallway with 0 voice level
- Face the direction your teacher will be coming from
- Hands and feet to yourself
- Respect each other’s space
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Will students be permitted to use the restroom during instructional times?
- Normally we wait until Kid’s Choice time to use the restroom.
- When your classroom teacher gives an opportunity BEFORE Technology class, students are expected to use the restroom at that time.
- I will discourage using the restroom during instruction and work time, but will allow it when it is truly an urgent emergency.
- If a student goes to the restroom during instruction or work time, it may cost that student some or all of their Kid’s Choice time.
- Only one boy and one girl can be gone at a time. If someone else is already using the restroom, students may need to wait.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What does it look like for students to treat each other with respect?
- Examples of being respectful:
- Saying please and thank you
- Using kind and encouraging words
- Listening to others
- Encouraging others
- Respecting personal space
- Caring about the needs of others
- Respecting others’ belongings
- Keeping your space and the rest of the computer lab clean
- Examples of NOT being respectful:
- Damaging school or others’ property
- Being rude
- Pushing, shoving, hitting, kicking
- Unkind words
- Interrupting others
- Invading personal space
- Demeaning or dismissive body language and/or tone of voice
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What does it look like for students to treat Mr. Thelen and other adults with respect?
- Examples of being respectful:
- Saying please and thank you
- Using kind words
- Not interrupting
- Listening carefully
- Using an appropriate voice level
- Following directions
- Doing what you are suppose to do when you are suppose to do it
- Using “Mr. Thelen” to refer to me
- Examples of NOT being respectful:
- Talking while the teaching is talking
- Damaging classroom property
- Being rude
- Physical violence
- Unkind words
- Complaining
- Calling the teacher anything other than "Mr. Thelen"
- Refusing to do what you are suppose to do
- Demeaning or dismissive body language and/or tone of voice
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What are the expectations regarding assignments?
- Students are expected to have assignments completed on time and to give their BEST effort in completing them.
- Students may complete their assignments during Kid’s Choice Time.
- Many times your whole team will need to have the assignment completed before everyone on your team earns Kid’s Choice Time
- You can’t do any of the assignment for others, but you can teach them how to do it
- Instead of giving answers to someone who needs help, ask them questions that get them to think for themselves.
- Help others to move from being dependent to becoming independent learners.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What are the expectations about food and drink in the computer lab?
- No drinks, gum, or eating food in the computer lab.
- If there is a need to eat a snack due to health reasons, the student may go into the hall and eat their snack.
- If you enter with gum, put it into a tissue before placing it in the wastebasket.
- Sometimes students from other classes stop by with a birthday treat for Mr. Thelen. If Mr. Thelen gives the treat away, the treat should be eaten in the hallway. The student that gets the treat is responsible for cleaning up after themselves after they eat the treat. This might include crumbs, wrappers, napkins, tissues and hand washing.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What other expectations are there for students’ behavior?
Be ready to be…
Compassionate
Accountable
Respectful
Engaged
Do your best to improve with these positive character traits:
Mercy
Grace
Kindness
Goodness
Love
Patience
Peace
Compassionate
Accountable
Respectful
Engaged
Do your best to improve with these positive character traits:
Mercy
Grace
Kindness
Goodness
Love
Patience
Peace
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What are the expectations regarding fidgets?
- Students may have fidgets, but the fidget must benefit their education.
- Fidgets may not distract one’s self or others.
- Fidgets may not be shared.
- Fidgets must be silent.
- Fidgets must be approved.
- Fidgets can go to fidget jail at any given time.
- No slime, play dough, or putty as fidgets.
How must the students act during emergency drills?
- This is a serious time - no talking at all is permitted unless necessary for the drill.
- Students must act quickly and calmly, and comply with all directions.
- Walk to the designated area.
- Stay with Mr. Thelen and do not wander to another group.
Procedures
Start of Class
- Grades BK-2:
- Meet at the carpet
- Learning ready students are chosen by Mr. Thelen
- Chosen students choose a table and seat and set their iPads to the grade level schedule
- Help the people at your table
- When your table is done, come to the carpet
- Keep your hands and feet to yourselves
- When Mr. Thelen starts teaching, all students go to voice level 0; absolute silence
- Grades 3-5
- Most days you'll be sitting at a table with your team
- Most days you’ll be logging onto a Chromebook
- After you enter your password, come to the carpet
- Set your Chromebooks to your grade level schedule AFTER Mr. Thelen’s first set of instructions; this will save us time because the Chromebooks need time to load after your password is entered.
- When Mr. Thelen starts talking to the class, all students go to voice level 0; absolute silence
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Coming to the Carpet for Instructions
- Mr. Thelen will say "Time for instructions on the carpet."
- Students will come immediately without running.
- Students can whisper with voice level 1 during transitions; only one person can hear you.
- Try to make it to the carpet by the time you whisper 3 times to yourself "Come to the carpet."
- If someone at your table is not moving right away, quietly remind them once, then get moving yourself.
- When Mr. Thelen starts speaking, all students go to level 0, absolute silence; no one is talking.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Yacker Tracker Stoplight
- green or no light is good
- yellow means quiet down
- 2 reds and class takes a break from kid's choice
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Clean Up Time
Grades BK-2
EXTRA every day for End of Day Class
EXTRA for End of Day Class on Wednesday & Friday
Grades 3-5
EXTRA every day for End of Morning Class
EXTRA for End of Morning Class on Wednesday & Friday
- Level 0 voice
- Gently put STEM pieces back where they belong
- push in chairs
- pick up any paper you see on the floor and put it in the waste basket
- Level 1 voice coming back to the carpet
- Learning ready students are chosen by Mr. Thelen to line up in the hallway AFTER the room in cleaned up properly
- If your homeroom teacher wants you to line up in a certain order, do it; otherwise line up in the order you were called
- 0 voice level in the hallway
- Face the direction your teacher will be coming from
- Hands and feet to yourself
- Respect each other’s space
EXTRA every day for End of Day Class
- Put 1 headphone per basket with chord loose; do NOT wind the chord around the headphone
- Flick off apps on all ipads, fold them up and stack them on 4 neat, equal piles on the cart
- 2 responsible students will make sure headphones were put away properly
EXTRA for End of Day Class on Wednesday & Friday
- 2 responsible students will gently put the ipads inside the cart and plug them in
Grades 3-5
- Level 0 voice
- Log off chromebook so it is ready for the next class to login; do NOT do a shutdown or close chromebook before logging off
- Gently put STEM pieces back where they belong
- Put 1 headphone per basket with chord loose; do NOT wind the chord around the headphone
- Make sure headphones and mice are in their proper locations and not mixed up
- push in chairs
- pick up any paper you see on the floor and put it in the waste basket
- Level 1 voice coming back to the carpet
- Learning ready students are chosen by Mr. Thelen to line up in the hallway AFTER the room in cleaned up properly
- If your homeroom teacher wants you to line up in a certain order, do it; otherwise line up in the order you were called
- 0 voice level in the hallway
- Face the direction your teacher will be coming from
- Hands and feet to yourself
- Respect each other’s space
EXTRA every day for End of Morning Class
- Put 1 headphone per basket with chord loose; do NOT wind the chord around the headphone
- Put 1 mouse per basket with chord loose; do NOT wind the chord around the mouse
- If ipads were used, flick off apps on all ipads, fold them up and stack them on 4 neat, equal piles on the cart
- 2 responsible students will make sure headphones and mice were put away properly
EXTRA for End of Morning Class on Wednesday & Friday
- 2 responsible students will gently put the chromebooks inside the cart and plug them in
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Headphone & Mouse Care
- Use 2 hands when carrying. Hold the headphone with one hand and the end of the chord with the other hand.
- Slide the drawer back in when you take the headphones out.
- Do not try to carry both your headphones and ipad or chromebook at the same time. Same goes for a mouse.
- Do not carry the headphones or your mouse by the chord.
- Be gentle with the headphones and mouse so they last longer.
- When putting headphones away, do not wrap the chord around the headphones or mouse.
- Keep the chord loose so they don't create a knot.
- One headphone per drawer.
- Do not mix up the headphones with the mice
If you can't hear out of both ears of the headphones....
- make sure the chord is plugged in
- check to see if your volume is up high enough
- try the headphones on a different website
- try the headphones on a different ipad or chromebook
- try a different headphones on the ipad or chromebook you are using
- it's OK if the sound is only coming out 1 ear phone
- ask a friend for help
- after trying all these things and the headphones still don't work, then bring them to Mr. Thelen
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Working in Teams
- make your best effort to focus and learn during instructions
- be engaged with your eyes, ears and mind
- use what you learn to help your team while you work on the task
- use a level 2 or an even quieter voice
- when a teammate needs help, do it with compassion
- gently hold yourself and teammates accountable for words, actions, and attitudes
- be respectul to your teammates even when you think they don't deserve it
- make your best effort to work in harmony with your teammates, even if some are not your friends
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Listening to Instructions When We Aren't at the Carpet
- Students will respond to the sound que of Mr. Thelen's whistle that signifies the teacher's need for student attention
- The whistle will be followed by Mr. Thelen saying "Listen Up"
- All students will stop what they are doing and look at the teacher.
- All student voices go to level 0, absolute silence; no one is talking.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
When a student enters the lab during instruction time
- Enter quietly so you don't distract other students from learning
- focus on what is being said and what is being shown on the big screens
- wait until instuctions are finished before asking questions to catch up your understanding for the task we are doing
- start thinking of ways for the future to be ready to learn at the beginning of instruction time
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Getting a tissue during instruction time
- think about how you can get a tissue without distracting the learning of other students
- go to a tissue box that is behind the students so they can stay focused on the big screen; NOT in front of students
- stay focused with your eyes and ears on the instructions while you get a tissue
- blow your nose quietly
- put your tissue in the waste basket
- quietly return
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
When Mr. Thelen is talking to an adult
- You may speak in a Level 1 voice while you respectfully wait for the adults to finish what they are talking.
- If you have a question, wait patiently and do not interrupt.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
What to do if Mr. Thelen is not in the room
- Students will behave in such a way that if any adult walked in they would be proud to see their behavior.
- If there is another teacher, aid, or substitute teacher in the room, treat that person with respect.
- If a substitute teacher does not know how to do something, help them out if you can.
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Fire, Tornado and Lockdown Drills
Fire and Tornado
Lock Down
- Line up quietly at the door
- Stand still in a straight line and face the door so Mr. Thelen can count students before we leave
- Follow the escape route to the safe location
- Walk safely and silently (no playing or talking)
- Stay with Mr. Thelen and do not wander to another group
Lock Down
- Quickly and silently, move to the 2 corners of the computer lab toward the hallway
- Boys go to the right corner and girls go to the left corner
- Stay at voice level 0
- Mr. Thelen will lock the doors, close the window blinds and turn off the lights
Positive Reinforcement
Structured System to Track Positive Behavior
- Sometimes I write down the names of some students that I see demonstrating positive behavior
- Somtimes I add a tally mark next to a name of some students that I see demonstrating more positve behaviors
- I subtract a tally mark or name of a student if I see a demonstration of negative behavior
- The student with the most tally marks at the end of the hour recieves a CARE ticket
- Sometimes a 2nd CARE ticket will be given to a random student whose name is on the list
- Sometimes a winning student will get a choice of a treat or a CARE ticket
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Other Positive Reinforcement
Sometimes I will point out positive behavior when I see it happen, for example:
- When I see genuine compassion being shown to someone else or even to me
- When a student holds their self accountable for their own words, actions or attiudes
- Respectful behavior toward me, other students, aids or other teachers (including substitute teachers)
- Students that pay attention during instructions and then help others do their best
- Students that clean up the room without being asked
- Students that bring peace and harmony and get along with others well
- Students that consistently do what they are suppose to do without being asked
- Students that make their best effort to learn even if a task is hard for them; this includes asking others for help while they also continue to try and figure things out themselves
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Rewards
Sometimes I'll pick students to tell 1 minute life stories at the end of the hour
Sometimes I'll give treats away
Sometimes I'll give extra CARE tickets away
Sometimes I'll write a note of affirmation on the CARE ticket
Sometimes I'll let a student choose the next learning activity
Sometimes we'll play a game called Blooket with the older students
We earn Kid's Choice time when we...
I will try to remember to connect the treat, CARE ticket or Kid's Choice to something that motivates you inside. This is called intrinsic motivation. Intrinsic motiviation will help you want to do your best no matter if you get a reward like a treat, care ticket or Kid's Choice. You'll want to become the best you can be because it makes you feel good inside...simply because you did the right thing. It's a celebration of success inside of you.
The best listeners are often first to...
Sometimes I'll give treats away
Sometimes I'll give extra CARE tickets away
Sometimes I'll write a note of affirmation on the CARE ticket
Sometimes I'll let a student choose the next learning activity
Sometimes we'll play a game called Blooket with the older students
We earn Kid's Choice time when we...
- get to class on time
- get to the carpet on time for instructions
- listen well to instructions
- get our work done
- teach others well
- have enough time left in the hour
I will try to remember to connect the treat, CARE ticket or Kid's Choice to something that motivates you inside. This is called intrinsic motivation. Intrinsic motiviation will help you want to do your best no matter if you get a reward like a treat, care ticket or Kid's Choice. You'll want to become the best you can be because it makes you feel good inside...simply because you did the right thing. It's a celebration of success inside of you.
The best listeners are often first to...
- pick where they sit
- earn more Kid's Choice
- get their name on the postive behavior list
- line up at the end of the hour
- choose a partner
- teach something on the big screen
- receive other rewards and affirmations
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3 Bean Rodman Glover
4 Grade Ebersole Runion Cullen 5 Grade Doty Hibbard Queener Foltz |
K Jolin Wuench Bruck Douglass
1 Dejaegher Cosgrove Owens 2 Richardson Stephens Hoyes |
Consequences
- Coaching during Kid's Choice Time
- Practice academy (spending some of their time, like recess or lunch, practicing the procedure they struggled to follow)
- Warning
- Sit alone
- Move seats away from teammates
- Students move seats to sit by the teacher
- Immediate redo
- No reward for disobedience (consequence by omission)
- Students make up missed work during a fun class activity
- After class or before/after school meeting with teacher
- Loss of Chromebook or Ipad if using it inappropriately
- Loss of school supply access when it has been misused
- Students who don’t follow directions redo the work
- Have students help clean the classroom
- Loss of tally mark
- Discipline essay / reflection form
- Call or email parents
- Have student go to a separate calm down area
- Send student to office to speak with the principal
Restorative Justice
Student calls parent - Have the kid call their mom or dad on their phone and step into the hall.
- Use "you break it, you fix it" - Look for a logical consequence, a way for the student to fix what s/he’s broken. Whether they’ve made a mess, broken something, or hurt someone’s feelings, require them to take responsibility for fixing it.
- Ask students to write apology letters - When a student has done something to hurt or insult another person, have them write a letter apologizing to that person. This goes really well with "You break it, you fix it," as a way to repair what was broken.
- Give them a break - I send them out when they are out of bounds. I tell them they can come back when they are ready to participate properly or follow a norm. It usually takes no time at all. Some kids just need a minute alone to regroup. If they don't, I ask them what I can do to help them work whatever it us out. I wait for a response. Sometimes they just need to talk it out and they're good.
- Have students take a time-out - The goal of a time-out is not to be a punishment in itself but to give students (especially younger students) a few minutes to calm down, regain control, and think about what needs to happen next. You will need to model and teach what should happen during a time-out.
- Check-ins during Kid's Choice - Take recess as an opportunity to talk through the situation with a student. Encourage them to reflect on their behavior and work toward a fix.
- Hold "practice academy" - Students spend part of their lunch, after school, or other free time, practicing and perfecting the correct behavior. For example, if they throw something across the room, they practice crumbling a Kleenex, raising their hand for permission, and walking the trash to the trash can.
- Immediate re-do - One of the best consequences for me is having students re-do something. So if a student comes into the room really loud and noisy, s/he has to go back out and come back in quietly. This can also be used for backtalk and disrespect, by asking a student to try saying that again with respect.
- Re-do during Kid's Choice Time - I’ll have the student stay with me for a few minutes and do what they need to do over and over until they get it right, or I’ll have a conversation with them.
- Have students avoiding work finish before moving on - The student can only move on to something else or join the class when the work is finished. Emphasize that the student controls when they move on by finishing the work.
- Assign discipline essays - Instead of having students write the same sentence over and over, assign discipline essays which ask them to examine their behavior and plan how they should act differently in the future.
- Use "behavior think sheets" - A quick version of the discipline essay, you can pre-make these to have ready for your students to reflect on their behavior after a warning.
- Require students to clean your room - The student is required to clean your room during lunch, free time, or after school.
- Have students write an action plan - Give students seven minutes to answer questions like the ones below. Students sign it and you sign it. Add comments as needed; then mail a copy home and keep one on file for the student.
- What is the reason you are filling out this action plan?
- What happened prior to the behavior? (background info)
- What goal could you make to help with this behavior in the future?
- Is there anything I can do as your teacher to help with the goal?
Student calls parent - Have the kid call their mom or dad on their phone and step into the hall.
Examples of Misbehaviors That Could Bring Consequences
- Talking during instruction
- Missing work
- Making inappropriate faces or gestures
- Making inappropriate noises (huffing, sighing, calling out, etc.)
- Screaming / yelling
- Negative talk / name calling
- Out of seat without permission
- Distracting or disrupting other students from learning
- Interfering with teacher’s ability to teach
- Arguing / inappropriate response to teachers request
- Dishonesty
- Swearing
Behavior Expectations
The Viking View August 25, 2023
Counselor’s Corner
One way to ensure continued success for your child is to reinforce school rules at home. Studies show that children are more successful when the rules are consistent in all areas of their life (home, school, etc.). This consistency will make life easier (and more enjoyable) for kids, parents, and teachers!
Here are some strategies for getting your family plan aligned with school expectations, as well as some fun ways to practice these positive behaviors at home:
School Expectation: Be a Good Listener
How to practice at home: encourage him/her to listen intently when you or anyone else is speaking. 93% of communication is nonverbal, so give your child opportunities to practice active listening skills, like eye contact and head nods.
School Expectation: Sit with Feet on the Floor and Bottom in the Seat
How to practice at home: expect him/her to sit properly when dining. For older kids that require a rationale, explain that chairs are designed with intention: to support your back and other bones.
School Expectation: Keep Hands and Feet to Yourself
How to practice at home: model self-control and responsible calming strategies (deep breathing, taking a break from a situation, going for a refreshing walk). Correct him/her when they act impulsively and explain the rationale (“Sometimes when we touch other people we can hurt them or make them uncomfortable.”)
School Expectation: Wait your Turn
How to practice at home: point out people being respectful and waiting their turn. Give your child opportunities to wait – they will quickly learn they can survive a little delay!
School Expectation: Use Quiet Voices
How to practice at home: encourage your child to use quiet voices indoors and louder voices outside.
School Expectation: Be Respectful to Others
How to practice at home: insist on kind words and actions - have a “zero tolerance” policy for mean behavior. Model the behavior we want to see in our children. When you are out and about, point out situations where children are and are not being respectful to others - reflect with your child. Also, and most importantly, be respectful to your child - kids that feel good, do good.
While our instinct is sometimes to punish or reprimand when our children aren’t cooperating, consider coaching. Offer a “do over” to make a better choice, or simply sit down and intentionally make a plan for the next time so your child is coached and prepared.
If you need additional support developing a meaningful family management plan, please reach out ([email protected])
One way to ensure continued success for your child is to reinforce school rules at home. Studies show that children are more successful when the rules are consistent in all areas of their life (home, school, etc.). This consistency will make life easier (and more enjoyable) for kids, parents, and teachers!
Here are some strategies for getting your family plan aligned with school expectations, as well as some fun ways to practice these positive behaviors at home:
School Expectation: Be a Good Listener
How to practice at home: encourage him/her to listen intently when you or anyone else is speaking. 93% of communication is nonverbal, so give your child opportunities to practice active listening skills, like eye contact and head nods.
School Expectation: Sit with Feet on the Floor and Bottom in the Seat
How to practice at home: expect him/her to sit properly when dining. For older kids that require a rationale, explain that chairs are designed with intention: to support your back and other bones.
School Expectation: Keep Hands and Feet to Yourself
How to practice at home: model self-control and responsible calming strategies (deep breathing, taking a break from a situation, going for a refreshing walk). Correct him/her when they act impulsively and explain the rationale (“Sometimes when we touch other people we can hurt them or make them uncomfortable.”)
School Expectation: Wait your Turn
How to practice at home: point out people being respectful and waiting their turn. Give your child opportunities to wait – they will quickly learn they can survive a little delay!
School Expectation: Use Quiet Voices
How to practice at home: encourage your child to use quiet voices indoors and louder voices outside.
School Expectation: Be Respectful to Others
How to practice at home: insist on kind words and actions - have a “zero tolerance” policy for mean behavior. Model the behavior we want to see in our children. When you are out and about, point out situations where children are and are not being respectful to others - reflect with your child. Also, and most importantly, be respectful to your child - kids that feel good, do good.
While our instinct is sometimes to punish or reprimand when our children aren’t cooperating, consider coaching. Offer a “do over” to make a better choice, or simply sit down and intentionally make a plan for the next time so your child is coached and prepared.
If you need additional support developing a meaningful family management plan, please reach out ([email protected])
