#1 Defining Classroom Expectations
Defining and teaching behavioral expectations is at the core of a strong multi-tiered system of support for behavior. Research demonstrates that having three to five positively stated, co-created expectations has a significant impact on the behavior of the school community and sense of belonging. This is true at the school and classroom level. When we establish expectations that are aligned with shared values and create conditions for everyone to operate with a sense of safety and acceptance, we make collective and individual success more likely. Having a clearly defined, taught and re-taught set of expectations also ensures we all know and understand how to navigate shared spaces especially when these norms may differ from those we use in other settings. This link (Cave, 2023) provides an example of how expectations support community-building and a step-by-step process to co-creating expectations with your class or school. For guidance and helpful tips on effectively establishing expectations within the classroom check out: VTSS: Foundations of Student Success – Module 3 and accompanying one-pager: Defining Classroom Expectations, which is the fifth page on this comprehensive link.
References
Cave, Megan. “PBISApps: Teach by Design-Anatomy of a Framework Part 3: Creating Schoolwide Expectations.” RSS, 10 Oct. 2023, www.pbisapps.org/articles/anatomy-of-a-framework-part-3-creating-schoolwide-expectations.
“Virginia Tiered Systems of Supports: Foundations of Student Success.” CIEES OSEP LMS, VTSS, osep.cieesodu.org/videomodule/virginia-tiered-systems-of-supports-foundations-of-student-success/. Accessed 27 Feb. 2025.
“VTSS Resource Hub.” Resources VTSS-RIC – Virginia Commonwealth University, Old Dominion University TTAC, vtss-resources.vcu.edu/. Accessed 27 Feb. 2025.
