If you teach at a school where your students go to a specials class (i.e. art, music, P.E., etc.) it’s a good idea to intentionally connect with those teachers to find out what their expectations are for your students. Once you understand their procedures, you should emphasize them with your students; help them understand the importance of carrying over your expectations for good behavior into those classrooms. Then during the first two or three weeks of school, check in with the specials teachers and see how it’s going. Inquire for specific feedback; if there are ways you can follow up or reiterate their concerns, do so. You should treat your relationship to these teachers as a partnership and do what you can to remedy difficult situations.

When a student is assigned to your class, you should treat them as “your students” no matter where they are in the building. You can’t afford to take the stance that when they are out of your sight they are someone else’s responsibility. Students will pick up on this and sense that you only care about them when they’re in your class. It’s my belief that the key to being an effective teacher is to show genuine care for your students well being.

Think about it from this perspective: how would you feel if you thought that your spouse, friends or own parents only cared about you when you were physically near.  Those relationships would feel pretty hollow, and the value would be superficial at best. 

As the teacher and leader in the class it is your responsibility to reinforce the expectations for other classes. Certainly, the specials teachers should set their own classroom expectations and enforce them, but your students need to know that you support those teachers and expect obedience and achievement in any location, not just your room.