Module 5: Behavior Expectations and Rules

Post-Learning Activities

[Trainer note -- the following activities may be used in Professional Learning Communities (PLCs) or other follow-up sessions with participants.]

  1. Dissection of Rules:
    Use the form attached to dissect rules and find their underlying meaning or message.
    What was the premise for each rule? Was it what you originally thought it would be? Is there a better way to phrase the rule? Can the rule be adapted for students who learn differently?
  1. Develop a Lesson Plan:
    Adam Holland of First School reminds us that teachers may view behavior expectations and rules as a precursor to teaching and learning. Teachers may feel they cannot teach until children learn to follow the rules. However, behaviors are a skill set to be taught just like literacy and math. Develop a lesson plan that incorporates the teaching of rules. How is this different than your current approach to lesson planning?
  1. Family Engagement:
    Think about the strategies you have used or plan to use to involve families and caregivers in the development and understanding of the classroom behavior expectations and rules? What resources have you shared or can you share with families about behavior expectations and rules? What might you do to further engage and involve families in the discussion of behavior expectations and rules in both the classroom and at home?

Effective Teacher Practices Supporting

North Carolina Foundations for Early Learning and Development
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2016

Module 5: Behavior Expectations and Rules

Dissect your rules to find their underlying meaning; think of ways to adapt your rules…

Rule / Intended Outcome / Underlying Meaning / Alternative Wording / Ways to adapt for different learners
Sit crisscross applesauce / Stay seated / Be in a position to participate / Sit with legs crossed, side saddle, etc. /
  1. Allow children who have trouble staying in one position to choose the position in which they will sit during circle time
  2. Allow squirmers to stand to the side of the circle area or along the back of the sitters

Effective Teacher Practices Supporting

North Carolina Foundations for Early Learning and Development
NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2016