Now that you have your expectations written out .... wait ...you did write them out already right? If you didn't, go back to my previous entry and READ! Ok here we go again...NOW that you have your expectations written out and you have visualized your successful classroom, it's time to execute. What does that mean? It's time to get to the modeling and practice portion of the show.
Whenever I introduce something, I always tell them that I do not expect them to be mind readers. For example, I ask them if they have ever had a teacher who said, "What's 2+2?" and you shout out the answer and get in trouble. They of course raise their hands. I then ask them if the teacher told them to raise their hands when answering. If he/she did not, the teacher is at fault because students are not mind readers. However if a teacher told them ahead of time, and they still shout out, then they are at fault. This always resonates with them. I proceed to tell them that I will always be clear and never expect them to be mind readers AND if I ever get on them and wasn't clear, please check me on it. You should see their faces when I say that! From there I introduce the first task.
Let's go back to my example using walking in line!
My expectations were as follows:
My expectations were as follows:
You must be standing with your arms crossed.
You must not be touching the person in front of you.
Your shoulders must be lined up with the shoulders of the person in front of you.
Your mouth must be closed.
You must be alert so you don't run into the person in front of you.
You must keep up with the line without running to do so.
It's now time to teach them. How you first present them is up to you. My recommendation is if they you have younger students, they can use a visual. Make up a small sign and have it up on your board. Have the expectations listed. Go through each one of them. For older kids, they probably can handle just hearing them, although visuals never hurt nobody (yes I know...double negative. We're keeping it casual here, right?). Presenting will sound something like this:
"Ok ladies and gentlemen. Throughout the year you will be expected to walk in a line when we travel from place to place. I want to be clear about how a scholar would do it."
I like to say scholar because it makes it sound more like a standard of all scholars rather than just was I feel like.
"Here is the list of expectations. I expect you to...."
I go through the list. I have a few volunteers to come up and model it wrong and we discuss why it's wrong. Then I have a few come up and model the correct way. I even have the big kids come up, especially ones that could be potential problems.
Then brace yourself for the next part because it could cause you to lose it. Ask them the following... "Are there any questions about these expectations?" At first you'll get no hands. But then follow up with this statement... "Are you sure it is clear? Because if you do not meet these expectations, there will be consequences." At this point you will get hands with tons of what-ifs. Like I said before, please answer all of them. Take the time. The clearer it can be, the better.
Once that is done, it is time to practice. More on that later! :)
It's now time to teach them. How you first present them is up to you. My recommendation is if they you have younger students, they can use a visual. Make up a small sign and have it up on your board. Have the expectations listed. Go through each one of them. For older kids, they probably can handle just hearing them, although visuals never hurt nobody (yes I know...double negative. We're keeping it casual here, right?). Presenting will sound something like this:
"Ok ladies and gentlemen. Throughout the year you will be expected to walk in a line when we travel from place to place. I want to be clear about how a scholar would do it."
I like to say scholar because it makes it sound more like a standard of all scholars rather than just was I feel like.
"Here is the list of expectations. I expect you to...."
I go through the list. I have a few volunteers to come up and model it wrong and we discuss why it's wrong. Then I have a few come up and model the correct way. I even have the big kids come up, especially ones that could be potential problems.
Then brace yourself for the next part because it could cause you to lose it. Ask them the following... "Are there any questions about these expectations?" At first you'll get no hands. But then follow up with this statement... "Are you sure it is clear? Because if you do not meet these expectations, there will be consequences." At this point you will get hands with tons of what-ifs. Like I said before, please answer all of them. Take the time. The clearer it can be, the better.
Once that is done, it is time to practice. More on that later! :)
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