IM.8 Lesson Guides
School-wide Lesson Plan: Classroom Special Notes: This lesson plan can and should be used to teach all classroom routines (e.g., sharpening pencils, lining up to leave classroom, transitioning between centers, turning papers in, asking for help, working with a partner, etc.) The students will use safe, respectful, and responsible behaviors when in the classroom setting and during all classroom routines. Grade-Level Classrooms and Related Arts Classrooms (Refer to Behavioral Matrix) Safe: Hands, feet, and objects to self. Use walking feet. Respectful: Listen to speaker. Wait your turn. Responsible: Follow class rules at all times. Finish work. 1. Students put materials away in desk upon teacher s signal and walk to the rug at the front of the room. 2. Students use walking feet and line up single file at the door. 3. Eyes on teacher with a quiet mouth when teacher is talking. 4. Soliciting teacher assistance by raising hand without talking and waiting for teacher. 1. Running in the classroom 2. Interrupting teacher while teacher is talking 3. Pushing peers while standing in line. 1. Teacher gives a hand signal to indicate it s time for quiet voices and listening ears. Students practice turning their voices off when the teacher gives the hand signal. Teacher provides feedback and behavior-specific praise. 2. Teacher uses an auditory or visual signal (e.g., lights on and off, visual timer, etc.) to indicate it s time to transition between centers. Students practice cleaning up and transitioning to their next center. Teacher provides feedback and behaviorspecific praise. 3. Students brainstorm what safe, respectful, and responsible behaviors look like in the classroom. They role-play those behaviors and provide feedback to each other. Teacher models non-examples. *Practice signals to use: Hand signals, timer/visual signals
1. Teacher distributes Bramble Bucks for students exhibiting safe, respectful, and responsible behaviors in the classroom. Teacher pairs Bramble Bucks with behavior-specific praise. 2. Teachers can consider using a class-wide acknowledgement system (e.g., Mystery Behavior of the Day, Behavior BINGO, etc. to help reinforce appropriate behaviors.
School-wide Lesson Plan: End of Recess The students will be safe, respectful, and responsible during the routine of lining up to leave recess. Recess (Refer to Behavioral Matrix) Safe: When you hear two short whistle blows, walk to line up. Keep hands and feet to self. Respectful: Quiet voice when whistle blows. Follow adult directions. Responsible: When you hear one long whistle blow, freeze. Put equipment down. 1. At long whistle, put equipment on the ground and freeze. 2. Leave the equipment out on the ground (5 th grade lunch recess will put the equipment away). 3. At two short whistles, walk to the line. 1. When walking to the line, start playing with a ball 2. Yell at friends 3. Wander around the line and bump into classmates 4. Actions or talk that disrespects others (e.g., using unkind words, calling peers names, etc.) 1. Practice following the whistle signals 2. Review and reteach expectations once a month with your class during recess *Practice signals to use: Freeze when there is one long whistle blow (occurs one minute before recess is over). Walk to designated line when there are two short whistle blows. 1. Make sure teachers and recess monitors provide Bramble Bucks with specific praise while kids are lining up at the end of recess.
Routine: One minute before the end of recess, recess monitors will signal with one long whistle blow. Students will freeze and put equipment on the ground. Recess monitors will wait until all students are still and quiet. They will then give directions or give two short whistle blows to signal it is time to line up. Students will leave the equipment on the ground and walk to their line. Recess monitors will watch students as they line up for safe, respectful, and responsible behavior (5 th grade lunch recess will put the equipment away).
School-wide Lesson Plan: Arrival/Dismissal The students will be able to enter and exit the building calmly, in a safe, respectful, and responsible manner. Arrival and Dismissal (includes hallways, sidewalks, parking lots) (refer to Behavioral Matrix) Safe: Cross only at the crosswalk even when adults are present. Walk inside and outside on school grounds. Respectful: Follow directions of Safety Patrol members. Responsible: Be on time. Go directly to destination. 1. Students will wait at the curb for cars to fully stop before moving off of the curb. 2. Students will wait for a cross walk attendant to signal safe and appropriate crossing time. 3. Students will keep their bodies to self while waiting with a calm, quiet body for the school to open. 1. Running off the bus with an out-of-control body (e.g., flailing arms, shouting, running, etc.). 2. Not using cross-walks and crossing between cars. 3. Jumping on/over the half-wall in the front of the building. 1. Practice and model appropriate behavior while entering and exiting the building. 2. Create school-wide videos that demonstrate appropriate behavior and expectations. 3. Practice with the crossing guard signal and signs so students know when they are permitted to cross at the cross-walk. 1. Have crossing guards and adults outside distribute Bramble Bucks. 2. Put a student in a teacher role to help reinforce and model expectations.
School-wide Lesson Plan: Assemblies & Special Events The students will be able to use safe, respectful, and responsible audience behavior in assemblies and special events. Assemblies and Special Events (typically held in the gym or cafeteria) (Refer to Behavioral Matrix) Safe: Sit correctly on floor (criss-cross applesauce), hands and feet to self Respectful: Sit quietly Responsible: 4As of Audience: attend, appreciate, applaud, allow 1. Sitting on bottom 2. Voices off 3. 4As of Audience 1. Talking to your neighbor 2. Sitting up on knees or feet 1. Pretend you re in an assembly. Show me what you would do (try this during P.E. while teaching a game in the gym, or other setting you deem appropriate). 2. Find and use a video of an audience. Have your class critique their audience behavior. 3. Practice audience behavior during classroom presentations, or student share outs. *Practice signals to use: Give me 5; Hand Up, Voices Off 1. Teachers watching for students to earn Bramble Bucks.
School-wide Lesson Plan: School Bus The students will show citizenship and arrive at school on time and in a safe manner. School Bus (Refer to Behavioral Matrix) Safe: Stay in seat. Hands, feet, and objects to self. Respectful: Quiet voice. Follow bus driver directions. Responsible: Get to bus on time. Walk on and off quickly. 1. Keeping hands, objects, and body to self 2. Bottom to bottom, back to back 3. Conversational voice level 1. Arguing/fighting over seats (e.g., yelling, shouting, pushing, hitting, etc.) 2. Using inappropriate language (e.g., cursing, calling each other names that are hurtful or offensive, etc.) 1. Set up classroom chairs to mimic school bus benches. Practice walking on bus. Have students load from back to front. 2. Use classroom lights as a signal to practice voices on and off. *Practice signals to use: Peace Sign means silent voice. 1. Give Bramble Bucks to bus drivers to distribute.
School-wide Lesson Plan: Cafeteria The students will be exhibit safe, respectful, and responsible behavior in the cafeteria. Cafeteria Safe: Hold tray with 2 hands. Keep food to self without sharing. Respectful: Use an inside talking voice at all times. Use a napkin to clean self and spills. Responsible: After getting lunch and all utensils, choose a seat and stay there. Dump tray and recycle milk carton in appropriate place. 1. One student holds a tray to go to the table using an inside voice and demonstrates how to dump tray. 2. Student stands in the food line correctly (space between bodies, facing forward). 3. Using polite table manners. 4. Clean up after self. 5. Raise hand to leave assigned area. 1. Pushing in line 2. Making a mess (e.g., food and trash on floor or table, and not on tray) and not cleaning up after self 3. Not using polite manners (e.g., loud talking, playing with food, shoving food in mouth, eating and talking at the same time, etc.) 1. Video of positive cafeteria behavior 2. Put weekly cafeteria objective on white board in the cafeteria. *Practice signals to use: Follow signal of cafeteria supervisor; Follow signal for dismissal 1. Have cafeteria monitors distribute Bramble Bucks to kids who are following the expectations and weekly objective. 2. Classes that do the best job meeting the cafeteria objective for the week will earn the Honey Pot Award.
School-wide Lesson Plan: Gym/P.E. The students will exhibit safe, respectful, and responsible behaviors in P.E. Gym/P.E. Safe: Use equipment appropriately. Keep hands and feet to self. Respectful: Follow teacher directions. Responsible: Put equipment away. 1. When on scooters, hold onto the inside of the handle. 2. Being a good sport (e.g., using kind words with peers, cheering on teammates, tolerating losing without getting upset, etc.). 3. Sitting quietly, listening to instructions given by teacher. 4. Practice putting equipment away properly. 1. Running in the wrong direction. 2. Pushing another student too hard instead of lightly tagging them when playing a game of tag. 3. Being a poor sport (e.g., calling other students names, crying/throwing a tantrum if team/student has lost, etc.). 1. Spread equipment around and have students pick up and return to proper place. 2. Practice freezing on signal. 3. Practice finding a partner quickly and quietly. 4. Class watches small groups follow the directions and provide feedback about what the small groups did well and behaviors to improve upon. *Practice signals to use: Whistle blow; practice use of any class signals teacher uses in the gym/p.e. 1. Call on students to make observations about choices that are safe, respectful, and responsible. 2. Provide Bramble Bucks and praise for good decision-making and safe, respectful, responsible participation.
School-wide Lesson Plan: Hallways The students will follow the expectations to be safe, respectful, and responsible in the hallways and commons. Hallways (Refer to Behavioral Matrix) Safe: Stay in line, use walking feet Respectful: Keep hands by sides, be quiet in the halls and commons Responsible: Go directly to where you need to go, look to teacher for directions 1. H hands to side/self 2. A all eyes forward 3. L lips sealed 4. L legs walking with the group 5. S single file 1. Hands on people or on walls 2. Looking to the side or head turned to look backwards 3. Talking, whistling, humming 4. Walking too slowly (i.e., not staying with the group), walking too quickly (i.e., getting ahead of the group), running, creating a gap, walking backwards 5. Walking beside someone 1. Repeated practice of walking and waiting in the hallways *Practice signals to use: Gesture given by teacher for silent voice; sign with pictures/sign language (if needed) 1. Bramble Bucks for following hallway expectations. 2. Teacher selects a mystery person and if they followed the hallway expectations, they get a select amount of Bramble Bucks once the students return to class. The mystery student is announced upon returning to class if he/she followed the hallway expectations. If expectations were not met, the student s name is not announced and Bramble Bucks are not given to the mystery student.
School-wide Lesson Plan: Office The students will be able to demonstrate safe, respectful, and responsible office behavior when in the front office area. Office (Refer to Behavioral Matrix) Safe: Use walking feet, hands to self Respectful: Quiet voice, wait turn Responsible: Have permission or note 1. Walking 2. Quiet voice 3. Bodies to self 4. Note 1. Interrupting adult-adult conversations or adult-student conversations 2. Running 3. Entering office without a note 1. Role play office scenarios (e.g., going straight to the nurse if you need a nurse, go to the secretary if you need to go home or other home matters ) 2. Brainstorm scenarios for students needing to go to the office and what safe, respectful, and responsible behaviors would be in the scenarios *Practice signals to use: nonverbal signals (i.e., office person on the phone holds one finger out to indicate waiting) 1. Stickers 2. Bramble Bucks 3. Verbal Praise
School-wide Lesson Plan: Recess The students will be safe, respectful, and responsible at recess. Recess (playground and playground field) (Refer to Behavioral Matrix) Safe: Use equipment appropriately. Keep hands and feet to self. Respectful: Practice good sportsmanship. Take turns and share equipment. Responsible: Put equipment away. Line up when the bell rings. 1. Use equipment safely 2. Keep hands, feet, and bodies to self 3. Take turns, share, play fairly 1. Using equipment inappropriately (e.g., throwing balls over fences, climbing up slides instead of sliding down, etc.) 2. Body contact/rough play (e.g., pushing, shoving, hitting, kicking, tackling, etc.) 3. Unsportsmanlike conduct (e.g., calling peers names) 4. Actions or talk that disrespects others (e.g., cursing, making fun of others, etc.) 1. Show videos of students using playground equipment appropriately and interacting positively with each other while playing at recess 2. Review and reteach expectations once a month with your class during recess *Practice signals to use: Freeze when the whistle blows three times. 1. Make sure the teachers and recess monitors provide Bramble Bucks with specific praise while kids are at recess.
School-wide Lesson Plan: Restroom The students will be able to use the bathrooms in a safe, respectful, and responsible manner. Restrooms (Refer to Behavioral Matrix) Safe: Use soap and water for washing hands. Keep restrooms clean and dry. Respectful: Honor privacy. Wait patiently for your turn. Responsible: Flush toilet after use. Use restroom quickly, then leave. 1. Joe uses the restroom and washes his hands. 2. Macy is in the restroom and sees her friends and says Hi but leaves quickly and walks back to class. 3. Abby walks in the restroom and sees someone throwing paper towels around. She asks them to stop and walks away calmly to report the situation to an adult. 1. Two students are in the restroom singing in a loud voice. 2. Student is splashing water onto the floor from the sink. 1. Videos of proper restroom usage to show to class for discussion/review. 2. Videos of non-examples. Classrooms watch, and students are instructed to raise hands when they notice someone NOT following expectations. 1. Teachers thank students for using the restroom efficiently. 2. All adults committed to monitoring restrooms and providing positive reinforcement for appropriate behavior or giving corrective feedback as necessary. 3. Distribute Bramble Bucks
Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary Cafeteria Lesson Plan : The student will demonstrate the EXPECTATIONS of BE RESPECTFUL, BE RESPONSIBLE, DO YOUR BEST in the cafeteria. Tell: 1. Introduce the cafeteria expectations and ask questions about them. What are some things that happen in the cafeteria that cause problems for you and for others? How do you usually react in these situations? What are some good ways to act in order to keep these things from happening? 2. Define the skill and discuss the key terms (Use the Expectation Posters or Matrix as a Prompt). BE RESPECTFUL means: Ø Listen to and follow adults requests. Ø Follow directions the first time asked. Ø Use manners. Ø Raise your hand for help. Ø Use inside voice. BE RESPONSIBLE means: Ø Clean up after yourself. Ø Raise hand for assistance. DO YOUR BEST means: Ø Eat lunch. Ø Use your table manners. Ø Keep lunch tables clean. 3. Discuss why this is important. You, your friends, or adults can get hurt if we are not responsible and cooperative. If you show respect to others, they are more likely to show respect to you. The cafeteria is a very busy place, and we should all do what we can to make it easier for everyone. Everyone will enjoy their lunch more if we are all respectful, responsible, and participate with our best effort. Show: If possible take students to the cafeteria and model negative and positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc. Using one of the following situations, model and role-play the following situations:
Comprehensive Integrated Three-Tiered Model of Prevention at Norman Smith Elementary Cafeteria Lesson Plan Ø For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. Ø For positive modeling, respond by engaging in one of the expectations above (i.e., using an inside voice, cleaning up after yourself, using manners etc.) and encouraging other to do so as well. Situations You are in the lunch line, and the person behind you pushes you into a table for no reason. You are at the end of the line, and you see your friend across the cafeteria. Her class is about to leave, but you really need to ask her if she can spend the night on Friday. An adult in the cafeteria asks you to pick up an empty wrapper on the floor that you did not drop. The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria. Do: Ask the students to State the expectations Tell why the expectations are important. Think of other ways to help them remember the expectations when they are in the cafeteria. : 1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these. 2. Use Incidental Teaching Whenever a conflict situation arises in the cafeteria, use that situation to review the skill.
Positive Behavior Support at Rossview Middle School Cafeteria Lesson Plan : The student will demonstrate the SWPBS EXPECTATIONS of Have Respect, Are Prepared, Work Diligently, Keep Control, and Show Respect in the cafeteria. Tell 1. Introduce the cafeteria expectations and ask questions about them. What are some things that happen in the cafeteria that cause problems for you and for others? How do you usually react in these situations? What are some good ways to act in order to keep these things from happening? 2. Define the skill and discuss the key terms. Have Respect means use good manners with all staff as well as peers Are Prepared means get in the appropriate lunch line Work Diligently means go directly to the next scheduled class Keep Control means refrain from taking food off other s trays Show Respect means make sure area is clean before leaving 3. Discuss why this is important. You, your friends, or adults can get hurt if we are not responsible and cooperative. If you show respect to others, they are more likely to show respect to you. The cafeteria is a very busy place, and we should all do what we can to make it easier for everyone. Everyone will enjoy their lunch more if we are all respectful, responsible, and participation with our best effort. Show If possible take students to the cafeteria and model negative and positive cafeteria behavior. Show students how to walk through the lunch line appropriately, put away their trays, etc. Using one of the following situations, model and role-play the following situations. For negative modeling, respond in one of the following ways: not listening, not following instructions, raising your voice, arguing, getting upset, and so on. Situations An adult in the cafeteria asks you to pick up a wrapper on the floor. But you didn t drop the wrapper, and the wrapper isn t yours. What should you do? SAMPLE
Positive Behavior Support at Rossview Middle School Cafeteria Lesson Plan You forgot to do your homework last night and had planned to do it during lunch. Unfortunately, you are the last one in the lunch line. You are in a big hurry. What should you do? You forgot your lunch money and you are so hungry! Your friend says that he steals food all of the time. It s no big deal, he says. You are feeling really pressured to steal, especially because you are so hungry. What should you do? The person from your class who is supposed to wipe off the tables is absent today, and your teacher forgot to assign someone else to do it. Everyone else from your class is lining up to leave the cafeteria. Do Ask the students to State the SWPBS expectations Tell why the SWPBS expectations are important. Think of ways to help them remember the SWPBS expectations when they are in the cafeteria. 1. Generate and Role-Play Situations Invite students to generate additional situations that result in problems in the cafeteria. Role-play several of these. 2. Use Incidental Teaching Whenever a conflict situation arises in the cafeteria, use that situation to review the skill. SAMPLE