Respond to your colleagues in the following ways:
Share an additional strategy you use to collaborate with general education teachers regarding classroom expectations.
Support your colleague’s opinion on whether students with exceptionalities should be expected follow the same classroom expectations as the general education students.
Offer an example of accommodations you have provided students to be successful in meeting the classroom expectations in the general education environment.
Colleague’s discussion:
Analyzing Classroom Expectations and Alignment with Schoolwide Behavior Matrix
Comparison of Classroom Expectations
After reviewing Mrs. O’Shea, Mr. Willard, and Mr. BuO’Shea’s classroom expectations at Northgate School, I noticed notable differences in how each teacher frames their expectations, which can affect student behavior.
Mrs. O’SheaO’Shea’stations are framed positively and closely aligned with the Northgate School Behavior Matrix, emphasizing respect, responsibility, and safety. Her use of positive language, such as “be “respectful,” “have “materials ready, and” prom, “creates a proactive classroom environment, which is consistent with research on how positive framing fosters better student engagement and cooperation (Crone, Hawken, & Horner, 2015)(MrsOSheaClassroomExpect…).
Mr. BurnetBurnett’stations are also framed positively and align well with the schoolwide matrix. He emphasizes maintaining a respectful and safe environment by keeping noise levels down and respecting personal space. His focus on consistency and positivity contributes to a supportive learning environment, as positive reinforcement has been shown to increase appropriate behavior and reduce classroom disruptions (Horner & Sugai, 2015)(MrBurnettClassroomExpec…).
Mr. WillardWillard’sations, on the other hand, use more negative language, such as “don’t “don’t answer,” and “o run” ing.” While” his expectations technically align with the Northgate Behavior Matrix, the negative tone can influence the classroom environment in less productive ways. Studies indicate that negatively phrased rules can lead to a less supportive classroom climate and may reduce students’ ability to meet expectations (Reinke, Herman, & Stormont, 2013). Although students may not consciously reflect on posted rules, this tone can subtly impact behavior and attitudes(MrWillardClassroomExpec…).
Explicit Modeling, Practice, and Reinforcement
It’s essential to recognize that more than simply listing expectations is needed. Our instructor reminded us that creating behavioral habits requires daily explicit modeling, practice, and reinforcement. This is what truly instills expected behaviors in students. Consistently showing students what positive behaviors look like and providing opportunities to practice them ensures they are internalized. Research shows that this process is crucial for creating lasting behavior change and is particularly important for younger students and those with exceptionalities (Reinke et al., 2013; Crone, Hawken, & Horner, 2015).
In my personal experience as an educator, I’ve seen firsthand how essential daily reinforcement is to building lasting behavioral habits. In my classroom, I work on modeling expected behaviors every day, especially when it comes to routines like transitioning between activities or respepeers’peers”peers’ By using positive reinforcement strategies like verbal praise and reward sysI’ve, I seen significant improvements in student behavior, especially with students who initially struggled with following expectations. It’s important to remember that behavioral growth takes time, and frequent practice is critical (Horner & Sugai, 2015).
Students with Exceptionalities and Expectations
Students with exceptionalities should be held to the exact classroom expectations as their peers but with appropriate accommodations. Expecting all students to adhere to the same standards promotes inclusivity and ensures equity within the classroom. However, it is essential to provide the necessary support, such as visual aids, extra practice, or individualized feedback, to help students with exceptionalities meet these expectations. Functional Behavioral Assessments (FBAs) can help educators tailor these supports to individual student needs and ensure appropriate interventions (Crone, Hawken, & Horner, 2015).
In my class, I’ve had the opportunity to support students with exceptionalities by providing visual cues and extra reminders. For instance, I’ve designed a system where students with ADHD receive visual reminders to help them stay on task. These minor adjustments allow them to meet the exact behavioral expectations of their peers while receiving the extra support they need (Reinke et al., 2013).
Collaboration and Accommodations
If I were to collaborate with Mr. Burnett, I suggest working together to ensure that students with exceptionalities have the support they need to meet classroom expectations. For a student struggling with focus, we could introduce strategies such as visual reminders or a designated “quiet “or” e” for “r” of the “section.” Research supports the importance of collaboration between general and special education teachers to ensure consistency in behavior expectations and create an environment that supports all learners (Garbacz et al., 2016). By collaborating regularly, we can adapt expectations to suit individual needs without compromising behavioral standards.
Conclusion
Mrs. O’Shea O’O’Shea Both use positively framed expectations that align well with the Northgate Behavior Matrix, fostering a constructive classroom environment. However, Mr. WillardWiWillardWillard’sve may impact the classroom dynamic and could benefit from a more positive tone. Additionally, simply listing expectations is not enough; explicit modeling, practice, and reinforcement are essential to building solid behavioral habits. For students with exceptionalities, maintaining the exact expectations of their peers—while providing necessary accommodations—ensures they are supported and included in the learning process.