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Culturally Responsive Classroom Planning Worksheet

Expectations & Routines
Name Andres Estrada

Date September 28, 2016


Identify some things it will be important to know about your students and their families to
be an effective teacher for all of your students.
I want to know what my students are interested in and their cultural background. I want to know
what food, sports, books, music that they enjoy to do on there free time. I want t to know what parents
attend an open house or what parents are involved in the school. As a teacher, I would like to send a
letter about myself and who I am would be a great way to connect with kids and the parents. I would
like to do a fun worksheet hand out to the kids with questions about them, strength, and interest,
something they want to learn this upcoming year.


Describe a plan for getting to know your students and their families.
I would design a game that we played to start the year off trying to get to know my students.
There would be a beach ball with 5 to 6 different questions for example, what is your favorite food? Or
where did you go on vacation? I would do fun little questionnaire to get to know my students.
plan I would do with the parents is send out a letter about who I am and my goals for the school year. I
would write some personal things but keep it professional.


Describe how you plan to establish a positive connection with your students and their
families from the start of the school year.
I feel like a great way to start some positive connections with your students is to share some personal
appropriate information about myself. Maybe share why I went into education my expectations for
the year and some academic goals I want for the students and myself.

Borgmeier (2008). Portland State University


Identify the primary behavioral expectations to teach to your chosen instructional group
that will set your students and you up for success in maximizing instructional time.
Make your behavioral expectations Specific, Concise and Comprehensive.

Primary Behavioral Expectations
1. Sit up square in the chair
2. Eyes on teacher or speaker
3. Attentive
4. Try



Develop a poster or table tent to use as a visual reminder to post your behavioral
expectations as a prompt and reminder for students (attach a copy of your visual).


Identify five high priority procedures/routines to teach to your instructional group that will
set your students and you up for success in maximizing instructional time.

1. Grab a seat
2. Materials out
3. Work on warm-up
4. Go over warm-up

Maximize time of instruction, no need to
remind students to take a seat when the bell
Easy transition from bell ringing to start of
Students practice what they learned last
Teacher goes over warm-up questions with
the students model first question, lead the 2nd,
rest of warm up students do alone for test.


Select 1 routine from above to task analyze (identify each specific step in the sequence
students will need to complete to do the routine successfully)

Task Analysis – Procedure/Routine: __Entering a classroom/ starting class
1. Grab a seat
2. Students grab there in class notebooks for warm-up and classroom activities.
3. Take out classroom materials (notebook, pencils, calculator)
4. Work on warm-up
5. Students share math answers when prompted

Identify one of the behavioral expectations or procedures/routines above and complete the
lesson planning form on the next page and teach that expectation or routine.
(As a beginning teacher, you may want to complete a lesson plan for each expectation/
routine until you are fluent with the process of planning and teaching behavioral lessons.)
Borgmeier (2008). Portland State University


Describe your schedule (minutes per day & how many days) for teaching behavioral
expectations & classroom procedures/routines during the first days/week you are with your
students to ensure they master the targeted expectations, procedures and routines.
I will set aside about 3 to 7 minutes a day for about the first 2-3 days of implementing my behavior
expectation and classroom procedures. I will have a visual reminder on the overhead of my
expectations. I will model the exspecation to the student my expectations with a 5:1 ratio of the right
way to do it and the wrong way to do it. The students and I will practice the expectations together as
a whole. Next, I will test the students by calling on them and asking them to show me independently
what the expectation is and praise the students who do it correctly. Example (“Wow I love how
(name) is grabbing his notebook and going right to work on his Math warm-up!”)

After explicitly teaching behavioral expectations and procedures/routines during the first
days/week you work with them:

Describe the process you will use to quickly review/revisit the expectations & routines on a
daily basis at the beginning of your instructional group each day.

For the first couple days of implementing this I will keep up the expectation visually on the
overhead while the kids come into the class. I will maybe test them and reward/ praise the kids who
show me they can do the expectation independently without a reminder from teacher (Me).

Borgmeier (2008). Portland State University

Teaching Behavior & Social Skills
Lesson Plan
Student (#/describe students)_4 7th grade students, Math challenges, 4 students on IEPs
____________________________ Date _October 6, 2016_________________
Step 1: Identify the expected behavior and describe it in observable terms.
Raising your hand and not blurting out- Students should raise their hand when they have a question or
when they want to answer a question unless if teacher indicates other wise. If there is a prompt on the
overhead and a student knows the answer they should raise their hand and not blurt out or act out to
answer the question.
Step 2: Rationale for Teaching the behavior/ skill (Why is it important?)
This expectation is important because in life you can not interrupt people or blurt out things in a small
group or big group of people unless the environment tells you other wise. This is an important skill to
learn especially when students enter high school and college. As students, we should raise our hand if you
have a question if students answer blurting out, this disrupts class and other around that behavior.
Step 3: Link to students’ background knowledge (when is this behavior used in other contexts?)
Some students at some point and time were told not to blurt out or yell out answers unless they are called
to do so. The behavior is used if a student would want to use the restroom or grab something that they
forgot to bring the class. Teacher should indicate when they need to use behavior and not use the behavior.
Even in some jobs we still raise our hand to speak or in a community center we raise our hand if we have
a question or an answer to a question.
Step 4: Identify a Range of Examples
Positive Examples of the Expected Behavior
Negative Teaching Examples
(this is what the expected behavior looks like and
(non-examples, what not to do; what it looks like
when it is appropriate)
when doing the behavior the wrong way)
We go through a warm-up together and students
Students are yelling out the answers while we are
finish the warm up and want to answer the math
going through the warm-up and non of the students
problems we just did. Students wait patiently while have their hands raised ready to answer. The
all students are finishing not yelling out , “I’m
teacher may say what’s -7x3 and none of the
done!” Student’s hands are raised to answer the
students raise their hand to answer the question
question and teacher picks on one student to
they just yell or blurt out the answer.
answer the question. That one-student answers
while the rest of the students have listening
eyes/ears with that student student.

Step 5: Practice/Role Playing Activities
Model Expected Behavior  Lead Student through Guided Practice using the Behavior  Test Student
Model/Demonstrate: I will ask one of the students to ask me a math question and model how I would sit
in my chair and raise my hand quietly. Then answer the question not blurting out the answer. Then I
would do a wrong way to answer the question without raising my hand then do a correct way tot answer
the question.
Lead/Guided Practice: To lead this expectation I would ask the students which way looked like the
correct way to answer the question, raising my hand quietly or yelling out the answer rudely? Student

Borgmeier (2008). Portland State University

would answer the question. Then I would do something like a 5:1 ratio of correct to incorrect ways to
answer the question.
Test/Independent Practice: I would test the students by having prompt easy questions on the overhead
and ask them to show me how smart intelligent students would answer this question? I would praise the
students who do it correctly and correct the students who need a little more practice with this expectation.
Have each student go through this expectation.
Step 6: Responding to Behavior in Classroom & Role Play
Reinforcement for Expected Behavior
Corrective Feedback for Misbehavior
Give specific examples of what to say/do
Give specific examples of what to say/do
 “I love how ____ is raising his/her hand
 Ask students to look at our expectation
ready to answer the question.” “Wow great
wall and ask them to repeat the
 Give out some type of physical gesture like

Do a little assessment and ask them “So
high five or knuckles with the students
with a smile give them some positive
what do we do when we want to answer a
reinforcement on their behavior.
 If there is still trouble go through the
expectations again by M/L/T.
**Move from Continuous to Intermittent Reinforcement as student gains fluency
Step 6: Prompt/Remind/Preteach Expected Behavior in Classroom
I will re-teach or do a model lead test if students are having challenges with the expectation of raising
their hand. I will have a visual reminder for the students to see and refer to if they need a little reminder of
what to do. I will teach these expectations for the first 3-4 days of my small group to make sure they
really know the expectations of my classroom.

Adapted by C. Borgmeier, from Langland, S., Lewis-Palmer, T., & Sugai, G. (1998). Teaching respect in the classroom: An
instructional approach. Journal of Behavioral Education, 8, 245-262 and Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial
behavior in school: Strategies and best practices. Pacific Grove: Brooks/Cole Publishing Company

Borgmeier (2008). Portland State University

Teaching Behavior & Social Skills
Lesson Plan - Example
Student (#/describe students)_
Literacy class w 12 - 5th graders______ Date __________________
Step 1: Identify the expected behavior and describe it in observable terms.
Partner responses – when asked to share answers as partners, the speakers will think about the answer,
then look lean and whisper to their partners. Partners will look, lean, and listen to their partners.
Step 2: Rationale for Teaching the Rule (Why is it important; when should they use it-give examples)
You will use partner responses when they are asked to think about an answer to a question in my class.
Partner responses give everyone a chance to think about the question and participate in sharing their ideas.
This increases everyone’s learning and opportunity to share and learn from each other. Looking and
leaning communicates respect to your partner; whispering ensures everyone can hear their partners.
Step 3: Link to students’ background knowledge (when do/don’t they use this expectation in other
Tell students: There are many ways we’re asked to interact in class.
Ask students: How have you been asked to respond to questions in other classes?
Step 4: Identify a Range of Examples
Positive Examples of the Expected Behavior
Negative Teaching Examples
(this is what the expected behavior looks like and
(non-examples, what not to do)
when it is appropriate)
1. Sitting next to my partner and looking
1. Looking at others when we’re talking
leaning and whispering
2. Speaking loudly
2. Sitting across from my partner –looking
3. Leaning away from my partner
leaning and whispering
4. Not saying anything to the partner
3. Sharing an idea, then thinking, then sharing
5. Talking about something else
another idea
6. Looking at the internet with my partner
Step 5: Practice/Role Playing Activities
Model Expected Behavior  Lead Student through Behavior  Test Student
Model looking leaning and whispering across from a partner (positive examples)
1. Look around instead of L-L-W – ask students what I’m doing wrong/ what should I be doing?
Model sharing an idea while sitting next to a partner, thinking about it, then sharing another idea
1. Speak loudly – ask students what I’m doing wrong – what do I need to do to correct it?
2. Don’t speak at all – ask students what I’m doing wrong – what do I need to do to correct it?
3. Talk about something else/look at the internet … ask & have students correct
Lead/Guided Practice – ask students to practice LLW while saying & prompting LLW expectations &
providing direct feedback
Test/Independent Practice – Give partners a question to practice LLW & assess student mastery
Step 6: Responding to Behavior in Classroom & Role Play
Reinforcement for Expected Behavior
Corrective Feedback for Misbehavior
Tell individual students, “nice looking, leaning, and Say, “remember to look, lean, whisper”
Eye contact to students not L-L-W; w/ gestural
Point out everyone can hear when we L-L-W
prompts to look at each other, lean toward each
Give student points for L-L-W
other, or whisper -- put fingers on my lips if they’re
Acknowledge whole class when they L-L-W
too loud
Thumbs up to students who are L-L-W
Go up to partner and ask to share an idea if a
partner isn’t talking
Step 6: Prompt/Remind/Preteach Expected Behavior in Classroom
Have a poster with look/lean/whisper expectations on wall and reference the poster as a quick reminder
before beginning activities requiring LLW responding
Re-teach again when students are struggling to follow expectations
Adapted by C. Borgmeier,
from Langland, S., Lewis-Palmer,
T., & Sugai, G. (1998). Teaching
respect in the classroom: An
instructional approach. Journal of Behavioral Education, 8, 245-262 and Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial
behavior in school: Strategies and best practices. Pacific Grove: Brooks/Cole Publishing Company

Borgmeier (2008). Portland State University


Prioritize 5 specific statements you will use to regularly acknowledge students for the
behavioral expectations you identified above. Be sure to specifically label the desired
behavior within each statement.

Specific Statements to acknowledge Student Desired Behavior.
Be sure to clearly state behavior student is engaging in, as well as the
expectation they are following.
a. (Name) awesome job walking into class and grabbing a seat

Match w/
Expectation or
Routine above
(E3 or R1)

b. (Name) thank you for having your eyes on me


c. I like how (name) has his/her materials out and working on the warm


d. I love how (name) is sitting square in his chair and not bouncing


e. Thank you (name) for having your materials out and grabbing your
notebook and writing down the math problems.



If you or your students require a more formalized group system for consistently
acknowledging desired student behavior… describe the system you will implement (e.g.
Student/Teacher Game, handing out tickets/stickers for positive behavior, Point Cards)?
Right now at our school we hand out “splash cash” when a student exhibits good behavior or
positive behavior (helping putting down chairs, tutoring another student, on task when not ask to be
on task, reads when done with homework) When students have enough splash cash they can go to
the splash cash store to buy candy, gum, scarf and supplies.


What would be potential incentives for the group or for individual students.

The students love playing an academic game called kahoot. So if the students are working hard and
being good students like I know they are, they can play kahoot for a couple times and maybe have
splash cash or sugar free gum as an incentive.

Borgmeier (2008). Portland State University


With the system described above what would be the criteria for the group of students to
earn the incentives?

If the students show the behavior that I am looking for, raising hand, quiet, working hard on lesson
or homework. I would give them splash cash and maybe have them leave early for lunch.


Identify 3 problem behaviors you anticipate seeing most often in your classroom
Plan your responses in advance
1. Verbal Redirect – What to say in response when the identified problem behavior
occurs – provide a clear redirection stating clearly what the student should be doing
instead -- (see handouts – ‘9 variables’ & ‘Sequence of Steps’)
2. Pre-planned consequences – the consequence/response you would provide when a
student refuses to comply following the verbal redirection (consequences should
strive to re-teach or have student practice the expected behavior & limit loss of
instructional time)
Example Consequences – practice the expected behavior, time owed, loss of
privilege (recess, computer time), write a problem solving form, contact parent,

PROBLEM # 1 = Students blurting out or not raising there hand
Verbal Redirect to Expected Behavior
Ask the students to raise there hand if they know the answer or praise a student who is doing the
desired behavior
Pre-Planned Consequence
I will not moving forward with the lesson and going through the expectations over again
PROBLEM # 2 = Students not preparing for start of class
Verbal Redirect to Expected Behavior
Call out the students who are getting there stuff out and praise them. Maybe give the students who
are doing the correct behavior a slash cash to reinforce if they do the correct behavior they could
get a reward
Pre-Planned Consequence
Students who are not getting their materials out for class will not receive splash cash or any
verbal praise. Ask the students to read expectations/ routines and ask what they are not doing.

Borgmeier (2008). Portland State University

PROBLEM # 3 = not square in the chair
Verbal Redirect to Expected Behavior
“ I love what (name) is doing, looking so smart and like a student ready to learn thank you (name).
Pre-Planned Consequences
Model what the expectation should look like and then lead, test the students to make sure they
know what it looks like to sit square in the chair.
*If you find yourself repeatedly using the Pre-planned Consequences with a student it is time to
put in place individual behavioral supports for the student based on the function of the
student’s behavior.

Borgmeier (2008). Portland State University

Ten Variables That Affect Compliance
1. Using a Question Format- The use of questions Instead of direct requests reduces compliance.
For example, "Would you please stop teasing?” is less effective than "I need you to stop teasing."
2. Distance- It is better to make a request from up close (I.e., 1 meter, or one desk distance) than
from longer distances (I.e., 7 meters, across the classroom).
3. Gain Attention- It is better to look directly toward the student and gain the student’s attention
rather than not gaining attention and looking toward the student (Respect cultural differences related
to eye contact as appropriate)
4. Two Requests-It is better to give the same request only twice than to give it several times (i.e.,
nag); Do not give many different requests together (I.e., "Please give me your homework, please
behave today, and do not tease the girl in front of you,")
5. Loudness of Request-It is better to make a request in a soft but firm voice than in a loud voice
(i.e., yelling when making a request to get attention).
6. Time-Give the student time to comply after giving a request (3 to 5 seconds). During this short
interval, give the student space and time to comply rather than standing over them or staring at them
which might be perceived as a challenge by the student.
7. More Start Requests instead of Stop Requests-It is better to make more positive requests for a
child to start an appropriate behavior (e.g., "Please start your arithmetic assignment'.). It is better to
make fewer negative requests for a child to stop misbehavior (I.e., "Please stop arguing with me.").
8. Calm, controlled requests instead of Emotional Requests-It is better to state redirections,
corrections or prompts in a calm but firm, controlled tone rather than in an emotional way (e.g.,
yelling, name calling, guilt inducing statements, and roughly handling a child). Emotional responses
decrease compliance and are likely to escalate student behavior.
9. Descriptive Requests-Requests that are positive and descriptive are better than ambiguous or
global requests (I.e., "Please sit in your chair with your feet on the floor, hands on your desk, and
look at me" is better than "Pay attention.")
10. Reinforce Compliance-It is too easy to request a behavior from a child and then ignore the
positive result. If you want more compliance, genuinely reinforce it.

Borgmeier (2008). Portland State University

Borgmeier (2008). Portland State University

Andres Estrada
October 11,2016
Dr. Chris Borgmeir
On October 11th I implemented this behavior plan and went through the expectations and
routines I wanted to see out of my students. What went well for me was when I visually showed the
students what I wanted to see out of them throughout class and having them repeat my mnemonic
SEAT. I modeled what I wanted to see right when I walked through the door and did five positive
examples and one negative example. What really helped me was explicitly teaching the routines and
expectations then having the students come back to that visual aid to help them remember what I
wanted to see out of them while I was implementing this behavior plan. Praising the students seemed
like a really good strategy and tip for teachers. I have seen my teacher do this a couple times with
students who are doing a great job at grabbing their notebook and pencil and working on their warmup. When a teacher praises a student who is exhibiting the correct behavior the other students seem
to want to follow that student. There were a couple changes I would do being this was my first time
implementing the behavior plan, one is going over and over the positive way I expect them to come
into the classroom. This was a little time consuming but with middle schoolers I thought more
exposure with positive examples would be good practice for them. In reality, I think the students just
got kind of bored seeing me go through each thing over and over again. A couple of students seemed
disengaged in my instruction and off task when I was around the 4th positive example. For myself, I
felt like I was too jokey with the students and made the environment pretty relaxed. I need to be
stern with the students when providing or teaching my expectation. When I tried to be more serious
with the student, they seemed confused with me and wondered why I changed so quickly with my
own behavior. Since I teach in the morning right now, my students behave pretty well. I have not
seen them after lunch or break time when they have more energy but my lesson went pretty well
Borgmeier (2008). Portland State University

overall. I had my visual aid, SEAT, where the students can see there expectation if they forgot or I
can redirect them easily by pointing it out and having one of the students read it for me. At the start
of class, the students came in and grabbed their notebook and started to copy down the warm-up. I
did get some blurting out or some students not raising their hands so I would model raising my hand,
and then when a student exhibit the correct behavior I said, “Thank you (name) for raising your hand
and looking like a brilliant student.” Some of the students didn’t really see me as an authority in the
classroom, a little more as an aid. So at times they wouldn’t listen to my instructions when I asked
them to sit down or stay in their seat or square in the chair. I think as a teacher I need to be careful
being too jokey with the students because they will just see me as a friend not as a teacher and I am
trying to find a fine a line between those two roles. At the end of each lesson I will go over a review
with my students, what they learned. What they need more clarification on. Then rate how
comfortable they feel with the instruction or content I just provided with them that day. The lesson
plan form was very helpful to me. I felt pretty prepared to teach my expectations and routines to my
students and I was not scattered or lost during my instruction. The plan is a great road map for
teachers, they can visually see and write what they are going to do to teach a certain routine or
expectation. I honestly wouldn’t change a thing with the behavior plan.

Borgmeier (2008). Portland State University