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Lesson Plan to Address Hallway Behavior

Step 1: Identify the desired behavior and describe if in observable, measurable terms.
Students will behave appropriately in the hallway by following school
wide expectations as described in the HERO matrix. These include
acting with honor and integrity, showing excellence in everything we
do, being respectful and responsible, and taking ownership of his or her
actions.
Step 2: List a rationale for teaching the behavior (Why is it important?)
Having clear procedures in the hallway will make moving from the
classroom to another area of the building stress free and help us all be
on time, and will ensure the safety of all students and staff.
Step 3: Identify examples and non-examples of the desired behavior (What would the
behavior look/sound like? What would the behavior not look/sound like?)
Examples
Non-examples
In the hallway, we expect
We do not want to see students:
students:
X Running in the halls or stairs
X Touching items on the wall
*to be quick, courteous, and
X Talking with others in line or others in
QUIET
the hall
*to walk on the RIGHT side of the
X Walking in clusters
hall
* to keep your hands and feet to
yourself
*to keep it clean
*to keep the line together
Step 4: Practice/Role Play Activities
Model expected behavior (I do):
Show the HERO Hallway Video, found on the VES PBIS Website at
http://VESHeroPBIS.weebly.com
Demonstrate examples and non-examples of what the expectations
look and sound like in the hallway. Show the non-example first; pause
and ask students to identify the negative behaviors. Next, show the
right way and ask students to identify the expectations displayed.
Lead students through behavior (We do): Teacher(s) present following scenario.
Present short scenarios to students and ask them to demonstrate the expectation:
Script option: Now we are going to practice our hallway expectations. I am going to
present to a you a scenario and ask you either to show me or tell me. Listen carefully.
*Students are in the hallway going to recess and you see your best friend. You have
something you want to tell her/him. What do you do?
*The hallway is really crowded and someone just bumped into you. Who can tell me
what you would do?
*You got to school late and you know class has already started. Who can tell me how
you should get to class?
Test to ensure students understand behavior (You do):
Adapted from: Langland, S., Lewis-Palmer, T., & Sugai, G. (1998)
T/TAC William & Mary workshop

Discuss each of the expectations with the class. Ask


questions/facilitate discussing on topics such as:
*What could happen if we were running down the stairs?
*How does being quiet in the hall help everyone to learn?
*What are some examples and non-examples of correct procedures in
the hallway?
*How can students help each other to remember and follow the
expectations in the hallway?
Step 5: Provide opportunities for practice
Practice. Rotate groups of students through the hallway to have students demonstrate the
expectations in the hallway. Make the practice as typical to the hallway as possible. (e.g.
taking a note to another teacher, standing in line outside a classroom, going to the
lunchroom, dismissal.)
Catch and correct error patterns as students practice, observe for mistakes and provide
corrective feedback.
Provide praise, specific social praise (e.g. Michael, thank you for lining up quietly and
leaving space between you and John.) and distribute Veterans Vouchers for
participating.

Adapted from: Langland, S., Lewis-Palmer, T., & Sugai, G. (1998)


T/TAC William & Mary workshop