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Deliver Positive High-Expectations Classroom Practices

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  1. Module Introduction
    2 Topics
  2. Applying School-wide Practices in the Classroom
    21 Topics
    |
    3 Tests
  3. Setting Up the Classroom for Positive Behaviour
    19 Topics
    |
    3 Tests
  4. Teaching Classroom Expectations
    21 Topics
    |
    3 Tests
  5. Establishing Predictable Classroom Routines
    18 Topics
    |
    2 Tests
  6. Effective Teaching Strategies for Behaviour Management
    20 Topics
    |
    3 Tests
  7. Strategies for Preventing Problem Behaviour
    21 Topics
    |
    3 Tests
  8. Encouraging Expected Behaviour
    22 Topics
    |
    3 Tests
  9. Responding to Minor Inappropriate Behaviour
    22 Topics
    |
    3 Tests
  10. Responding to Major Inappropriate Behaviour
    22 Topics
    |
    3 Tests
  11. Engage Parents in a Positive High-Expectations Classroom
    24 Topics
    |
    3 Tests
  12. Module Completion Survey
    1 Topic

Participants 162

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Scenario: Strategic Seating Arrangements

1

Teacher Jacob is preparing for a maths lesson with his Year 1 group. He wants to ensure that all students can fully engage in the lesson by strategically assigning their seating.

2

Jacob understands that in order to build a positive and effective learning environment, students should be seated based on their academic performance, behaviour, and any other individual needs. Before the lesson, Jacob reviews the latest maths scores of the Year 1 students as well as any behaviour notes or IBPs.

3

As the students file into the classroom, Jacob seats the three students with the lowest math scores front and centre. Jacob ensures that the student with a Tier 2 intervention for distracting behaviour sits closest to his own seat. He also ensures that Tamara, who wears glasses, is in the front row. Jacob seats Mario and Phillip on opposite ends of the second row since he knows that these two best friends work harder when they are separated. Within two minutes, all students are strategically seated and ready to engage in the maths lesson.

4

Jacob repeats this seating strategy on a daily basis. He makes changes based on academic performance for each subject, fluctuation in behavioural needs, and other specific student requirements. Jacob’s lessons have very few interruptions and his students tend to win many points during each lesson’s Teacher-Student game for their high level of engagement and effort.

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