"Ex-pect." Verb. (b) to consider reasonable, due or necessary. (Webster’s New Collegiate Dictionary, 1993). Using Webster's definition, expectations in a discipline context would be the implementation of those behaviors that are reasonable, due, and necessary for learning to occur. To establish effective learning environments these expectations must be well defined. The entire school community should clearly understand what is expected of them in each setting. This includes teachers, students, administrators, and parents. This establishes the role, authority, and responsibility of each school participant in the learning process. Positive and negative consequences regarding expectations must be established and communicated.
Interventions are developed based on objective assessments of each student’s "baggage" coming into the program, how much of this baggage must be discarded, and the extent to which additional baggage is required so that the student may successfully meet classroom expectancies. Effective learning environments are developed and implemented in large part based on teacher and student expectancies.
The worksheets and activities in the workbook in Appendix 9 have been developed to ensure classroom and school expectancies are understood.
Note:
- For the Interventionist Teacher these activities will serve as a guideline for him/her.
- For the Interactionist these activities may serve as "lesson plans" to be used by the teacher in a structured interaction setting.
- For the Facilitative Teacher they may be assignments given to cooperative groups within the classroom to be developed by the class.
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Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
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Last modified 2001-03-21.