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Restroom Expectations

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					                         Hayden R. Lawrence
                         Restroom Expectations
                                    Lesson Plan
Objective: Reinforce PBS rules
Teachers and students will read expectations for the restroom and demonstrate using a
PowerPoint followed by Q&A
Be Prepared
    Conserve products
    go directly to and from the restroom
    use during break time or have a pass
Be Respectful
    flush
    use restroom supplies appropriately
    use trash receptacles
    be mindful of other people’s privacy
Be Responsible
    notify staff of problems
    use facilities as intended




Intelligence Focus: Linguistic Learners


Procedure for teaching expectations:                       Activities

      Begin with class discussion using a prepared power point.
      Use Q/A session to clarify required behavior.




Reinforcement:
     Travel as a group to review classroom objectives.
                            PBS Expectations
                                   Lesson Plan
Procedure for teaching expectations:                     Activities



      In groups discuss why each expectation exists and what the purpose is behind
       each expectation. What potential outcomes would be likely if the rules did not
       exist?
      In same groups examine other areas where these rules would be applicable, such
       as the workplace, home, etc. and why.
      Role play how the classroom would be without these rules.
   .
                           PBS Expectations
                                  Lesson Plan
                         Social Studies 4th and 5th Grade
THINK PAIR SHARE

The learner will compare the Mayflower Compact and self-government to the rules
of PBS.

    Student will work in groups of two
    Write reasons for governing oneself
    Discuss the importance of making and following rules when one’s behavior
     impact the others in the group


   The group reader will orally share ideas gather within the group.

   Learners can draw as well as write to demonstrate the comparison
                            School-Wide Social Skill Lesson Plan
                          rd
                        3 - 5th Grade Language Arts
Expectation (from school’s PBS):
Week of Implementation:
                           Specific Skill: I Can Listen Attentively
Skill Steps/Learning Targets – This means I will:
      Eyes on speaker
      Voice off
      Hands and feet still
      Listen to all information; holding questions until presentation conclusion
Context: All Settings

                        TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach
TELL (this should be a BRIEF opener to the lesson, the lesson emphasis should be on student guided practice)
This component provides an introduction to what the skill is, rationale for why we need it, and a
brief discussion of what are the skill steps. Choose 1 of the following to introduce the skill.
What is the skill?
       State the skill: “Today we are going to talk about listening attentively. Listening attentively
    means you have your eyes on speaker, voice off, hands and feet still and listen to all information;
    holding questions until presentation conclusion.”
       Quote: “People ought to listen more slowly.” Jean Sparks Ducey
             “It is better to listen to understand than to listen to reply.” Unknown
             "We were given two ears but only one mouth, because listening is twice as hard as
               talking."
       Data from school survey, SWIS, MSIP, etc.
       Read a piece of fiction, an excerpt from a novel or an article:
       Activity:
             Play the game telephone/telegraph by giving these directions: “I am going to whisper
               something to Jason. Jason will whisper my message to Sam and on down the line.
               When the message gets to Dakota, we will ask her to repeat the message. The only
               person who may speak is the person passing on the message; everyone else has their
               voice off.” Finish by discussing why the message changed.
             Have students define “listening attentively”—what is sounds and looks like. How do you
               know if someone is listening attentively to you? Discuss in small groups and share out.
             Select 3 students (Students A, B, and C) to step outside the classroom and ask them to
               wait quietly until they are asked to come back into the classroom. Read a short story to
               the class. Bring Student A who left the room back into the classroom. Call upon one
               student from the class who heard you read the story to repeat the story as accurately as
               possible to the Student A. Bring Student B into the classroom and have Student A
               repeat the story. Bring Student C into the classroom and have Student B repeat the
               story. Discuss how the story changed and what students learned as a result of the
               activity.

Rationale - why would a student need to know this skill? In what school settings would a student
need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher
education, etc.
 Discussion: “Why would it be important to have good listening skills? What are some situations
   where listening is very important? How would listening be helpful in these situations?”
 Discuss the importance of listening to classmates who are giving reports and sharing information.
 Tie listening attentively to your school expectations.
Discuss Skill Steps – Discuss I can Listen Attentively. This means I
    Have Eyes on speaker
    Voice off
    Hands and feet still
    Listen to all information
SHOW
Teacher Model: both examples and non-examples
             Example                          Almost There                        Non-Example
                                           TEACHER ONLY                        TEACHER ONLY
    Eyes on speaker                     Briefly; intermittently;           Looking away from
    Voice off                            occasionally facing the              speaker
    Hands and feet still                 speaker.                           Talking with others during
    Listen to all information;          Whispering; attempting to            the speakers presentation
       holding questions until            quietly communicate with           Tapping hands loudly;
       presentation conclusion            others                               shuffling feet
                                         Moving hands silently;             Laying head on desk;
                                          stretching legs; wiggling            Leaning backward or
                                          feet.                                sideways; rocking
                                         Quietly asking others              Interrupting speaker with
                                          questions during                     questions or comments
                                          presentation.                        throughout presentation
Scenarios
 Read or act out the scenarios below and have students identify whether the behaviors are
    examples, “almost there” or non-examples.
 Whenever possible teachers can/should make a connection to their curricular area such as
    ties to a character from literature, current events (when appropriate), famous quotations, or
    to a content area (e.g., safety in industrial technology or science lab, plagiarism in any
    academic content area, etc.).
Develop 4-6 scenarios that would be school based examples, almost there’s, and non-examples
using above as a guide.
     Sam’s group is presenting their project to the class. Although Julie is very familiar with the
        information being presented, she keeps her voice off, eyes on speaker, and body still.
        (Example)
     Martha and Nikki will be working on a project and Martha has lots of ideas about what to do
        and whispers them to Nikki while the teacher is explaining the project. (almost there)
     Ted did not get much sleep the night before and is really tired. So he lays his head down on
        his desk while the teacher is explaining the math lesson (non-example).
     Billy does not like to write, so when the teacher starts describing the journal writing she is
        expecting them to do, he groans and states loudly, “This is a bunch of junk!” (non-example)
     Billy does not like to write, so when the teacher starts describing the journal writing she is
        expecting them to do, he takes a deep breathe, exhales and works hard to stay focused on the
        teacher. He keeps his eyes on her and listens to all the directions. (example)
GUIDED PRACTICE Optimally practice would occur in the setting(s) in which the problem
behaviors are displayed. The guided practice component of the lesson is a pivotal part of every
lesson to ensure that students can accurately and appropriately demonstrate the skill steps
(Lewis & Sugai, 1998).
Where can ideas for role play /guided practice come from?
       During your introductory discussions your students may have shared specific examples or non-
    examples and those would be excellent for use as role play situations and extension activities
    throughout the week. These examples can be written out on chart paper for later use.

      Pass out 3X5 index cards after the introduction of the skill and give students a moment to write
    down examples or non-examples they have experienced at school, home in the neighborhood, or at
    work. This option allows for anonymity. Save non-school examples primarily for discussion and use
    school based examples for role-play.

      In the case of non-examples, have students problem solve appropriate behaviors that could have
    been done/used instead and then have them role play these replacement examples. Students NEVER
    ROLE PLAY NON-EXAMPLES! If a non-example needs to be demonstrated it is ONLY
    demonstrated by TEACHERS/Adults.

   Give all students a task or job to do during ROLE PLAY! Some students will be actors, others can be
    given the task of looking for specific skill steps and giving feedback on whether the step was
    demonstrated.

   Sample role play scenarios:

       o   When morning announcements come on the intercom, students stop all activity and turn voices off.
       o   While your field trip permission slips are being passed out, your teacher talks about the importance
           of getting it signed and returned by the end of the week. Once she is finished, you get out your
           planner and write yourself a note so that you can remember to return it, then place your permission
           slip in your backpack to take home.
       o   During a tornado drill, students “tuck and duck,” with voices off, ready to listen for instructions
           from the principal.
       o   While the teacher is stating the directions to the activity, Roxy is facing forward with her hands in
           her lap.
       o   The teacher was giving directions to the homework assignment. John had a question but waited
           until the teacher was finished before raising his hand to ask his question.
       o   Tracey and Beth were working in a group together. Tracey was explaining what she thought the
           group should do to complete their project. Beth kept interrupting with her ideas.
FEEDBACK – Teachers can ensure that students have the opportunity to reflect on performance of
social skills by providing frequent positive feedback that is both contingent and specific (re-stating
of skill steps/ learning targets). Research clearly indicates that positive feedback of this nature
increases future demonstrations of target social skills (Brophy, 1980).
Following are some examples of phrases to use during practice sessions and throughout the rest
of the year to give students performance feedback?

  o “Thanks for being respectful and listening to all the directions before asking your question,
      Stacey.”
  o “Jill, thanks for keeping your hands and feet quiet while John was speaking. That was
      respectful”
  o “Thanks for keeping your eyes on me while I divided you up into group, Fred.”
What are some ways to get students to self-assess on their use of the social skill?
o Assign “look fors” during role play.
o Give students self-monitoring sheets with skill steps.

How can teachers tie the school-wide feedback system to this social skill? Can teachers use a
whole class contingency, individual feedback or other system to quickly but
SYSTEMATICALLY give ALL students contingent, positive and specific performance
feedback?
o Have charts for each period/hour and hold a friendly competition where teacher or directed student
    can tally.
o Use pre-made “admit one” tickets and hand to students displaying the skill, place in
    cans/tubs/bucket for specific period/hour and have random weekly drawings.
o Give school-wide tickets to students, they sign and put in a random drawing box at the main
    office, or “cash-in” for various prizes or privileges at the designated time and place.
RE-TEACH
Review and Practice Throughout the Week
    o Create a poster for your classroom about “I can listen attentively. This means I can have my
        eyes on speaker, Voice off, Hands and feet still and Listen to all information; holding questions until
        presentation conclusion“. Refer to it before you give activity directions, homework assignment,
        students give reports, etc.
Provide some examples of how teachers can re-visit this social skill throughout the week and in
the coming months of the school year.
    Have students create mini-posters to put in their planners about “I can listen attentively. This
      means I can have my eyes on speaker, Voice off, Hands and feet still and Listen to all information;
      holding questions until presentation conclusion“.
Additional Activities: Teachers will have the opportunity to assess student knowledge and use of the social skills
steps for learning primarily through role play and demonstration (performance) or during discussions (personal
communications). In some circumstances the teacher may opt to assess students through the use of written work
(extended response) or in limited fashion through the use of quizzes (selected response). Ideas for possible
curricular/content or extension activities are provided below.

    Curricular or content connections or extensions can go here!
       Have students research how various cultures show respect and listening attentively. Are there some
         cultures that do not give eye contact when listening?



    Additional Resources:

    Review the website links below for more ideas to teach listen attentively:

    http://www.drnadig.com/listening.htm

    Sources of Difficulty by the Listener
    Being preoccupied and not listening.

    Being so interested in what you have to say that you listen mainly to find an opening to get the floor.

    Formulating and listening to your own rebuttal to what the speaker is saying.

    Listening to your own personal beliefs about what is being said.

    Evaluating and making judgments about the speaker or the message.


    Habits to Differentiate Good From Poor Listening
    http://www.managementhelp.org/commskls/listen/gd_vs_pr.htm

    Steps and Instructions to Active Listening
    http://712educators.about.com/cs/activelistening/a/activelistening_2.htm


    Lesson from Columbia         Public Schools
    http://www.columbia.k12.mo.us/staffdev/cpspbs/Teach/Sec_Teach_M/PBS_SLP_Middle_Listening_102907.doc
            Hayden Lawrence School Procedures for Referral of Behavior Problems



                                                         Observe Problem
                                                            Behavior



                                                        Write a Referral




                                                               Major?                 Call Office for
                     Problem Solve                 NO                          yes      Escort if
                                                                               S       Necessary

                       Determine
                      Consequence                                                     Problem Solve


           Follow
          Procedure                                                         Determine
         Documented                                                        Consequences



                     Does
                                                                              Follow
                 Student have
                      3?
                                                                            documented
                  Begin again at
                   the new six
                                                                             procedure
  NO                  weeks                 YES
                                                                           Follow through
                                                                                with
                                                                            consequences
File necessary                     Send referral
documentation                        to office
                                                                           File necessary
                                                                           documentation




                                          Follow-up
                                         with student
                                           within a
                                            week

				
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posted:11/15/2011
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