Teaching Script - CLASSROOM

Step 1: Introduce the Rule

A. Outline focus for the lesson. “Today, we are going to learn about CARES and how we
are expected to behave in the ​classroom​."
○ Check for student understanding, “What are we going to learn about today?”
○ Rationale for for teaching these expectations in the ​classroom​: “When CARES
guides our behavior, we are all able to have a good day. The expectations are
important so that our ​classroom​ is Cooperative, Appropriate, Respectful,
Efficient, and Safe.”

Step 2: Demonstrate the Rule

B. Model examples of desired behavior. You will string several behaviors together. Have
students label your actions during the demonstration.
Model the following behaviors while thinking out loud.
○ Cooperative: Raise your hand and wait to be called on before speaking. Be
aware of others working around you.
○ Appropriate: Always use inside voices and keep your voice off while others are
speaking.
○ Respectful: Use kind words and be mindful of others’ opinions and
backgrounds. Keep your desk organized and clean.
○ Efficient: Come into class quietly and begin work on the board. When the
teacher asks everyone to line up, do so quietly the first time you are asked.
○ Safe: Keep hands and feet to self. In case of emergency, listen and follow
directions immediately, quickly, and quietly.
C. Role plays. some examples to use…
○ Here is a scenario for what Cooperative behavior in the ​classroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: If you have a question or comment during class,
raise your hand. Wait until the teacher calls on you before you speak.
Remember that others are working around you, even if you finish early.
○ Here is a scenario for what Appropriate behavior in the ​classroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: Anytime we are inside the building, we only use our
inside voices. If others are already speaking, we will patiently wait our turn to
speak.
○ Here is a scenario for what Respectful behavior in the ​classroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: Only use kind words when speaking to our
classmates and teachers. If someone shares their opinion and background that
 is different from yours, still be mindful and kind about their what they believe,
even if you don’t agree.
○ Here is a scenario for what Efficient behavior in the ​classroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: At the start of class, come in quietly and begin
immediately on the work on the board. When the teacher asks everyone to line
up at the end of class, line up quickly and quietly the very first time she asks.
○ Here is a scenario for what Safe behavior in the ​classroom ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: In an emergency situation, always listen and follow directions
immediately. Keep hands and feet to self.

Step 3: Provide Monitoring and Feedback

D. Discuss the role play

○ Ask students to explain what they saw in terms of the CARES model
○ Encourage and support responses that are examples of school-appropriate
behaviors and minimize attention for school-inappropriate responses.
Emphasize that the appropriateness of behavior is dependent on context.
E. Use real situations as examples during class discussions.
○ Just before students transition to another activity outside of the ​classroom,
ask them to tell you how they can demonstrate Cooperation, Appropriateness,
Respect, Efficiency, and Safety.
○ When you see student(s) being Cooperative (or Appropriate, or Respectful, or
Efficient, or Safe) provide specific praise to the student(s).
○ When you see student(s) who are not following CARES, stop them, ​state the
rule and redirect, ​ask the student(s) to state or demonstrate the expected
behavior, watch the student(s), and give immediate feedback.
 Teaching Script - CAFETERIA

Step 1: Introduce the Rule

F. Outline focus for the lesson. “Today, we are going to learn about CARES and how we
are expected to behave in the ​cafeteria​.”
○ Check for student understanding, “What are we going to learn about today?”
○ Rationale for for teaching these expectations in the ​cafeteria​: “When CARES
guides our behavior, we are all able to have a good day. The expectations are
important so that our ​cafeteria​ is Cooperative, Appropriate, Respectful,
Efficient, and Safe.”

Step 2: Demonstrate the Rule

G. Model examples of desired behavior. You will string several behaviors together. Have
students label your actions during the demonstration.
Model the following behaviors while thinking out loud.
○ Cooperative: Listen to the teachers and cafeteria workers’ instructions.
○ Appropriate: Sit in your designated area of the cafeteria
○ Respectful: Clean up your space after you finish eating
○ Efficient: Line up quickly when lunch is finished
○ Safe: Stay seated while eating
H. Role plays. some examples to use…
○ Here is a scenario for what Cooperative behavior in the ​cafeteria ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: When you get into the cafeteria, listen to where the
teacher or the worker tell you to line up or sit in the cafeteria.
○ Here is a scenario for what Appropriate behavior in the ​cafeteria ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: After you have been told where you will sit today, sit
down immediately if you have a bag lunch, or sit down immediately once you
have received your lunch.
○ Here is a scenario for what Respectful behavior in the ​cafeteria ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: After you are finished eating, look around your
area. If you have crumbs on, pick them up. Put all of your garbage together to
throw away when you are instructed. If there is anything on the floor under
your seat, pick it up.
○ Here is a scenario for what Efficient behavior in the ​cafeteria ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: Once lunch is over and your trash is thrown away, line up with your
class immediately in your spot.
 ○ Here is a scenario for what Safe behavior in the ​cafeteria ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: Stay seated while eating unless you have permission from the
teacher.

Step 3: Provide Monitoring and Feedback

I. Discuss the role play

○ Ask students to explain what they saw in terms of the CARES model
○ Encourage and support responses that are examples of school-appropriate
behaviors and minimize attention for school-inappropriate responses.
Emphasize that the appropriateness of behavior is dependent on context.
J. Use real situations as examples during class discussions.
○ Just before students transition to another activity outside of the ​cafeteria, ​ask
them to tell you how they can demonstrate Cooperation, Appropriateness,
Respect, Efficiency, and Safety.
○ When you see student(s) being Cooperative (or Appropriate, or Respectful, or
Efficient, or Safe) provide specific praise to the student(s).
○ When you see student(s) who are not following CARES, stop them, ​state the
rule and redirect, ​ask the student(s) to state or demonstrate the expected
behavior, watch the student(s), and give immediate feedback.
 Teaching Script - HALLWAY

Step 1: Introduce the Rule

K. Outline focus for the lesson. “Today, we are going to learn about CARES and how we
are expected to behave in the ​hallway​.”
○ Check for student understanding, “What are we going to learn about today?”
○ Rationale for for teaching these expectations in the ​hallway​: “When CARES
guides our behavior, we all are able to have a good day. The expectations are
important so that our ​hallway ​is Cooperative, Appropriate, Respectful,
Efficient, and Safe.”

Step 2: Demonstrate the Rule

L. Model examples of desired behavior. You will string several behaviors together. Have
students label your actions during the demonstration.
Model the following behaviors while thinking out loud.
○ Cooperative: Follow directions and be aware of others walking in the hallway.
○ Appropriate: We walk, and we speak quietly while in the hallway.
○ Respectful: We listen to adults, speak well of others, and we use kind words.
○ Efficient: We move from one class directly to the next and walk on the right
side of the hallway
○ Safe: We keep our hands to ourselves and watch our step. In case of an
emergency, listen and follow the directions of the adult.
M. Role plays. some examples to use…
○ Here is a scenario for what Cooperative behavior in the ​hallway ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: You are walking in the hallway and a teacher asks
you to please watch your step. What do you do?
○ Here is a scenario for what Appropriate behavior in the ​hallway ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: You are running in the hallway and yelling to a
friend. What are you supposed to do?
○ Here is a scenario for what Respectful behavior in the ​hallway ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: You are swearing at a teacher and ignoring his/her directions, what
should you be doing?
○ Here is a scenario for what Efficient behavior in the ​hallway ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: You are standing in the middle of the hallway and talking to your
friends when the bell rings for the next period. What should you be doing?
○ Here is a scenario for what Safe behavior in the ​hallway ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
 behavior: You are about to pinch someone when the fire alarm goes off. The
teachers begin to tell you what to do. How should you respond?

Step 3: Provide Monitoring and Feedback

N. Discuss the role play

○ Ask students to explain what they saw in terms of the CARES model
○ Encourage and support responses that are examples of school-appropriate
behaviors and minimize attention for school-inappropriate responses.
Emphasize that the appropriateness of behavior is dependent on context.
O. Use real situations as examples during class discussions.
○ Just before students transition to another activity outside of the ​hallway, ​ask
them to tell you how they can demonstrate Cooperation, Appropriateness,
Respect, Efficiency, and Safety.
○ When you see student(s) being Cooperative (or Appropriate, or Respectful, or
Efficient, or Safe) provide specific praise to the student(s).
○ When you see student(s) who are not following CARES, stop them, ​state the
rule and redirect, ​ask the student(s) to state or demonstrate the expected
behavior, watch the student(s), and give immediate feedback.
 Teaching Script - BUS

Step 1: Introduce the Rule

P. Outline focus for the lesson. “Today, we are going to learn about CARES and how we
are expected to behave on the ​bus​."
○ Check for student understanding, “What are we going to learn about today?”
○ Rationale for for teaching these expectations on the ​bus​: “When CARES
guides our behavior, we are all able to have a good day. The expectations are
important so that our ​bus​ is Cooperative, Appropriate, Respectful, Efficient,
and Safe.”

Step 2: Demonstrate the Rule

Q. Model examples of desired behavior. You will string several behaviors together. Have
students label your actions during the demonstration.
Model the following behaviors while thinking out loud.
○ Cooperative: Scoot over in your seat for other students and listen to the driver.
○ Appropriate: Keep your hands to yourself and your toys in your bag.
○ Respectful: Throw your trash only in the wastebasket.
○ Efficient: Find your seat quickly and exit in an orderly fashion.
○ Safe: Keep hands in the bus, face the front, and remain in seat.
R. Role plays. some examples to use…
○ Here is a scenario for what Cooperative behavior on the ​bus ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: When someone at the next stop gets on the bus, scoot over so they
can sit with you. Listen to what the driver tells you to do.
○ Here is a scenario for what Appropriate behavior on the ​bus​ looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: After getting on the bus, keep your hands to yourself and your toys in
your bookbag until you get to school.
○ Here is a scenario for what Respectful behavior on the ​bus ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: If you have a wrapper or paper to throw away, throw it in the basket
when you get off the bus.
○ Here is a scenario for what Efficient behavior on the ​bus ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: As you get on the bus, walk directly to your assigned seat.
○ Here is a scenario for what Safe behavior on the ​bus ​looks like. Give students
the scenario, have them act it out and perform the correct/expected behavior:
During the bus ride, remain in your seat. Keep your hands inside the bus and
face forward.
 Step 3: Provide Monitoring and Feedback

S. Discuss the role play

○ Ask students to explain what they saw in terms of the CARES model
○ Encourage and support responses that are examples of school-appropriate
behaviors and minimize attention for school-inappropriate responses.
Emphasize that the appropriateness of behavior is dependent on context.
T. Use real situations as examples during class discussions.
○ Just before students transition to another activity outside of the ​bus, ​ask them
to tell you how they can demonstrate Cooperation, Appropriateness, Respect,
Efficiency, and Safety.
○ When you see student(s) being Cooperative (or Appropriate, or Respectful, or
Efficient, or Safe) provide specific praise to the student(s).
○ When you see student(s) who are not following CARES, stop them, ​state the
rule and redirect, ​ask the student(s) to state or demonstrate the expected
behavior, watch the student(s), and give immediate feedback.
 Teaching Script - RESTROOM

Step 1: Introduce the Rule

U. Outline focus for the lesson. “Today, we are going to learn about CARES and how we
are expected to behave in the ​restroom​."
○ Check for student understanding, “What are we going to learn about today?”
○ Rationale for for teaching these expectations in the ​restroom​: “When CARES
guides our behavior, we are all able to have a good day. The expectations are
important so that our ​restroom​ is Cooperative, Appropriate, Respectful,
Efficient, and Safe.”

Step 2: Demonstrate the Rule

V. Model examples of desired behavior. You will string several behaviors together. Have
students label your actions during the demonstration.
Model the following behaviors while thinking out loud.
○ Cooperative: Stay in your own stall and keep a bubble in your mouth.
○ Appropriate: Flush the toilet, wash hands with soap, clean up after yourself.
○ Respectful: Throw away paper towels in the bin. Respect others’ personal
space by keeping your eyes on only what you are doing.
○ Efficient: Walk straight to bathroom, stay on task, walk back, turn water off
when finished.
○ Safe: Walk at all times and keep hands and body to self.
W. Role plays. some examples to use…
○ Here is a scenario for what Cooperative behavior in the ​restroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: When you walk into the bathroom and see others
climbing under the stalls, stay in your designated stall and keep a bubble in
your mouth.
○ Here is a scenario for what Appropriate behavior in the ​restroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: When finished using the restroom, flush the toilet.
Next, walk out of the stall and clean your hands using soap. Be sure to clean
up after yourself if you make a mess.
○ Here is a scenario for what Respectful behavior in the ​restroom ​looks like.
Give students the scenario, have them act it out and perform the
correct/expected behavior: Keep your eyes only on what you are doing and not
on others around you. Throw paper towels in the trashcan when finished.
○ Here is a scenario for what Efficient behavior in the ​restroom ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: When leaving the classroom to use the restroom, walk straight to the
 bathroom, stay on task, ensure the water is turned off, and return to class
when finished.
○ Here is a scenario for what Safe behavior in the ​restroom ​looks like. Give
students the scenario, have them act it out and perform the correct/expected
behavior: Walk at all times in the hallway and in the restroom. Always keep
hands and body to self.

Step 3: Provide Monitoring and Feedback

X. Discuss the role play

○ Ask students to explain what they saw in terms of the CARES model
○ Encourage and support responses that are examples of school-appropriate
behaviors and minimize attention for school-inappropriate responses.
Emphasize that the appropriateness of behavior is dependent on context.
Y. Use real situations as examples during class discussions.
○ Just before students transition to another activity outside of the ​restroom, ​ask
them to tell you how they can demonstrate Cooperation, Appropriateness,
Respect, Efficiency, and Safety.
○ When you see student(s) being Cooperative (or Appropriate, or Respectful, or
Efficient, or Safe) provide specific praise to the student(s).
○ When you see student(s) who are not following CARES, stop them, ​state the
rule and redirect, ​ask the student(s) to state or demonstrate the expected
behavior, watch the student(s), and give immediate feedback.