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Classroom expectations are guidelines put in place to assist students and teachers in maintaining structure. These guidelines are developed for students to understand what types of behaviors are expected of them throughout the duration of the school day. It also allows teachers to focus more heavily on academics.Jan 13, 2019
CLASS EXPECTATIONS
Show respect for the teacher, yourself and others at all times. Respect others’ property. Avoid touching or writing on anything that does not belong to you (including desks, textbooks, teacher’s belongings, walls, chalkboard, etc.). Don’t expect that others will clean-up your messes.
With consistent expectations, students know what’s expected of them throughout the school day. This allows them to feel more confident, engaged and connected to the school community. It also makes it easier for teachers to recognize positive behaviors, and to correct problem behaviors to keep small problems small.
Academic Achievement. All students are expected to actively pursue and gain the knowledge and skills required for college work or professional training. Social Skills and Communication.
Three behavioral expectations you can set in your classroom from the start are when students should be seated, how to show respect to their classmates and teachers, and how to be attentive. Read on for a few tips on how to implement these guidelines and what the benefits will look like.
‘High expectations enable children to achieve the best possible outcomes in both their academic achievement and their wellbeing. In a study by Schiff & Tatar (2003) most children reported that significant teachers – those making a positive difference – expect them to succeed.
1) Define behavioral expectations so that they are developmentally appropriate, culturally responsive, positively stated, specific, and observable. 2) Make the expectations relevant and important to students by telling them the purpose of the behaviors. 3) Explicitly teach and review behavioral expectations.
High expectation teachers believe that students will make accelerated, rather than normal, progress, and that pupils will move above their current level of performance (for example, from average to above average).
Some examples of general class norms are: “be a good neighbor,” “respect others and yourself,” and “be kind.” Norms written at a specific level identify distinct behaviors, such as “raise hand before talking,” or “walk in the hallways,” and are usually only applicable in particular situations.
Expectation is defined as believing that something is going to happen or believing that something should be a certain way. An example of expectation is a belief that you will be getting promoted. An example of expectation is a belief that you should behave as a proper lady or gentleman.
Education serves several functions for society. These include (a) socialization, (b) social integration, (c) social placement, and (d) social and cultural innovation. Education is not only for betterment of quality of life but also teach that how to behave in the society.
Some examples of expectations from all subjects that you can say are these: I expect our subjects to widen our knowledge about the topics being taught in these subjects. I expect our subjects to provide us a holistic approach, real-life examples, and hands-on training.
Setting expectations in your online course is critical for a learner’s success. From the beginning it is important for an instructor to establish clear expectations and to reinforce those expectations during the teaching of the course.
Rules are simply a list of the things we should not do. Expectations communicate the desired behavior using a positive framework and encouraging responsibility. Simply put, it is a positive reframe that sets the tone for your room.
Expectations are more important than rules because “rules…often focus on undesirable behaviors with predictable results” (Whitaker 14). Instead, stating the positive expectations in a classroom will focus on the positive behaviors the teacher expects. When these are clear, students often meet the expectations.
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For example, they ask how or why, ask for another way to answer, ask for a better word, ask for evidence, ask students to integrate a related skill, and/or ask students to apply the same skill in a new setting.
The two mean slightly different things. “Expectations of something” means what you expect that something to do or achieve. “Expectations for something” are more vague and only mean expectations in that area. So “expectations of college” might be that it would provide me with the education I need to start my career.
Norms are rules, whether explicit or implicit, that define our expectations of appropriate behaviours. Norms are often so routine and embedded that staff are unaware of their specific behaviours and actions. They’re often the ‘unwritten rules’ that guide how people do things.
Each student should come to class everyday with an effort to improve his/her own individual fitness and skills. Students will be responsible for his/her own learning. Each student will learn the value of communication and working together to achieve a common goal.
It is important to have consequences when students break your classroom rules. Three very commonly used consequences are referring a student to the office, calling the parents, or making an empty threat.
Rules can be what student do when the teacher is watching. Values are ways of behaving, knowing what we should be doing, versus behaving in a way we want to, or even have to. You’ve got to put the motivation for behavior on the INSIDE. You need a shared concept of community in a classroom.