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This paper discusses about behavioural expectations and the importance of behavioural expectations in class room standards. It also describes the out of class activities and the examples of out of class activities. This paper details the about two behavioural expectations in order to improve the out of class activities and also explains the importance of behavioural expectations for the out of class activities. It examines about two evaluation methods in order to determine the understanding capacity of students in class room standards for the enhancement of student's activities. This paper concludes with this concept by providing the effective behavioural expectations for classroom activities.
K-8 out-of -activities
The homework project required the collaboration with an adult and this activity was the example of out -of -activities. In the case of class room environments, the adults had access to a collection of reference material that supported the adult's pursuits such as almanacs, encyclopaedias and text books etc. The adult learning was collaborated with the small group discussions, field work investigation, documentation and projects as well as audiovisual presentations. The projects were contributed in the case of enhancing the activities of adults. The collaborative projects were core components of the experience to the adults' educations. The participation of adults in project work could be reflected the experiences to the adults' point of view. Hence the learning of adults was consistent with practise and beliefs that were espoused by project approach.
The research project might be completed in a specialty class and the completion of research project based upon the collection of data, analysis of data and the conclusion of the data. The reflection of the planning, process, steps as well as tasks could be provided for the completion of research projects in the class room. The research project must be completed by means of implementing the diagnostic tests, and behaviour charts and so on. The data collection was the source to the research project for the completion of projects. This source was the initialization of the projects in class room. '
The field trip was positive influences to the students in the case of enhancing the knowledge of students. T he field trips were also made by the students for gaining the knowledge away from the class room to museum, geological area, and to certain plants and animals environments. The utilization of field trips will provide the data collection about the geological, archaeological and anthropological site in order to complete their projects.
Social science out-of -class activities
The social science projects and the technological based projects were involved in the case of individual and group behaviours in the class room. These projects were associated with the qualitative and quantitative methods to the class room activities. The implementation of social science projects are involved more in the case of maintaining the activities of students in class room. The students could be taken actions effectively the implementation of social science and technological based activities. The technological based activities could be enhanced the understanding, skills, abilities and the attributes of the students in order to make the positive decisions throughout their lives. The social science and the technological based activities created the display area about the careers and training to the students.
The mathematics, science and social science research projects might be completed in a specialty class. This was an example for social science out-of-class activities. This activity was enhanced the ability of the students in the class room and the students could get the innovation by the implementation of mathematics, science and the social science as well as technological based projects. The social science, science and the technological based projects could be provided the practical knowledge to the student by means of researching about the projects. In the case of class room standards, the student could identify the roles and responsibilities of the activity in regarding the social science, technology projects.
The field trip was also an example of out-of-class activity to the students and this field trip about the social science and technological activity were delivered to the students in the case of enhancing the practical knowledge, innovation, and ability to the students. This social field trip out of activity related the students with the history and economical activities.
Behavioural expectations for out- of- activities of class room
The behavioural expectations made the opportunity to everyone in order to contributing the ideas, listing the points for class room activities. The behavioural expectation could be provided the priority to the student in order to deliver the ideas of the projects. It could also make the completion of the task on time in the class room activities.
The implementation of projects and the establishment of field trips were the behavioural approaches for out of activity. These behavioural approaches were used to implement the home work projects to the students in class room. The environments of students will be improved by these positive behavioural approaches. The implementation of project was the behavioural approach that was used to analyse the class room projects to the students and make the projects effectively for their enhancement. This behavioural approach will be helpful for the improvements of class room activities. The second behavioural approach was the establishment of field trips that referred the positive behaviour of the student by making the practical knowledge to the students. The behavioural approach was used to establish the positive environments of students.
Behavioural approaches for social science out -of activity
Evaluation of social science study and the use of social science behavioural research both were the behavioural approaches for social science and technology out of activities. These two behavioural approaches implemented the technology and scientific based project to the class student and also additionally provided the technical and innovative methods to the students in order in order to improve their effectiveness, ability and attitude of students by means of allocating the social science projects. The students could get the real time implementation by these behavioural approaches.
Two evaluation method
Course knowledge and skills
This was the evaluation methods that could determine the level of the student understanding of class room expectations and consequences. This method concentrated in the case of improving the knowledge and the skills of students for the class room performance. The course knowledge and the skill provided the evaluation of student in class room and the student could understand about the class room behavioural expectations and consequences. This knowledge and skill could be focused the ability of the student that's why student could understand the behavioural expectations and consequences.
Attitude and self awareness
These were also the evaluation methods that could determine the understanding capability of students about the class room behavioural expectations and consequences. This evaluation method could also be found the efficiency of the students among the class room and this method increased the strength of student for making better performance. These factors mostly utilized to analyse the ability and skills of student for understanding about the classroom expectations and consequences. Hence these two evaluation methods could determine the performance of student in the class room.
The description of out-of -activities for the students in class room was discussed. The importance of research projects for the students in class room was detailed. The social science out-of- activities and the importance of home work project that were related to the social science and technology was explained. The evaluation methods and behavioural expectations were concluded.