Respond- Models of School-Wide and Classroom Expectations Grade K -3

What is your response as the teacher-mentor to another teacher? Answer briefly 150 -300 words.

1. The strengths of the classroom expectations 

2. Possible modifications to the expectations 

3. 2 Strategies you could put in place to decrease the behavior

4. 2 Strategies you could put in place to increase the student engagement

(View assignment attachment)

Models of School-Wide and Classroom Expectations Grade K -3

What is your response as the teacher-mentor to another teacher? Your response must address the following questions. Answer briefly. (150-300) words.

1. The strengths of the classroom expectations

2. Possible modifications to the expectations

3. 2 Strategies you could put in place to decrease the behavior

4. 2 Strategies you could put in place to increase the student engagement

Helpful Reference and other references.

Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.

Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training Studies, 3(2), 83–90. Retrieved from http://www.redfame.com/journal/index.php/jets/article/view/636
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of school-wide positive behavioral interventions and supports and fidelity of implementation of problem behavior in high schools. School Psychology Quarterly, 29(2), 111–124.
Cressy, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2015). Handling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling, 18(1), 90–99.