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Establishing expectations
Giving Instructions
Language of Expectation
Scenario one: Riley, a year nine history student at times refuses to complete se tasks and subsequently disrupts
classmates around him. Riley has experienced a growth spurt and is a taller and larger in comparison to his peers. When
Riley refuses to participate and complete class tasks he often gets out of his chair, he can become aggressive in his
mannerisms as he uses his physical presence to intimidate surrounding students.
Essenti Example Response to Scenario
Link to A&P: Sense of Comfort & Order
al Skill
Reinforce the rule for Riley at each phase of the lesson. Prior to class
questions and engaging in discussions explicitly repeat and explain
purpose of class rule to the entire class without drawing specific
attention to Riley.
Rule: One person talking at a time
Purpose: so we respect and listen to all class contributions
Rule: Students remain in your chair unless otherwise instructed
Purpose: To avoid disrupting other students learning and to avoid
invading the personal space of others
If Riley does not remain seated ask questions which require Riley to
refer to the rules:
Riley, what is the rule in regards to remaining in your chair?
Riley, have you requested permission to leave your seat?
Riley, take a seat & raise your hand to request permission to leave your
chair thank you.
Ensure you have all students attention
Attention class, stop what you are doing, all eyes on the projector
screen, thank you.
Stand at the front and make brief eye contact with Riley and pause if
he is not following instructions
Present class with clear & concise instructions & expectations for
given task
Advise students of purpose and the learning outcomes that are
addressed through completing the task
Explicitly explain and model instructions and expectations for class
Language of Encouragement
Language of Correction
Walk around room and interact non verbally with students through
body language
If Riley is not remaining on task, walk slowly next to desk keeping an
appropriate distance and use presence to prompt him to regain
focus
Walking slowly and using the appropriate distance is modelling to
Riley appropriate
social
interaction
behaviour
When
Riley is on task
and
behavingand
well,
acknowledge his good
Essential
Skill
Establishing
expectation
s
Reinforce the rule for James at each phase of the lesson. Prior to
class questions and engaging in discussions explicitly repeat and
explain purpose of class rule to the entire class.
Rule: One person talking at a time
Language of Expectation
Language of
Descriptive
encouragem
ent
Encouragement
Language of Correction
Body
Language
encouragem
ent
Selective
attending
Giving
a choice
Following
through
References
Marzano, R. J. & Pickering, D. J. (1997). Dimensions of learning: Teachers manual.
Colorado, USA: McREL.
ODonnell, Dobozy, Bartett, Bryer, Reeve and Smith. (2012) Educational Psychology 1st
edition.
QLD: John Wiley and Sons, Ltd.