IMPACT On Behaivor: TEACH EXPECTATIONS

Within the IMPACT approach, there are six broad variables to implement and manipulate to prevent inappropriate behavior and promote positive, proactive behavior:

Interact positively with students

Monitor behavior

Prepare effective instruction

Arrange the environment

Correct effectively

Teach expectations (like a great coach!)

T    Teach Clear Behavioral Expectations

Identify most commonly used activities and transitions within your classroom such as teacher-directed instruction, independent seatwork, and cooperative groups, arriving at the classroom, beginning class/routines, getting out necessary materials

changes in location, putting things away, cleaning up, leaving the classroom,

school-wide settings (halls, cafeteria, playground, bus waiting areas, assemblies, and so on)

Articulate and clarify for each a activity and transition how students will:

Conversation (talk)

Help (asking for assistance)

Activity (accomplish the assigned task)

Movement (can I leave my area to do…?)

Participation (what does it look like?)

= Success

Explore the following resources for teaching behavioral expectations:

CHAMPS: A Proactive and Positive Approach to Classroom Management, 2^nd ed. 

(Sprick, 2009)

Discipline in the Secondary Classroom: A Positive Approach to Behavior Management for Grades 9–12, 2^nd ed. (Sprick, 2006).

Prepare lessons on your behavioral expectations for each major activity and transition.

Explicitly teach these lessons routinely and when new students enter your room.  Continue to monitor, reinforce, and re-teach if necessary throughout the school year.

Resources and References

Dr. Anita Archer www.ExplicitInstruction.org

Dr. Laura Riffel www.BehaviorDoctor.org

Dr. Randy Sprick www.SafeAndCivilSchools.com