Behavior Expectations

Behavioral expectations ideally seek to elucidate to students the preferred manners of conduct in the educational setting. According to Crone and Horner, the establishment of behavioral expectations consists of three fundamental sequential steps: the clear definition of behavioral expectations, the teaching of behavioral expectations, and the rewarding of meeting behavioral expectations.

A.

  1. Within the context of my area of specialization (pre K-8 or Secondary), two behavioral expectations for the in-class activities of the utilization of computer stations and student attention during teacher-led activities respectively would be as follows:
  2. In the case of the former, 1) make sure the students are using the computer specifically as a tool to complete the given assignment, and 2) using the computer in a constructive and orderly manner.

    In the case of the latter, to ensure that students are attentive, it is 1) necessary to require silence in the class while the teacher is speaking, and 2) that the students also are attentive to what is being said.

  3. Using Crone and Horner’s scheme the implementation of the behavior expectations regarding the students’ utilization of the computer as an educational tool for the specific assignment would be as follows: the behavioral expectations would be clearly stated beforehand, such that the students would understand, for example, that the computer within the classroom setting is primarily a learning tool and not an entertainment medium, as they may be accustomed to in their home environment. Accordingly, behavior towards the computer is similar to behavior towards any other class room materials: it is to be used to complete the given task. The teaching of these behavioral expectations would thus include demonstrating to the students how they are to utilize the computer within the specific context (i.e., a reading assignment).. Lastly, a reward for behavior expectation would be to occasionally let the students use the computers for a limited amount of time for more “fun” activities. Such an approach would also help the students clearly understand the specific educational and recreational uses of computers.

In the case of paying attention in class, it would be clearly stated that attentiveness is necessary to gain an understanding of what the teacher is attempting to communicate to the class. This would be demonstrated by, for example, singling out students who have successfully met this requirement, which helps teach the students the required behavior. Hence, attentiveness could be taught by asking students questions, which gauges their attention. Lastly, students who have shown exceptional behavior could be commended for their attentiveness in class with rewards, such as, for example, more creative learning activities.

B.

  1. The behavioral expectations for 1) recess and 2) leaving the classroom as a group to visit the library would be as follows:
  2. In the case of the former, firstly, students are to avoid fighting, insofar as this is cited in the academic literature as the greatest behavioral problem during recess. Secondly, prohibit tardiness when recess is over, thus clearly defining the boundaries between classroom and break activities.

    In the case of the latter, students are to understand that the library is an extension of the classroom setting, and therefore the same behavioral rules apply there. Secondly, that it is expected that the students fulfill the tasks that are intended by the library visit.

  3. The implementation of the expectation of timeliness in returning to class would thus consist in defining the expected behavior to the students. It would then be taught to the students, instructing them on the proper procedure for arriving in class at time. Lastly, rewards could be granted to students who show a continued commitment to maintaining these standards.

For the implementation of the behavioral expectation of the library as an extension of a classroom, this expectation would first be clearly explained to the students before departing for the library. Secondly, proper conduct could be demonstrated to the students, perhaps by pointing out individual students for exemplary behavior in their understanding that the library is an extension of the classroom setting. Lastly, rewards would be given to those students who have met the required behavior.