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Classroom Behavior Expectations Matrix: Looks Like/Sounds Like

Settings: a. b. c. d. e.
(location/areas/activities) Transitions Entering/leaving Teacher instruction Group work Independent work
between classes the classroom

#1 Acknowledge all Restore the Keep quiet during Be accepting of all Complete
teachers and classroom to better teacher instruction group members and independent work
B RESPECTFUL students that than when you came unless prompted opinions. Express quietly to not
E address you. in. otherwise. your opinion in a distract other
positive way. students during this
H
time.
A #2 Bring all necessary Put cell phones in Take notes during Participate equally Turn in quality
V materials to class. designated area until teacher instruction. with other group independent work
I RESPONSIBLE the end of class. members and turn on time.
O in quality work on
R time.
S #3 Keep to yourself Keep to yourself on Keep to yourself. Keep to yourself Keep to yourself.
when walking in the your way to your when you are
SAFE hallway. desk. working with other
students.

Instructions: (Remember to define these expectations in ways that are observable, measurable, positively stated, understandable, and always applicable!)
1. List the specific locations or areas (settings) in the boxes labeled with the blue letters across the top (a e) where you should teach the expected positive
behaviors you want to see. You can add or delete columns as needed.
2. List the school-wide positive behavior expectations (#1 - #5). You may have only 3 or 4 behaviors, and may delete rows as necessary. Your school-wide
expectations are also your classroom behavior expectations.
3. Write in each of the intersecting boxes (location and behavior expectation) positively stated and defined behaviors you want to see. Use words that are
precise and measurable. List at least 1 and no more than 4 defined behaviors for each box. See school sample provided.

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