BEHAVIOR CASE STUDY DUE IN 72 HOURS

DUE IN 72 HOURS

  

Appropriate Behavior Expectations Case Study

[WLOs: 1, 4] [CLOs: 1, 2]

Prior to beginning work on this assignment, read the IRIS Center’s

Establishing Classroom Norms & Expectations (Links to an external site.)

. Within this resource, review the case study labeled “Level A Case 1” and the STAR sheets.

When you envision the ideal early childhood classroom, you see children working in groups, getting along, demonstrating problem-solving skills, and being totally engaged in the stellar lesson or activity you have created. However, as we all know, that classroom does not just “happen.” It takes a tremendous amount of effort and preparation on the teacher’s part for this harmony to exist. Teachers must let their students know their expectations. This is generally done by teaching the rules of the classroom. In addition to stating the rules and procedures, a teacher must respond to children’s actions both positive and negative in order to demonstrate their expectations. This way, appropriate expected classroom behavior can become the classroom norm, instead of the exception so that you can spend your time engaging with your students in the amazing, creative lessons you have created instead of dealing with negative behavior.

In this assignment, you will create your own expectations for appropriate classroom behavior and utilize a case study to practice creating strategies surrounding norms and expectations.

In your paper,

· Identify and describe three expectations for appropriate classroom behavior for young children with examples for each.

· Critically analyze Ron’s challenging behaviors to determine contributing factors (as presented in Level A Case 1).

· Construct two specific strategies for addressing Ron’s challenging behavior, and describe the implementation plan and desired outcomes.

The Appropriate Behavior Expectations Case Study paper

· Must be 2-3 double-spaced page in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s

APA Style (Links to an external site.)

· Must include a separate title page with the following:

o Title of paper

o Student’s name

o Course name and number

o Instructor’s name

o Date submitted

For further assistance with the formatting and the title page, refer to

APA Formatting for Word 2013 (Links to an external site.)

.

· Must utilize academic voice. See the

Academic Voice (Links to an external site.)

resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

o For assistance on writing

Introductions & Conclusions (Links to an external site.)

as well as

Writing a Thesis Statement (Links to an external site.)

, refer to the Ashford Writing Center resources.

· Must use at least one scholarly sources in addition to the course text.

o The

Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.)

table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s

Citing Within Your Paper (Links to an external site.)

· Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the

Formatting Your References List (Links to an external site.)

resource in the Ashford Writing Center for specifications.

  

Required Resources

Text

Kaiser, B., & Sklar Rasminsky, J. (2017). Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Retrieved from https://content.ashford.edu

· Chapter 7: Preventing Challenging Behavior: The Social Climate

· Chapter 8: Preventing Challenging Behavior: Physical Environment, Routines and Transitions, Curriculum, and Teaching Strategies

• Chapter 12: Working With      Families and Other Experts

·  

Article

Magliano, J. (2017, January 30).

Why a child’s social-emotional skills are so important (Links to an external site.)

. Retrieved from https://www.psychologytoday.com/us/blog/the-wide-wide-world-psychology/201701/why-child-s-social-emotional-skills-are-so-important

· This article provides information about why a child’s social emotional skills are important and will assist you in your Week 4 Journal this week.
Accessibility Statement does not exist.

Privacy Policy

(Links to an external site.)

Linsin, M. (2011, June 4).

How to talk to parents about their misbehaving child (Links to an external site.)

. Retrieved from https://www.smartclassroommanagement.com/2011/06/04/how-to-talk-to-parents-about-their-misbehaving-child/

· This article discusses ways to communicate with parents about their misbehaving children and will assist you in your Teacher’s Role discussion forum this week.
Accessibility Statement does not exist
Privacy Policy

Supplemental Materials

McLaughlin, T., & Bishop, C. (2015).

Setting up your classroom to prevent challenging behaviors (Links to an external site.)

. Retrieved from https://tkcalifornia.org/wp-content/uploads/2017/07/setting-up-your-classroom-to-prevent-challenging-behaviors  

· Insert description
Accessibility Statement
Privacy Policy

Supporting and responding to behavior: Evidence-based classroom strategies for teachers (Links to an external site.)

. (n.d.). Retrieved from https://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior

· This resource provides information about how to support and respond to behaviors and will assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy does not exist.

Web Page

Behavioral support plan tools & tips (Links to an external site.)

. (n.d.). Retrieved from http://www.communitycareinc.org/for-providers/behavioral-support-plan-tools-tips

· This web page provides information about behavioral support plans and will assist you in your Behavioral Support Plans Final Paper this week.
Accessibility Statement does not exist
Privacy Policy

Recommended Resources

Web Page

Scholastic. (n.d.).

Lessons and ideas (Links to an external site.)

. Retrieved from https://www.scholastic.com/teachers/lessons-and-ideas/?esp=CORPHP%2Fib%2F%2F%2F%2F%2FNAV%2FTeachers%2FTab%2FLessonsIdeasLP%2F%2F%2F%2F

· This web page provides information about lesson plans and may assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.

Privacy Policy (Links to an external site.)

Websites

Edutopia (Links to an external site.)

. (https://www.edutopia.org)

· This website provides information about lesson plans and teaching strategies and may assist you in your Teaching Strategies discussion forum this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

National Association for the Education of Young Children (Links to an external site.)

. (https://www.naeyc.org)

· This website provides information about lesson plans and teaching strategies and may assist you in your Teaching Strategies discussion this week.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)

042717

iris.peabody.vanderbilt.edu or iriscenter.com

Serving: Higher Education Faculty • PD Providers • Practicing Educator

s

Supporting the preparation of effective educators to improve outcomes for all children, especially those with disabilities, birth through age 21

CASE STUDY UNIT
Created by

Carolyn Evertson, PhD, & Inge Poole, PhD
Vanderbilt University

Establishing Classroom
Norms & Expectations

with Instructor’s Guide

IRIS@VU • Modules and Materials Development
Naomi C. Tyler, PhD • Co-Director
Vanderbilt University
Phone: (615) 343-5610 or (800) 831-6134
Fax: (615) 343-5611
Email: iris@vanderbilt.edu

IRIS@CGU • Technical Assistance and Training
Deborah D. Smith, EdD • Co-Director
Claremont Graduate University
Phone: (909) 607-8982 or (866) 626-IRIS [4747]
Fax: (909) 607-0959
Email: iris@cgu.edu

The contents of this case study were developed under a grant from the U.S. Department of Education, # H325F010003. However, those contents do not necessarily repre-
sent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officers, Helen Thornton and Anne Smith

To cite this Case Study Unit:

Evertson, C., Poole, I., & the IRIS Center. (2003). Establishing classroom norms and
expectations. Retrieved from http://iris.peabody.vanderbilt.edu/wp-content/uploads/
pdf_case_studies/ics_norms

Establishing Classroom Norms and Expectations

Contents: Page

Licensure and Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Case Study Level A, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Case Study Level A, Case 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Case Study Level B, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Case Study Level C, Case 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

STAR Sheet: Stating Expectations Early . . . . . . . . . . . . . . . . . . . . . . . . 9

STAR Sheet: Implementing Classroom Rules and Procedures . . . . . . . . . 11

STAR Sheet: Supporting Expectations Consistently . . . . . . . . . . . . . . . . 15

STAR Sheet: Reevaluating Established Norms . . . . . . . . . . . . . . . . . . . 17

Instructor’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

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nTable of ContentsTable of Contents

For an Instructor’s Guide to this case study, please email your full name,
title, and institutional affiliation to the IRIS Center at iris@vanderbilt.edu.

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■Standards

Licensure and Content Standards
This IRIS Case Study aligns with the following licensure and program standards and topic areas.

Council for the Accreditation of Educator Preparation (CAEP)
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of
new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

• Standard 1: Content and Pedagogical Knowledge

Council for Exceptional Children (CEC)
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have
taken on the crucial role of educating students with disabilities.

• Standard 2: Learning Environments

Interstate Teacher Assessment and Support Consortium (InTASC)
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to pre-
pare their students either for college or for employment following graduation.

• Standard 3: Learning Environments

National Council for Accreditation of Teacher Education (NCATE)
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organiza-
tional structures, policies, and procedures” necessary to support them

• Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

The Division for Early Childhood Recommended Practices (DEC)
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth
through age five) who have or who are at-risk for developmental delays or disabilities.

• Topic 3: Environment
• Topic 5: Instruction

Establishing Classroom Norms and Expectations

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Establishing Classroom Norms and Expectations
Case Study Set Introduction

Please read this introduction before continuing with the accompanying case study set.

This case study set focuses on the establishment of classroom norms and expectations. This introduction offers an
overview of norms and expectations and how they are communicated and established in a classroom. To establish
norms and expectations in a classroom is a complex, long-term task. Your skill in successfully undertaking it will
evolve as you become more experienced. The goal of this case study set is to help you understand how to prevent
many problem behaviors by putting supportive classroom structures in place as you set up an effective classroom.

What is an effective classroom? It is one that runs smoothly, with minimal confusion and down time, and maximizes
student learning. An effective classroom has patterns and routines in place that make interaction and movement
within that classroom easy to organize and accomplish. Such patterns and routines are established through the
development of classroom rules and procedures. Rules are the explicit statements of teacher’s expectations for
students’ behavior in a classroom. Procedures are the patterns for accomplishing classroom tasks. Teachers
communicate their expectations to students through the development and enactment of both.

Expectations are desired behaviors or outcomes. Within a classroom, a teacher can make his or her expectations
known to students, or the teacher can cause students to guess at the expectations. It is much easier for students to
meet a teacher’s expectations when they know what these expectations are. Teachers can make their expectations
known to students by directly teaching the classroom rules and procedures, providing opportunities for the students
to practice them, and consistently responding to students’ behavior. A teacher’s consistent responses can include
both positive consequences to reinforce a student’s appropriate behavior and negative consequences to deter a
student’s inappropriate behavior.

Students also have expectations for their own behavior. When the behavior that the teacher and students expect
and exhibit becomes so routine that it seems to be in consensus, a classroom norm for that behavior has been
established. Norms can be defined as accustomed ways of perceiving, believing, evaluating, and acting in an
environment (Goodnough, 1971). In other words, norms are the familiar ways we have of interacting with each
other in a particular setting.

Case Study Set Definitions
Norms familiar ways of interacting in a classroom

Expectations desired behaviors or outcomes

Rules written expectations for behavior in a classroom

Procedures patterns for accomplishing classroom tasks

Within classrooms, a common norm for requesting a turn to speak during instruction is to raise one’s hand and wait
to be acknowledged. This classroom norm develops when a teacher teaches his or her students how to raise their
hands when they want to speak, has students practice raising their hands, and consistently responds to students’
behavior (positively when they raise their hands, and negatively when they don’t). In fact, this norm often becomes
so familiar it is used in other settings––have you ever raised your hand for a turn to speak at the dinner table?

Whereas classroom norms, such as raising one’s hand, are sustained by consensus, they can also be suspended
or changed if they are not supported or reinforced. For example, a norm for being in class on time ceases to be
a norm when there is no consequence for students’ tardiness. Thus, arriving late becomes the accepted practice.
The actions and interactions that a teacher encourages or allows to become familiar develop into that classroom’s
norms. Therefore, thoughtful advance planning by the teacher can guide and establish effective group norms that
support student learning.

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For example, prompt attendance promotes student learning by making certain that students are exposed to as much
instructional time as possible. Therefore, a teacher might require prompt attendance as well establish procedures to
make prompt attendance a familiar routine. A classroom rule regarding prompt attendance might be stated as “Be
in your seat and ready for class when the bell rings.” A procedure involved in preparing for class might require
students to place their completed homework in a designated location as they enter the classroom. When all the
procedures of preparing for class prior to the bell’s ring become routine for students, prompt attendance has
become an established classroom norm.

Ultimately, a teacher wants to establish classroom norms that create an effective classroom in which student learning
time is maximized. In this case study set, we will consider four specific aspects of establishing classroom norms and
expectations:

1. Stating expectations clearly,

2. Implementing classroom rules and procedures,

3. Supporting expectations consistently, and

4. Reevaluating established norms.

What the research and resources say…
• Teachers who establish and maintain norms for an effective learning environment spend more time teaching

because less time is usurped by discipline (Brophy, 2000).
• Norms that engender a supportive learning environment include acting and interacting responsibly, treating

others with respect and concern, and fostering a learning orientation (Brophy 1998; 2000; Good &
Brophy, 2000; Sergiovanni, 1994).

• Effective school-wide norms can be established through a school-based program that focuses on supportive
interactions among students (Solomon, Watson, Delucchi, Schaps, & Battistich, 1988).

References:
Brophy, J. E. (1998). Motivating students to learn. Boston: McGraw-Hill

Brophy, J. E. (2000). Teaching. Geneva, Switzerland: International Bureau of Education.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.

Goodnough, W. (1971). Culture, language, and society. Reading, MA: Addison-Wesley.

Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.

Solomon, D., Watson, M. S., Delucchi, K. L., Schaps, E., & Battistich, V. (1988). Enhancing children’s
prosocial behavior in the classroom. American Educational Research Journal, 25(4), 527–554.

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Establishing Classroom Norms and Expectations
Level A • Case 1

Background
Student: Ron

Grade: 1st

Age: 6.8

Context: 10 weeks into the school year (mid-October)

Scenario
On the first morning of the school year, Ms. Bosco greeted each first grader at the door with a smile. She
introduced herself and asked the student’s name before leading the student to his or her assigned desk and helping
to place the student’s things there. She then asked for the student to have a seat with the other first graders on the
carpet at the front of the room. She showed the student an X with the student’s name written across it as his or her
special seating spot. The Xs formed a circle on the carpet. When all the students were seated, Ms. Bosco played a
game with the group to help her and the students to learn each other’s names. She also asked each student to share
one special fact about him- or herself. She then moved into a reading lesson with the class.

On the second morning of the school year, Ms. Bosco greeted each student by name with a smile at the door. As
they entered, she asked them to place their things on their desks and then sit on their Xs at the carpet. When all
students were seated in the circle, Ms. Bosco played a game to help her and the students review each other’s
names. She asked each child to identify something special about his or her neighbor to the right. She then asked
two students to model for the class how to enter the room at the start of each day, put their things away, and be
seated on their Xs at the carpet. Ms. Bosco then moved into a reading lesson for the day with the class.

In mid-October, Ron moves into Ms. Bosco’s class from another school district. On his first day, his registration
process takes about thirty minutes, so he does not get to join the class until after the reading lesson is already in
progress. When the intercom announces they will be receiving a new student, Ms. Bosco interrupts the reading
lesson to welcome Ron, meet his parents, and help Ron put his things into his desk. As Ms. Bosco helps Ron find an
open space in which to sit at the circle with the rest of the class, she tells Ron that the class is trying to find rhyming
words in the story she has read aloud. She then continues the lesson with the class. In this lesson and throughout the
day, Ron appears to be distracted and starts misbehaving.

On Tuesday morning, Ron comes to the classroom and goes immediately to the aquarium at the back of the room to
watch the fish. When the bell rings to start the day, he leaves his things at the aquarium and comes late to the
circle, pushing to sit between two students even though there is an empty space available. Ms. Bosco tells Ron
to have a seat at the empty space and then begins the morning routine. By the start of the reading lesson, Ron is
sprawled across the carpet, making noises, and bumping into his neighbors. The students seated around Ron begin
complaining to Ms. Bosco about his behavior.

When the class goes to the music room for its morning specials class, Ms. Bosco tries to reflect on Ron’s behavior.
She reads through the materials that were sent by his previous school and finds that Ron’s previous teacher had
noted he was easily distracted, especially during transitions. Ms. Bosco then sets the following goals for Ron to meet
by the end of the week:

• Increase Ron’s sense of membership in the classroom community by having him sit with the class on the
carpet in a listening position and by helping him use each of his peer’s names and helping them to use his

• Increase Ron’s understanding of and commitment to the established classroom norms, beginning with the
morning routine, by having him follow the class’s established procedures

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Possible Strategies
• Stating expectations clearly
• Implementing classroom rules and procedures

! Assignment
• Read the Case Study Set Introduction and the STAR sheets on each of the possible strategies.
• Using the strategies listed above, write one suggestion that Ms. Bosco can implement for each of Ron’s

goals. Explain why the suggestions would be helpful in meeting Ron’s goals.

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Establishing Classroom Norms and Expectations
Level A • Case 2

Background
Grade: 4th

Context: Class of 23 students, 20 minutes before lunch

Scenario
Halfway through Mr. English’s daily writing lesson, the four students from his classroom who receive morning
special education services in language arts return to class in preparation for lunch. Because the special education
teacher works with students from several grade levels, he is not able to mesh his schedule completely with the fourth
grade and cannot rearrange his schedule. Though the special education teacher tries to cover many of the fourth
grade language arts skills with these four students, Mr. English senses that the students are falling farther behind
their peers because they do not get to participate in some of the classroom language arts instruction (e.g., writing).

As the year has progressed, when these four students return to his class, they begin to act out and disturb the
students participating in the writing lesson. Mr. English is becoming increasingly frustrated with the behavior of the
four students. He feels he spends the last half of each writing lesson trying to keep these four students quiet so the
rest of the class can learn to write. Mr. English sets the following goals for the next four weeks:

• Increase the quantity and quality of writing time for the class
• Decrease the misbehavior of the four students

Note that Mr. English is not currently including the four students receiving language arts special education services
in his writing lessons.

Possible Strategies
• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

! Assignment
• Read the Case Study Set Introduction and the STAR sheets on each of the three possible strategies.
• Give one suggestion from each strategy that may be helpful to Mr. English in meeting the goals for his class.

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Establishing Classroom Norms and Expectations
Level B • Case 1

Background
Student: Shandra

Grade: 5th

Age: 11.2

Context: Math class, end of the first grading period

Scenario
While calculating his students’ grades for the first grading period, Mr. Washington discovers a problem. Although
one of his students, Shandra, is receiving Title I tutoring for math, she has a low grade in his math class for the
period. Speaking with Shandra’s Title I tutor, Mr. Washington learns that part of her tutoring included talking with
her Title I peers about her mathematical thinking. The Title I tutor indicates that Shandra is doing well in tutoring and
should also be doing well in his class.

Mr. Washington usually lectures during his math instruction. The rest of the lesson is usually filled with independent
seatwork. Therefore, there isn’t an opportunity for Shandra to talk with anyone about her mathematical thinking. In
fact, because students are not allowed to talk while Mr. Washington is teaching or while they do their independent
seatwork, in effect a norm of “no talking” has developed in his math classes.

Mr. Washington wants to provide instruction that will offer Shandra a chance to succeed. For the next grading
period, he plans to include partner work in his math instruction. The talking procedure that he uses for partner work
in his current science class holds that student conversation cannot begin until Mr. Washington gives permission, it
must be on the science topic, and it must be only loud enough for partners to hear each other. This procedure works
well with the class rule “Get permission to talk.” In conjunction with adapting his math instruction and implementing
a procedure to support it, Mr. Washington sets the following goals for Shandra during the second grading period:

• Increase her conversation with peers about her mathematical thinking
• Increase her grade in math

In addition, he sets the following goals for himself:

• Increase his use of partner work in math instruction
• Increase his assistance with students vocalizing their mathematic thinking

Possible Strategies
• Stating expectations clearly
• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

! Assignment
• Review the Case Study Set Introduction and the STAR sheets on the four possible strategies.
• Select two strategies that Mr. Washington will use as he shifts from lecturing to using partner work in his

math instruction. Describe how Mr. Washington will use these two strategies to meet his goals and how
these strategies will help Shandra to reach her goals.

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Establishing Classroom Norms and Expectations
Level C • Case 1

Background
Grade: 3rd

Context: Friday of the third week of school, redistribution of students among classrooms to meet state class-size
requirements

Scenario
Ms. Jung received a list of eighteen students today that will compose her class beginning on Monday. Twelve of
her current students will remain with her, twelve will be assigned to new classrooms, and six new students will be
assigned to her classroom. Before going home, Ms. Jung speaks briefly with the other third grade teachers to share
instructional information about the new students in each teacher’s classroom.

During the weekend, Ms. Jung considers how she will help the students in her classroom to become a coherent
group. She also considers the established classroom norms, their applicability to the new group of students, and the
ways she can support her expectations for students. Ms. Jung is particularly concerned about the amount of student
movement in and out of the classroom required throughout the day. Her basic schedule follows the pattern listed
below (left). In addition to the class instruction outlined in her schedule, some individual students will need to go
for instruction outside Ms. Jung’s class. Individual outside instruction involving third graders includes the following
scheduled activities noted below (right).

OUR CLASS SCHEDULE OUTSIDE INSTRUCTION SCHEDULE

Start Stop Activity
8:30 9:00 Morning meeting (attendance, daily

news, etc.) in Ms. Jung’s room

10:00 10:25 Title I math tutoring

11:00 11:25 Title I reading tutoring

1:00 1:54 Special education instruction
(math)

2:15 3:00 Special education instruction
(reading)

Tuesday – Thursday
12:30 2:30 Gifted education instruction

Monday – Wednesday – Friday
2:40 3:10 Counseling session (Children of

divorce) Participating students leave
school from the counselor’s office

Start Stop Activity
8:30 9:00 Morning meeting (attendance, daily

news, etc.) in Ms. Jung’s room
9:00 9:45 Specials (P.E., art, music, library) in

specials classrooms
9:45 10:30 Math instruction in Ms. Jung’s room
10:30 11:25 Reading instruction
11:25 11:30 Restroom break en route to

cafeteria
11:30 12:00 Lunch in the cafeteria
12:00 12:30 Recess on the playground
12:30 12:45 Reading aloud in Ms. Jung’s room
12:45 1:15 Social studies instruction
1:15 1:45 Science instruction in the science

lab
1:45 2:15 Recess on the playground
2:15 2:45 Writing instruction in Ms. Jung’s

room
2:45 3:00 Sustained silent reading
3:00 3:10 Preparation for going home

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Several of Ms. Jung’s students will need to move in and out of her classroom at different times. Her class list, below,
notes student participation in individual outside instruction and information related to student movement. New
students to her class are designated with an asterisk (*).

A=Absent T=Tardy D=Dismissed

Possible Strategies
• Stating expectations clearly
• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

! Assignment
• Review the Case Study Set Introduction and the STAR sheets on the four possible strategies.
• Write a statement describing how each strategy will be implemented as Ms. Jung works with her newly

structured class.
• In writing,

1) Select a classroom norm that would allow successful student movement to outside instruction as
needed and maximize time for learning. (This norm may be stated as a rule.).

2) Explain why you believe the norm will be effective.

3) Write two expectations Ms. Jung must state clearly to the entire class to help establish this norm.

4) State a specific procedure concerning movement she must teach Lew (you may need to refer back to
the classroom schedule).

5) State a specific procedure concerning movement she must teach Myra (you may need to refer back to
the classroom schedule).

Name M T W T F Notes:
Lew ✓ ✓ ✓ ✓ ✓ Title I math, Title I reading
Jan ✓ A ✓ ✓ ✓ ADHD, inconsistent medication, constantly in motion
Derrl ✓ ✓ ✓ ✓ ✓ Title I math, Special Education (reading)
LaDonna ✓ ✓ A ✓ ✓ Title I math, Title I reading
Brian* ✓ ✓ ✓ T ✓ Title I reading
Cheryl ✓ A ✓ ✓ ✓ Title I reading
Jay* ✓ ✓ ✓ A A Uses a wheelchair
Myra* ✓ ✓ ✓ ✓ ✓ Special Education (math)
Ellis* ✓ A ✓ ✓ ✓ Counseling session
Mendy ✓ ✓ D A ✓ Counseling session
Keith* ✓ ✓ ✓ ✓ ✓ Experiencing early signs of kidney failure. Needs fre-

quent, immediate access to a restroom.
Shauna ✓ ✓ T ✓ ✓ Gifted Education, Counseling session
Robb A ✓ ✓ ✓ ✓
Tandy A A ✓ ✓ ✓
David ✓ ✓ ✓ A ✓
Alissa* A ✓ A ✓ ✓
Pecos ✓ ✓ ✓ ✓ ✓
Jerri Lynn ✓ ✓ A ✓ ✓

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Establishing Classroom Norms and Expectations
Stating Expectations Clearly

 What a STAR Sheet is…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can
help you solve the case studies in this unit.

What it is…
Expectations are desired behaviors and outcomes. Teachers’ expectations of students are directly connected to
students’ achievement of those expectations. The strategy of stating expectations clearly involves the explicit
acknowledgment of expectations for student actions and interactions in ways that the students can understand and
achieve.

What the research and resources say…
• Students both want and need teachers to demonstrate authority by setting realistic academic and behavioral

expectations (Brophy, 1998).
• Successful classroom managers help students identify what is expected of them and how to achieve these

expectations (Brophy, 1998; Evertson, Emmer, & Worsham, 2003; Evertson & Harris, 1992).
• When teachers hold high expectations of students, the students typically meet higher standards of

performance (Good & Brophy, 2000).
• Low expectations are communicated to students when teachers provide less wait time, fewer or

inappropriate reinforcements, less feedback, fewer opportunities to participate in instruction, reduced
eye-contact, more criticism for failure, or by teachers showing less acceptance of the student’s ideas (Brophy,
1998; Good & Brophy, 2000).

• The expectations teachers have for students affect their current performance, and can influence future
performance, particularly at the early grades (Wong, 1998).

• Clarity in instruction increases student academic engagement and achievement (Evertson & Emmer, 1982).
• Clarity in instruction includes actions such as framing the lesson in context, stating key components of the

content, linking these components together, focusing student attention on important elements, and providing
examples (Snyder, Landt, Roberts, Smith, & Voskuil, 1993).

• In order to clarify expectations during all stages of a lesson, teachers can use advance organizers to set up
instruction, provide guidance and feedback to students during instruction, and reflect with students after
instruction (Brophy, 1998).

Tips for implementation…
• Know what you want students to do and at what level of achievement. Make sure it is something they can

accomplish.
• In understandable increments, state what the task is, why you are asking students to complete it, the steps

involved, and how the task will be assessed. Provide written directions if possible. Model the action(s)
requested.

• Monitor student progress and offer feedback to students en route and following task completion.

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Keep in mind…
• If you inconsistently reinforce your expectations, students will assume a lack of commitment on your part.

Students see a teacher’s lack of commitment to his or her expectations (through inconsistent reinforcement)
as an indication that the expectations are not serious ones.

• Try each activity to verify the order of completion, outcome, potential difficulties, and reasonable length of
time for completing any task.

• Break large tasks into smaller pieces to simplify them and to offer more frequent feedback checkpoints.
• Signals (such as making hand gestures, turning off the lights, ringing a bell) can be an effective way to

indicate the beginning or ending of an activity or can be a reminder to students of behavioral expectations.

Resources…
Brophy, J. E. (1998). Motivating students to learn. Boston: McGraw-Hill.

Evertson, C. M., & Emmer, E. T. (1982). Effective management at the beginning of the school year in junior
high classes. Journal of Educational Psychology, 74, 485–498.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers
(6th ed.). New York: Allyn & Bacon.

Evertson, C., & Harris, A. (1992). What we know about managing classrooms. Educational Leadership, 49,
74–78.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.

Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the experimenting society model with class-
wide behavior management interventions. School Psychology Review, 25(2), 199–214.

Snyder, S. J., Landt, A., Roberts, J., Smith, J. S., & Voskuil, K. (1993, April). Instructional clarity: The role of
liking and focusing moves on student achievement, motivation and satisfaction. Paper presented at the
Annual Meeting of the American

Educational Research Association, Atlanta. ERIC Document Reproduction Service ED 362 507.

Wong, H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA: Harry

K. Wong Publications, Inc.

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Establishing Classroom Norms and Expectations
Implementing Classroom Rules and Procedures

 What a STAR Sheet is…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can
help you solve the case studies in this unit.

What they are…
Classroom rules are a teacher’s stated expectations for student behavior. Classroom procedures are patterns for
accomplishing classroom tasks. Classroom rules and procedures are connected in three ways. First, rules are the
expectation boundaries within which procedures are followed. Second, procedures form routines that help students
to meet the expectations stated in the rules. Third, both rules and procedures must be taught, practiced, and
consistently supported to be effective in the classroom. (Cohesive sets of rules and procedures are two aspects of a
comprehensive behavior management system.)

What the research and resources say…
• A dependable system of rules and procedures provides structure for students. This structure helps students to be

engaged with instructional tasks and communicates to students that the teacher cares for them. (Brophy, 1998).
• Authoritative implementation of rules includes communicating care and respect for students, teaching

students what is expected of them and why this is of value, and responding to students’ actions and
interactions in ways that help them to become more responsible self-regulated learners (Brophy, 1998).

• Rules are few in number, always apply, and must be understood by all. Procedures are many in number, are
specific to certain tasks, and must be understood by all. (Evertson & Harris, 2003)

• Teaching rules and procedures to students at the beginning of the year and enforcing them consistently
across time increases student academic achievement and task engagement (Evertson, 1985; 1989; Evertson
& Emmer, 1982; Evertson, Emmer, Sanford, & Clements, 1983; Johnson, Stoner, & Green, 1996).

• Effective teaching includes teaching functional routines (procedures) to students at the beginning of the year
and using these routines to efficiently move through the school day (Leinhardt, Weidman, & Hammond, 1987).

• Having all students––including those with behavioral difficulties––participate in developing classroom rules
offers them the opportunity to cooperate, collaborate, and make connections with each other as well as to
develop a sense of ownership in the classroom (Castle & Rogers, 1993; Martin & Hayes, 1998).

Example rules and procedures…
The chart below connects sample classroom rules with some examples of procedures that help students meet the
expectation(s) within the stated rule.

Sample Classroom Rules
1. Respect yourself, your peers, and their property.
2. Talk at appropriate times and use appropriate voices.
3. Be in your seat and ready for class when the bell rings.
4. Follow my directions.
5. Obey all school rules. Adapted from Evertson & Harris, 2003; Evertson, Emmer, & Worsham, 2003

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Rule Sample Corresponding
Procedure(s)

Respect yourself,
your peers, and their
property.

Ask and receive permission before borrowing something.

Be in your seat and
ready for class when the
bell rings.

Place your completed homework in the homework basket
as you enter class.

Get permission to talk. 1. Raise your hand to request a turn when the teacher is
talking.
2. Use indoor voices during a class discussion, waiting for
a pause in the conversation to insert your thought.

Tips for implementation…
• Anticipate what students need to know and do in the classroom, both academically and socially, before the

school year begins. Plan for the first days of school based on these learning goals.
For example, if students’ prompt attendance is needed to maximize instructional time, then plan for
corresponding classroom rules and procedures by responding to such questions as:

– What time will class begin?

– How will I be prepared to begin class promptly?

– How will I present my expectations of promptness to students?

– What consequences will result from tardiness?

• Select rules and procedures that you are able to sustain and state them positively (e.g., “Walk in the
hallways” rather than “Don’t run”). See Guidelines for Writing Rules at the end of this STAR Sheet.

• Begin modeling and discussing the class rules and procedures on the first day of school.
• Explain to students the purpose and rationale for classroom rules and procedures.
• Identify positive examples of class rules and procedures in action and provide role-play opportunities for

each.
• Develop, teach, practice, and support new procedures as necessary to support effective routines in the

classroom.
• Consistently respond to student behavior regarding the established classroom rules and procedures.

Keep in mind…
• Your rules (developed with your students or on your own) should support your learning goals for the class,

should be ones your students can understand and accomplish, and should be associated with clear positive
and negative consequences. These rules may vary by subject matter, grade level, and group dynamics.

• Writing rules with your students is a lengthy process (2–3 mornings/ class sessions).
• The procedures you establish in your classroom should help students to comply with your stated

expectations, should be ones your students can understand and accomplish, and should be retaught as
needed to help students remember the patterns.

• Your actions and interactions with students can either support or undermine the classroom rules and
procedures you are implementing. For example, if a teacher uses humiliation or sarcasm to communicate
with students, the students are significantly less likely to feel respected and to offer respect to others in turn.

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Resources…
Castle, K., & Rogers, K. (1993). Rule-creating in a constructivist classroom community. Childhood Education,

70(2), 77–80.

Evertson, C. M. (1985). Training teachers in classroom management: An experiment in secondary class-

rooms. Journal of Educational Research, 79, 51–58.

Evertson, C. M. (1989) Improving elementary classroom management: A school-based training program for
beginning the year. Journal of Educational Research, 83(2), 82–90.

Evertson, C. M., & Emmer, E. T. (1982). Effective management at the beginning of the school year in junior
high classes. Journal of Educational Psychology, 74, 485–498.

Evertson, C. M., & Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management:
An experiment in elementary classrooms. The Elementary School Journal, 84, 173–188.

Evertson, C. M., & Harris, A. H. (2003). COMP: Creating conditions for learning. Nashville, TN: Vanderbilt
University.

Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the experimenting society model with class-
wide behavior management interventions. School Psychology Review, 25(2), 199–214.

Leinhardt, G., Weidman, C., & Hammond, K. M. (1987). Introduction and integration of classroom routines
by expert teachers. Curriculum Inquiry, 17(2), 135–175.

Martin, H., & Hayes, S. (1998). Overcoming obstacles: Approaches to dealing with problem pupils. British
Journal of Special Education, 25(3), 135–139.

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Guidelines for Writing Rules*

(Accompanies Implementing Classroom Rules and Procedures STAR Sheet)

Rules govern relationships––with others, time space, and materials. They are
consistent across situations and few in number. The eight guidelines below can help
you develop effective rules for your classroom.

1. Consistent with school rules
Classroom rules should not conflict with school rules; school rules should be in
effect in the classroom.

2. Understandable
Rules must be stated so that students clearly understand what is meant.
Vocabulary should be consistent with students’ grade and ability level.

3. Doable
Rules must be such that students are capable of following them. They must be
within students maturation level and mental and physical abilities.

4. Manageable
Rules should be easily monitored and not require excessive classroom time to
hold students accountable.

5. Always applicable
Rules should be consistent; they should not vary or change.

6. Stated positively
Stating rules positively encourages the desired behavior. Although it is sometimes
difficult to state all rules positively, most “don’ts” can be transformed to “do’s.”
(Even “No gum” can be stated as “Leave all gum at home.”)

7. Stated behaviorally
Rules are easily understood and monitored when defined with action statements
beginning with a verb––statements that describe what students are to “do”––such
as “Leave all gum at home” or “Bring needed materials to class.”

8. Consistent with your own philosophy
Your rules should reflect what you believe about how students learn best.

*Used with permission. Evertson, C. M., & Harris, A. H. (2003). COMP: Creating Conditions for Learning (6th ed.). Nashville, TN: Vanderbilt
University. p. 2.08E.

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Establishing Classroom Norms and Expectations
Supporting Expectations Consistently

 What a STAR Sheet is…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can
help you solve the case studies in this unit.

What it is…
The consistent support of expectations is essential to the development of classroom norms that promote student
learning. Consistency requires that the teacher equitably reinforces appropriate student behavior and deters
inappropriate student behavior. Teachers must first teach students the classroom rules and procedures, provide
students practice with them, and then consistently respond to student actions and interactions in regard to these rules
and procedures. (Teacher responses or consequences are one component of a comprehensive behavior
management system.)

What the research and resources say…
• Teaching rules and procedures to students at the beginning of the year and enforcing them consistently

across time increases student academic achievement and task engagement (Evertson, 1985; 1989; Evertson
& Emmer, 1982; Johnson, Stoner, & Green, 1996).

• Teachers should focus on increasing positive behavior and interactions by consistently enforcing
expectations (Shores, Gunter, & Jack, 1993).

• When teachers are inconsistent in their enforcement of expectations, students become uncertain of what
those expectations are and whether the expectations apply to them (Evertson, Emmer, & Worsham, 2003).

• Three sources for inconsistency occur when a teacher exhibits:
a) unreasonable expectations,

b) incomplete monitoring, and

c) halfhearted expectations (Evertson, Emmer, & Worsham, 2003). Students
cannot accomplish the unreasonable, try to get away with what they can,
and know when a behavior is not really expected.

• Teachers who respond consistently feel positive about their teaching and help students improve their
performance (Freiberg, Stein, & Huang, 1995).

• Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good
& Brophy, 2000).

Tips for Implementation…
• Know and understand both your expectations for students and your responses when students meet or do not

meet these expectations. You should have responses for meeting your expectations (positive, or supporting,
consequences) and for not meeting your expectations (negative, or deterring, consequences).

• State expectations clearly. Post your classroom rules. Practice the classroom procedures until they become
routine.

• Monitor students’ progress in meeting expectations.
• Provide feedback to students as they work so they know if they are meeting your expectations.

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• Indicate to students when they have or have not met your expectations. Respond to all students who meet or
do not meet your expectations in an equitable manner consistent with your plans (as determined by first tip).

Keep in mind…
• Supporting your expectations is not always easy or popular, but it is the best way to assure that all students

have equal opportunities to succeed. An adjective that might be used to describe a teacher who exhibits
consistency is “fair.”

• Making exceptions for individuals to meet your expectations at a different level is sometimes necessary
(e.g., extenuating circumstances, IEP requirements, etc.), but may communicate to other students that the
original expectation is not reasonable or meaningful. Be prudent about adjusting your expectations for
individuals and be sure to communicate those adjustments and the rationale for them to students.

Resources…
Evertson, C. M. (1985). Training teachers in classroom management: An experiment in secondary class-

rooms. Journal of Educational Research, 79, 51–58.
Evertson, C. M. (1989) Improving elementary classroom management: A school-based training program for
beginning the year. Journal of Educational Research, 83(2), 82–90.

Evertson, C. M. & Emmer, E. (1982). Effective management at the beginning of the school year in junior high
classes. Journal of Educational Psychology, 74, 485–498.

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers

(6th ed.). Boston: Allyn and Bacon.

Freiberg, H., Stein, T., & Huang, S. (1995). Effects of a classroom management intervention on student
achievement in inner-city elementary schools. Educational Research and Evaluation: An International
Journal on Theory and Practice, 1, 36–66.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.
Johnson, T. C., Stoner, G., & Green, S. K. (1996). Demonstrating the experimenting society model with class-
wide behavior management interventions. School Psychology Review, 25(2), 199–214.

Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events
for coercion? Behavioral Disorders, 18(2), 92–102.

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Establishing Classroom Norms and Expectations
Reevaluating Established Norms

 What a STAR Sheet is…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can
help you solve the case studies in this unit.

What it is…
Reevaluating established norms is the practice of reflecting upon, and adjusting as necessary, the accepted
classroom norms. Since norms are developed and maintained through the interactions of individuals, they can shift
and change. The environments in which the norms are established can also change. While reflecting upon the
established classroom norms, a teacher compares the accepted norms of the classroom to those desired for
maintaining an effective classroom. When a discrepancy is found between what is needed for a successful learning
environment and the established classroom norms, the teacher must adjust these norms through instruction, clear
communication of expectations, and consistent support of these expectations. The process of reevaluating
established norms is one portion of a teacher’s continual evaluation of the learning environment in his or her
classroom.

What the research and resources say…
• As students become more familiar with classroom routines and procedures, additional instructional formats

and more challenging work can be incorporated (Evertson, Emmer, & Worsham, 2003; Good & Brophy,
2000). These changes may require adaptations to established classroom norms.

Tips for implementation…
• Regularly reflect on the classroom rules and procedures implemented in the classroom. Consider the

students’ actions and interactions as well as your own. Compare the accepted norms (what has become
familiar in your classroom) with what is required for an effective classroom.

• Continue to support and reinforce constructive classroom norms through the classroom rules and procedures
you have implemented. Note: Procedures can be changed as needed to support constructive classroom
norms.

• Where changes are needed, discuss with students the rationale for the change and the process needed to
achieve it. Note: Sometimes the change that is required is for you to be more consistent when responding to
student actions and interactions.

• State your expectations clearly to students and support these expectations consistently.

Keep in mind…
• If you wish to increase student commitment to altering a classroom norm, involve them in the planning and

implementation of the change process.
• Changing established norms can be difficult and time-consuming. Students who do not understand or agree

with the need for change may resist the process.

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Resources…
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary teachers

(6th ed.). Boston: Allyn and Bacon.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.

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