SayPro Establish and Communicate Expectations: Set clear classroom behavior expectations and ensure all staff are trained in how to reinforce them.

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SayPro Pre-School: Establishing and Communicating Classroom Behavior Expectations

Objective:

To set clear, consistent behavior expectations for all children at SayPro Pre-School and ensure that staff members are well-trained in reinforcing these expectations in a positive and supportive manner.

1. Clear Classroom Behavior Expectations

Behavior expectations are essential for creating a positive, respectful, and productive learning environment. At SayPro Pre-School, we want our children to understand how to behave appropriately in different settings while learning to respect themselves, others, and the classroom.

Key Behavior Expectations for Children:

Respect for Others:
- Use kind words and actions.
- Take turns and share toys or materials.
- Listen when others are speaking.
Self-Regulation:
- Follow the teacher’s instructions promptly.
- Use calm hands and feet.
- Manage feelings and seek help when needed.
Responsibility:
- Clean up after yourself.
- Take care of classroom materials.
- Stay within the designated areas.
Active Participation:
- Engage with the activities during circle time, learning stations, and playtime.
- Ask questions and participate in discussions.
- Stay on task and try your best.
Safety:
- Walk, don’t run, inside the classroom.
- Keep hands to yourself.
- Follow playground safety rules.

2. Communicating Expectations to Children:

A. Visual Supports:

Behavior Chart:
A simple, child-friendly behavior chart is displayed in the classroom, highlighting key behavior expectations. This helps children understand what is expected visually and keeps the expectations clear.
Classroom Rules Poster:
A colorful, illustrated poster that represents the key rules with pictures (e.g., a picture of children sharing toys, raising hands, or sitting calmly). This provides a visual reminder to children of appropriate behaviors.

B. Routine Integration:

Modeling Behavior:
Teachers should consistently model the expected behaviors in everyday classroom situations, such as showing how to raise a hand to ask a question or how to share materials with others.
Clear Instructions:
Teachers will introduce each routine or activity by clearly stating the expectations before it begins (e.g., “During free play, remember to share your toys and ask your friend if you can use their materials”).

C. Consistent Reinforcement:

Praise & Encouragement:
Teachers should consistently offer positive reinforcement when children demonstrate expected behaviors. This can include verbal praise, stickers, or other small rewards.
- Example: “Great job waiting your turn!” or “I really appreciate how you are using kind words with your friend.”
Behavior Cues:
Use visual cues like hand signals or non-verbal gestures (e.g., raising a hand to signal that it’s time to listen, using a thumbs-up for positive behavior).

D. Setting Expectations in Specific Activities:

Circle Time:
Teachers will set expectations about sitting, listening, and waiting their turn to speak.
Play Time:
Set clear guidelines for sharing, playing safely, and respecting others’ personal space.
Snack & Meal Time:
Expectations around eating neatly, using polite language, and cleaning up will be communicated.

3. Training All Staff to Reinforce Expectations

It is crucial that all staff members (teachers, aides, support staff, etc.) are aligned in how to communicate and reinforce classroom behavior expectations. Staff will be trained in the following ways:

A. Staff Training Modules:

Initial Training on Behavior Expectations:
All new staff will receive an onboarding training session, focusing on the importance of setting clear expectations, how to effectively communicate these expectations to children, and how to use positive reinforcement strategies.
- Topics Covered:
  - Understanding child development and behavior.
  - How to establish clear rules and routines.
  - The importance of consistency and fairness in reinforcement.
  - Techniques for de-escalating challenging behaviors.
  - Strategies for offering positive feedback and encouragement.
Ongoing Training Sessions:
Monthly staff development sessions will focus on reinforcing classroom behavior expectations and addressing any challenges faced in implementation. These sessions will include:
- Role-Playing: Teachers will practice how to handle various scenarios, such as a child not following instructions or disrupting class.
- Discussion of Classroom Challenges: Staff will discuss any behavioral issues they have encountered and brainstorm strategies for addressing them.
- Positive Reinforcement Techniques: Teachers will be trained on how to use different forms of praise and rewards to encourage positive behavior.
Behavior Observation and Feedback:
Supervisors will periodically observe classroom behavior management practices and provide constructive feedback to staff on how well they are implementing the behavior expectations.

B. Collaborative Approach:

Team Meetings:
Weekly or bi-weekly team meetings will be held to discuss how behavior expectations are being reinforced across the classroom, address any difficulties, and share successful strategies.
- The focus will be on ensuring consistency and finding ways to support each child’s individual needs.
Coaching & Mentorship:
New staff members or those needing extra support will be paired with experienced educators who can mentor them and model how to reinforce behavior expectations effectively.

4. Strategies for Addressing Challenging Behaviors:

While most children will follow the expectations, there may be instances where challenging behavior arises. The following strategies will be used to address these behaviors:

A. Positive Redirection:

When a child is engaged in inappropriate behavior, teachers will use positive redirection to guide them toward more acceptable actions (e.g., “Let’s use our words to ask for the toy instead of grabbing it”).

B. Providing Choices:

If a child is struggling with a specific expectation, teachers will provide limited, positive choices (e.g., “You can either sit down and listen, or you can help me pass out the materials for the activity”).

C. Time-Out or Calm-Down Space:

For children who need space to calm down and regain control of their emotions, a “calm-down” area will be available. This space is not punitive, but rather a quiet, safe area for children to self-regulate.

D. Parent Involvement:

If behaviors persist despite interventions, teachers will involve parents in the conversation, sharing observations and collaborating to find additional strategies for supporting the child.

5. Monitoring and Evaluation:

Behavior Tracking:
Teachers will document behavior over time to assess how well expectations are being met and to identify any recurring challenges. This can include:
- Daily Behavior Logs to note specific incidents or patterns.
- Behavioral Charts for individual children to track progress in meeting expectations.
Regular Check-Ins with Parents:
Teachers will regularly communicate with parents to share how their child is progressing in meeting the classroom behavior expectations. Feedback can be shared via parent-teacher conferences, emails, or informal chats.
Annual Review:
At the end of each school year, the behavior expectations will be reviewed by the teaching staff to assess their effectiveness and determine whether any changes need to be made for the following year.

6. Communication with Parents and Caregivers:

Initial Parent Orientation:
At the start of the school year, parents will be given a clear outline of the classroom behavior expectations. This will be shared through a parent handbook or informational session.
Ongoing Communication:
Teachers will keep parents informed about their child’s progress regarding behavior through regular updates, newsletters, or conferences.
- Parents will also be encouraged to reinforce the same expectations at home to create consistency.
Parent-Teacher Conferences:
These meetings will provide a platform for discussing any behavior concerns, successes, and strategies to continue reinforcing positive behavior both at school and at home.

Conclusion:

By establishing clear, consistent behavior expectations and ensuring all staff are trained to reinforce them effectively, SayPro Pre-School will create a positive and supportive learning environment. The key to success will be consistency, positive reinforcement, and regular communication with both staff and parents. This will foster an atmosphere where children can thrive emotionally, socially, and academically.