You're starting a new school year. How can you effectively set behavioral expectations for your students?

Clearly articulating the specific behaviors you want to see from students - how they should interact with one another, handle classroom materials, and conduct themselves during school activities - is essential for setting them up for success. These expectations need to be age-appropriate and achievable, leaving no ambiguity about what is acceptable.

Remain absolutely consistent and fair. Keep expectations clear and always follow up. Only warn when necessary and don’t say it if you don’t want to follow it through. Leave yourself somewhere else to go if behaviours continue. Always check there is nothing going on at home which may affect a child’s reaction and behaviour. Remember behaviour is rarely personal and after an incident has cooled off, as the adult you need to meet with the child to repair any damage, they will believe you don’t like them, it’s important to show you can see the difference between the child and the behaviour, it’s the behaviour that is unwanted.

Most students grasp rules when verbally explained and visually displayed. However, every classroom will have a few neurodiverse learners, statistically speaking. Adults showing or demonstrating examples of "unexpected" behaviors can be illuminating—and often humorously so. This not only clarifies expectations but also builds rapport for all learners. Also consider using picture icons for younger students and connecting classroom rules to school-wide PBIS (Positive Behavioral Intervention System) for consistency. This multi-faceted approach ensures all students understand expectations, regardless of learning style. By tailoring communication methods, you create an inclusive environment where every student can thrive.

Students need a reliable framework within which to operate, and this comes from seeing rules and consequences applied in a predictable manner. When you consistently address both positive behaviors and rule violations, it demonstrates the integrity of the classroom structure and encourages students to follow the established expectations. On the other hand, if students perceive that consequences are applied unevenly, it can create confusion and undermine your efforts to maintain order and respect.

Creating a habit takes time. To embed and reinforce positive behaviour, a consistent approach must be applied. At the end of semester 2 last year, I taught one grade 10 class three times per week. They would enter, took the books from the shelves and began their starter while I marked the register. 5-7 mins later, one student would review the starter, while I am marking the books (gauge the understanding of the concept). Once I was absent and the teacher reported, “They definately knows their routine. Everything went smoothly as the students had a routine for every task, they even had a routine for collecting papers (yes, each student passed their papers to the right and the one at the end of the row would pass it to the teacher).

This positive reinforcement helps cement the desired conduct as the norm within the classroom, creating a productive, well-managed learning environment. When students see that their efforts are noticed and valued, it motivates them to uphold the behavioral expectations you have established. Leveraging the power of positive reinforcement is a crucial component of any effective behavior management strategy.

Research shows a 4:1 ratio of positive to negative feedback effectively increases desired student behaviors. Specific praise is key: "I see Sara has started working" is more impactful than vague praise like "Nice job, Sara." What seems neutral to adults ("Start working, Sara") can feel negative to students. Many are hesitant to approach teachers with simple questions, fearing criticism. Always follow corrective statements with positive feedback: "Thank you for getting started, Sara." This maintains the 4:1 ratio and strengthens teacher-student relationships. By consistently applying these principles, we create classrooms where students feel valued and motivated, fostering a positive learning environment beyond academics.

- Begin by engaging students in a discussion about the importance of a positive and respectful classroom environment. - Encourage them to share their thoughts and ideas on what behaviors contribute to a supportive learning space. - Collaboratively create a set of class rules or a behavior contract, ensuring that students feel ownership and responsibility towards these guidelines. - Involve them in role-playing scenarios to practice and internalize expected behaviors. - Regularly revisit and reinforce these expectations through class meetings and reflective activities, allowing students to voice any concerns or suggestions for improvement. By involving students in the process, you foster a sense of community and accountability.

Allow students to see that they matter by incorporating them in the teaching and learning process. Allow them to lead the starter, organise the groups, and re-write school policies and classroom expectations. Nothing say I value you to students than really getting them involved…

Effective classroom management is an ongoing process, not just something done once at the start of the school year. Set general goals (e.g., 80% of students needing no extra reminders, maintaining a 4:1 positive-to-negative feedback ratio in challenging classes) and schedule self checks each grading period. Anonymous student surveys with a few questions can provide honest, invaluable insights into your classroom climate. You can audio-record yourself for 10 minutes to record how many times you are giving positive or corrective feedback. If you are constantly battling behavioral fires or more than 10% of your students need intensive strategies, then these are indicators that it's time to reset expectations for the whole class.

It’s important to look into what noncontingent reinforcement schedules are present in your classroom and in the school itself. If the answer is none, then how can you expect the students to really trust their teachers and educators are going to be there for them when they aren’t able to do exactly what they want or just don’t know how yet? A few noncontingent reinforcement (or NCR) schedules you may already know of include: regular recess, time to eat food, routine access to preferred classmates that make them more comfortable, and quite spaces where they can request access to; in order to either study without the vastly overwhelming stimuli within the natural school environment; or simply to unwind.

Relationship matters. Start building relationships early. Here are some simple and easy steps that I have used to win hearts and minds. The Heart of Winning Minds: 1. Positive call home to introduce yourself 2. Write down key things about each student and use it in a conversation (a few of my girls had cats and birds. I would ask, ‘How is Mollie today.” 3. Goals-I would ask the students what they would like to be in the future and refer to it in lessons in a positive way-a total winner. 4. A note home that requires student to do a simple task and have it signed (Flipped Learning at the core)