Micro-skills of

Behaviour
Management
A Model by
Christine Richmond
Presented by
South Western Sydney Regional Behaviour
Team

Participants Booklet Two

The Language of Expectations

Contents
Skill 1 Establishing expectations...3
Skill 2 Giving instructions....6
Skill 3 Waiting and scanning.11
Skill 4 Cueing with parallel acknowledgement .12

Language of Expectations
Review Date: _____________________

Conveying Expectations
Suggested Minimalist Organisational Strategies and Concepts

Yes/No/Consider

I deliberately communicate that I take students learning and my own

teaching seriously.
I use confident body language to model my expectations.
I establish a small number of positively stated expectations.
I visually publish these expectations.
I deliberately teach and re-teach these expectations.
I give effective verbal instructions to the group.

What I plan to do in order to refine my approach to clarifying expectations with

students:

Richmond, (2007) Teach More Manage Less: A Minimalist Approach to Behaviour Management. Scholastic: Sydney

Skill 1

Establishing
Expectations
To clearly articulate and demonstrate the boundaries of pro-social behaviour

Why is establishing expectations an effective management skill?

It ensures that everyone is clear about what is, and what is not, regarded
as responsible and safe in a particular context.
Hint: The key is the clear articulation and regular reinforcement of teacher expectations.

How to establish expectations

1. Initially, present a small number of rules to students. Developing class rules in a
class meeting can also be effective.
2. Teachers who engage with students on an infrequent or irregular basis need to
present their own rules as they may not have the time or rapport to negotiate rules.
3. Publish the rules where students can read them.
4. Keep the rules short, simple and clear, for example:
arrive on time and prepared
follow teacher instructions
keep hands and feet to yourself
use manners
stay on task.
5. Make the rules positive to draw attention to appropriate behaviours rather than
highlighting inappropriate behaviours.
6. Discuss the rules with the class.
refer to the rules frequently
discuss relevant scenarios, positive and negative
discuss possible consequences in advance, both positive and negative
refer to the rules when they are being followed, not just when they are not
being followed.
7. Model, model, model.

Demonstrate good social skills e.g. appropriate manners, tone of

voice, body language, punctuality, and dress.

3 3

Class rules self-evaluation checklist

Consider whether you have addressed the following in your teaching.
Complete the checklist
Class rules

In place

Class rules are developed

Class rules are short, positive, observable
Class rules have been discussed with students
Class rules are displayed clearly in the classroom
Class rules are referred to when setting expectations for
learning tasks and activities
Class rules are referred to when students are
demonstrating appropriate behaviour
Class rules are referred to when correcting inappropriate
behaviour
Class rules relate directly to the whole school rules/code
of conduct
Class rules are modeled by the teacher
Possible logical consequences are discussed in advance

List anything else you have done to implement and use class rules effectively.

Not in
place

Liverpool Public School - Expectations Matrix

settings

SAFE

Classroom

Move sensibly
Use equipment appropriately

Hallways
Walkways
Stairs

Keep left when walking

Hands down, feet on the ground
Watch where you are going
Place bags appropriately
Walk to and from the canteen
Hands down, feet on the ground
Buy and leave
Wash your hands and leave
Use the toilets appropriately

Walk where indicated

Play sensibly in the right place
Wear hats correctly
Use equipment appropriately
Hands down, feet on the ground
Move sensibly

Move sensibly
Bring a friend if needed
Go to front counter
Wear appropriate school uniform
Listen then follow instructions

Canteen
Toilets

Playground

Assemblies

Office Area
Community
Excursions
Sport
Other settings
(Hall, Library)

Move sensibly
Right place/right time

RESPECTFUL
Be polite
Follow teacher instructions
Care for people and their property
Be polite
Follow teacher instructions
Move quietly

A LEARNER

Listen with your whole body

Try your best
Have a go
Be prepared
Set an example for others

Be polite
Follow instructions
Wait your turn in line
Be polite
Follow teacher instructions
Respect other peoples privacy
Respect toilet facilities
Be polite
Listen to teachers
Play cooperatively
Share the playground
Keep the playground clean
Be polite
Listen and respond appropriately
Praise and encourage the achievements
of others
Be polite
Wait your turn

Be prepared to buy
Check your change

Be polite
Be aware of community members
Support each other

Follow community rules

Take your note in your coat and dont
forget to show your folks.

Be polite
Follow teacher instructions
Care for people and their property

Remember personal hygiene

Play games by the rules

Set an example for others

Participate as required

Listen then follow instructions

Listen with your whole body

Try your best
Have a go
Be prepared

Liverpool Public School is a PBIS school. These expectations were revised 27.7.07

Skill 2

Giving Instructions
To give a clear direction about what students are required to do

Why is giving instructions an effective management skill?

Clear, short instructions help students understand what they are expected to do.

Instructions help students organise what they are required to do

Instructions cue students that they need to be actively engaged with the
curriculum

Hint: Learn how to tell if student attention is focused before you give an instruction

How to give effective instructions

1. Use a verbal and/or non-verbal attention gaining prompt to focus student attention
towards you.
2. Wait and scan (Skill 3).
3. When student attention is focused, start the instruction with a verb, keeping it short
(five words or less).
4. Follow the instruction with a short pause and scan the class.
5. Separate instructions from curriculum/content talk. Avoid interrupting content talk
with instructions.
6. Phrase as a direction rather than a question (drop the please and add thanks).
7. Use a firm, calm and measured voice.
8. Use now if the student or group is unlikely to comply.

Examples of attention gaining prompts

Sound Cues:
Bell
Whistle (great for outdoors)
Chime
A phrase of music
Clapping a rhythm
If you have music playing in the room, briefly raise the volume right up and then
turn it off.
Turn off a light
Verbal prompts:
Key word or phrase, e.g. freeze, eyes up or. listen up
Stop and look to the front, thanks
Put pens down, attention here thanks
Eyes and ears to me
On the count of three, pencils down and eyes to me. 1..23..
Body language cues:
Hand up
Hands on head
Arms outstretched
Standing in a particular spot in the classroom that the students know means to stop
what you are doing and give your attention to the teacher.
Ideas for younger students:
One, two, three and students reply Eyes on me
Tra, la, la and the students reply Tra,la,la
To the tune of Twinkle Twinkle Little Star the teacher sings Stop work, stop work,
pack up now and the students respond with, I will pack my work up now.
Thursday, Thursday what do you see? I see _____ looking at me. Who else can I
see looking at me?

Rewriting instructions
In pairs, discuss the following examples of less effective instructions, and then rewrite
one of them to make it more effective for classroom use. You may choose to use minimal
language to achieve the teachers goals. Consider the use of non-verbal language.

Situation 1 primary/secondary
The students in the room are supposed to be on-task. Some are; some are not. There
is low level noise from appropriate and inappropriate talking in the classroom. The
teacher requires attention from the whole class so important information can be given.
Instructions given by the class teacher
All right everybody, yes I mean everyone. We need to move on now. Just look here
for a while please. We really need to move on now everyone. Is that OK? Just a
minute. I need all of your attention on me please! You really need to know what I am
going to say, its very important. Can you please just be quiet for a minute so I can
talk!
Rewrite the instruction to make it more effective.

Situation 2 upper primary/secondary

Damien is not completing his science writing task. Because he is sitting incorrectly on
his chair, he is in danger of injuring his back. The teacher wants him on-task and
sitting on his chair safely.
Instructions given by the class teacher
Hey Damien! Look at me! How many times do I have to tell you to sit on your chair
properly? Dont you remember what I said to the class yesterday? You could seriously
hurt yourself! Fix how you are sitting right now! Finish writing that paragraph or else
youll be kept in at lunchtime.
Rewrite the instruction to make it more effective.

Situation 3 - Secondary
Melissa is in year nine and for the first time this year, she is one minute late for class.
She knocks on the classroom door and waits. The rest of the class are sitting at their
desks, still organising their books for the lesson and the teacher is about to call them
to attention to receive their first instructions. The teacher wants Melissa and the class
to focus and pay attention quickly so they can receive instructions.
Instructions given by the class teacher
Melissa, you are interrupting us? Cant you see we are about to be starting some
important work here? You know what happens if you are late. Come in, take out your
books, sit up the front so I can see you. Be quick, I am in a hurry. Dont think that we
are going to wait around for you to get ready. It really annoys me when students are
late for this class!
Rewrite the instruction to make it more effective.

Situation 4 - lower primary

The students in year three have just entered the classroom after play time. They are
still excited and noisy. After lunch the teacher likes to read a story to the children while
they sit on the floor. Sometimes after the story, the children go to their desks, write two
words they have heard from the story and then draw a picture related to the story.
Sometimes, they go on with a variety of other tasks.
Today, the teacher wants the children to:
calm down, be quiet and sit on the floor, ready to hear the story
write the two words and draw a picture related to the story, after it has been read.
Instructions given by the class teacher
Ok year three, settle down, you are all too excited. What were you all doing at lunch
time? Everyone needs to be quiet and sitting on the carpet. I can hear too much noise;
that is so sad! You know it is always story time after lunch. Yesterday we went outside
for sport after the story; however, today we need to listen to the story, then go to our
desks and take out our books so we can write two words from the story. We also need
to draw a picture from the story. You can use coloured pencils or you could even use
the paints that are under the sink in the bottom draw. It is really important that you
listen to the story carefully, so you know what to do afterwards. I wont tell you this
again. Do you understand? Now be quiet.

Rewrite the instruction to make it more effective.

Feel free to provide advice as to when the instructions should be given so the teacher
can achieve their objectives.

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9

Skill 3

Waiting and Scanning

Stopping to look at what is happening

Why is waiting and scanning an effective management skill?

It gives students time to process the direction.

It indicates non-verbally to students that you mean what you say.

You avoid filling all the available time with excess talk which can inadvertently
train the class to stop listening to you.

Hints:

If students are not following many of your instructions, evaluate your use of
waiting and scanning you may not be using this skill effectively.

You may perceive the time spent waiting to be longer than it is

Do not be concerned that this is wasting time. If students are not following
your instructions because you are not waiting and scanning then time is
being wasted anyway.

Do not fill the scanning time with unhelpful dialogue, an easy habit to form.

How to wait and scan

1. After you have given an instruction, pause, remain quiet and look at your students.
Scan the room for 5 10 seconds to check that the instruction is being followed.
2. With a group, stand still with assertive body language, facing the group.
3. Use the time to plan ahead or work on your self control if necessary.
4. Scan the group and chain to a descriptive encourager (see skill 6) or a redirection
as necessary.
5. Avoid using this time to finish your preparation.

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Skill 4

Cueing with Parallel

Acknowledgement
Acknowledging students on-task behaviour with the intention of
encouraging others to copy

Why is parallel acknowledgement an effective management skill?

It cues other students to match the behaviour that is being acknowledged.

It is an alternative to a redirection, so can help you avoid nagging or becoming

too directive.

It contributes to a positive tone in the classroom.

Hints: This is very effective with younger students but can be used judiciously with
upper primary and secondary students in some cases. Experiment with its use by:

paying attention to your tone of voice

acknowledging individuals or groups who are on-task

being aware of peer pressure issues when publicly acknowledging students

With older students your tone should be more matter of fact/neutral rather than a
higher pitched encouragement tone often used effectively with younger children.

How to cue with parallel acknowledgement

1. Scan the class regularly. When students are off-task, choose to acknowledge an
individual or group in close proximity who is on-task.
2. Acknowledge that person or group with a descriptive encourager (see skill 6) in a
loud enough voice for others to hear.
For example, if Jenny is off-task during a writing activity while sitting next to Mark
who is on-task, say I can see Mark working quietly on his writing. This is a prompt
to Jenny and other students who may be off-task. If a group of students sitting at
one table is off-task, then acknowledge a group of students sitting near them who
are on-task. Say Group one is constructing their straw tower. (loud enough for
group two to hear).
3. Follow up with a low-key acknowledgement to the student(s) as soon as they
choose to go on-task (e.g. smile).

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