1. Montag, 27.7.15
KEY TAKE AWAYS (Hauptpunkte)
*** Pick 2 to focus on a day ***
Übung Macht Den Meister!!!!!!!!
Teacher Actions
•What did the teacher say?
•What did the teacher do?
•How did the teacher make student(s)
aware of expectations?
•How did he/she reinforce appropriate
behavior?
•How did he/she respond to inappropriate
behavior?
Students’ Responses
•How did the student(s) react to the teacher
behaviors you included in column 1?
Reflection/Notes/Comments
•What do you think about the strategy or the
students’ response(s)?
Lehrer Aktionen
•Was hat der/die Lehrer(in) gesagt?
•Was hat der/die Lehrer(in) zu tun?
• Wie hat der/die Lehrer(in) zu Schüler
bewusst die Erwartungen?
• Wie hat er / sie angemessen zu verstärken
Verhalten?
• Wie hat er / sie reagieren auf
unangemessenes Verhalten ??
Schüler Antworten
• Wie haben die Schüler(n) reagieren auf die
Lehrer Verhaltensweisen, die Sie in der
Spalte 1 enthalten?
Reflection/Notes/Comments
• Was halten Sie von der Strategie oder der
Studierenden Antwort (en) zu denken?
1. Assume NOTHING, plan for EVERYTHING!
i. How are you coordinating your transition? It needs to be smooth and collaborative.
ii. Don’t think that you are explaining things too much. Break it down!
2. UTILIZE your space, MAXIMIZE your authority.
i. The room is yours! The students in the back of the room should see you as much as
the students in the front. Don’t be afraid to walk and monitor the stage!
ii. “Square Up and Stand Still” = When you speak or give a direction, control your body.
Don’t move. Stand still. Speak firmly and make eye contact.
iii. When you are talking, the students only option is to listen
3. Start off Strong!
i. Don’t be confused by the Honey Moon phase! Say what you mean, and mean what
you say. Don’t be afraid of Strict and Firm.
ii. The earlier you drill these rules, the less you have to do it later
4. What’s your Plan B? (copies, rain, activity)
i. Be prepared. Anything to happen. It’s always good to be able to have an alternate
plan and think on your toes.
5. Stop, Rewind! (Let’s Take a break)
i. Catch and Release = If students are asking many questions after beginning an

2. activity, that means you didn’t explain it right the first time. Stop everyone. Explain
again.
ii. Feel the room = Do the students look tired? Bored? Confused? Take a TWO-THREE
minute break.
6. Reinforce Expectations / Check for Understanding (Warum sind sie hier?)
i. Do not think you said it too much, or that you’ve asked already!
ii. If students created those rules with you, you need to hold them accountable and
reinforce them throughout the lesson.
iii. “Connect learning” = Never begin an activity without telling why it’s important, how
this applies to what you’re learning, and ESPECIALLY without giving step-by-step
directions.
7. Minor is Major!
i. “Idle time is dangerous time” = Breaks between activities should be filled! Students
shouldn’t be left without anything to do for longer than 30 seconds. They will begin
to create their own plans. Transitions should flow smoothly and quickly.
ii. “Watch your Pace” = Be careful of going too fast without checking for understanding,
or going too slow. Time management and very important. You don’t want to confuse
or bore children.
iii. “If you give them an inch, they will take a mile.” = If a student gets away from 20
seconds of whispering to his/her friend during YOUR listen, then they will try and
go for 30 seconds next time.
iv. “Engagement is from all”. Everyone is accountable (call and response, CFU hand
signals, high expectations)
8. Activate Strong Voice / Make Your Title Be Known
i. “Energy is everything” = Use your personality and let it shine! People respond well
to energy. It’s a great way to keep your students engaged and have fun while
learning.
ii. “Assert Yourself” = You are the teacher. Assume the position!
9. Teacher vs. Friend
i. It’s ok to joke, laugh, and smile with your students. That’s a great way to build
rapport and establish relationships. However, you are NOT their friend. You are not
their age. They will like and respect you just the same if you do this.
10. Modeling Magic
i. Model step-by-step. That creates images for vivid learners, and allows teachers to
show an exemplar of what to expect from students.
ii. The more you model, the less questions and confusion, and the more quality of the
work.