Teach like a champion chapt.s 5 and 6


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Teach like a champion chapt.s 5 and 6

  1. 1. Discussion Notes from: Teach Like a Champion Chapters 5 & 6
  2. 2. Chapter 5 Creating a Strong Classroom Structure
  3. 3. The Five Principles of Classroom Culture 1. Discipline At the core of the definition of „discipline‟ is teaching Teaching with discipline implies a front-end investment in teaching kids how to be students 2. Management The process of reinforcing behavior by consequences and rewards Management w/out the other 4 elements loses effectiveness 3. Control The capacity to cause someone to choose to do what you ask, regardless of consequences Control should be non-judgmental, clear, purposeful, caring
  4. 4. The Five Principles of Classroom Culture 4. Influence Control gets them to do what you suggest; influence gets them to want and internalize what you suggest 5. Engagement Students who are busily engaged in productive, positive work have little time to think about how to act counterproductively. Champion teachers keep their students positively engaged and after a while they start to think of themselves as positively engaged people
  5. 5. Entry Routine  Make a habit out of what is efficient, productive, and scholarly  Everything students do upon entering should be automatic and shaped intentionally
  6. 6. Do Now  Short activity on the board or desks before they enter  Students should know what to do with no ambiguity  4 Criteria for DO NOW: 1. Completed with no direction or discussion 2. 3 to 5 minutes 3. Requires a written product 4. Preview the day‟s lesson, or review the previous 5. A Do Now works because of consistency and preparation
  7. 7. Tight Transitions  Teach transitions by scaffolding the steps  Transitions should be practiced until all students can follow through as a matter of habit  Practice for speed, accuracy, silence  Use Do It Again (#39) and re-teaching if students test the limits  Tight Transitions applies to materials also: 1. Practice for speed, accuracy, and silence 2. Pass and collect across rows, not front to back 3. Distribute materials in groups
  8. 8. Binder Control  Have a required format and place for notes and papers  Everyone uses the same system, and you can check to make sure to has and can find what they need  Consider a numbering system with a table of content students add to  Don‟t let the binder go home – students can remove what they need and return it the next day
  9. 9. SLANT Sit up Listen Ask and answer questions Nod your head Track the speaker  The word should be deeply imbedded in the vocabulary (e.g. Be sure to SLANT)  Develop non-verbal signals to reinforce and correct SLANTing
  10. 10. On Your Mark Show them how to prepare before class begins and expect them to do so every day. • Be explicit about what students need to start class • Set a time limit (don‟t accept “I‟m doing it,” or “I‟m about to”) • Use a standard consequence • Provide tools w/out consequences to those who recognize the need before class • Include homework
  11. 11. Seat Signals  Students must signal requests from their seats  Signals should be nonverbal  Signals should be specific and unambiguous – non- distracting  Request and response should be managed without interrupting instruction  Be explicit and consistent – require them by responding to them only
  12. 12. Props  1 second to cue…no more than 5 seconds to execute  Must be crisp  Involve sound and movement • Quick (“Oh, Yeah!”) • Visceral (e.g. percussive) • Universal (everybody) • Enthusiastic ((fun and lively) • Evolving (renew for freshness)
  13. 13. Chapter 6 Setting & Maintaining High Behavioral Expectations
  14. 14. 100 Percent With anything less than 100% your authority is subject to interpretation Unless you want to send the message that following an explicit direction is optional, don’t move on w/out 100% The more seriously you take compliance, the more you should reflect on the justness and discretion of your commands – do they help achieve the end goal? 3 Principals of 100% Compliance:
  15. 15. 100 Percent Principle #1: Use the Least Invasive Form of Intervention  Nonverbal intervention (while continuing instruction)  Positive group correction (“We’re following along in our books.”)  Anonymous individual correction (“We need two people.”)  Private individual correction (proximal, private, calm – The second time brings a consequence)  Lightning-quick public correction (“________ I need your eyes.”)  Consequence (delivered quickly, non-invasive, non-emotional, on a continuum) Don’t ignore small misbehaviors – use the least invasive form of intervention the first time it appears, quickly and consistently
  16. 16. 100 Percent Principle #2: Rely on Firm, Calm Finesse Command obedience because it serves the student and make that evident in your language and demeanor – “I need your eyes on me so you can learn.” “That’s how we do it here.” “In this class we…”
  17. 17. 100 Percent Principle #3: Emphasize Compliance You Can See Invent ways to maximize visibility (Ask for eyes on you and pencils down – not just attention) Be seen looking (Scan the room and narrate your scan) Avoid marginal compliance (Do it and do it completely) Leverage the power of unacknowledged behavioral opportunities (Find opportunities to practice compliance and build muscle memory)
  18. 18. What to Do A large portion of non-compliant behavior comes from incompetence rather than defiance Teach What to Do, not What Not to Do What to Do allows you to distinguish between incompetence and defiance If the non-compliance is because of incompetence – teach Break the task down further in your repeated instruction Use What to Do (broken down into specific steps) in crisis situations to remain calm and give specific instructions to defiant students
  19. 19. What to Do Effective “What to Do” directions are: Specific – What does “Pay attention” look like? (Eyes on me, etc.) Concrete – Break it into concrete items: physical, simple, commonplace (Turn your body to face me, etc.) Sequential – Paying attention may involve of sequence of steps. (Put your feet under your desk, pencil down, and put your eyes on me…) Observable – If your directions are simple and specific accountability is observable. They do not allow for protests. (“But I was paying attention,” e.g.)
  20. 20. Strong Voice In establishing and maintaining control follow five principles in your interactions w/ students: Economy of Language – When you need to be all business, be crisp and clear Do Not Talk Over – Every time! Wait if you need to: Start and then stop Do Not Engage – Don’t engage with arguments about requests or when students call out. Don’t let students distract from your initial request (“But she’s…, e.g.) Square Up / Stand Still – Don’t do other task while giving instructions. Show that you take your own words seriously. Quiet Power – Get slower and quieter when you want control; drop your voice and exude poise and calm Formal Pose – The importance of a message and the need for attentiveness is indicated in your eye contact, body position gestures, facial expression, and rhythm of language
  21. 21. Do It Again When students fail successfully complete a basic task they’ve been taught, doing it again, or better, or perfectly is often the best consequence  It shortens the feedback loop – Do It Again is quick and fresh in a student’s mind  It sets a standard of excellence, not just compliance – Use it when students do things the wrong way, and also when they could do it better. Excellence first in small things, and then in all things.  There is no administrative follow-up  There is group accountability – Students are made to be accountable to peers as well as teachers  It ends with success – Students build the habit of doing it right  There are logical consequences – Lining up again is a logical consequence for failure to do so correctly  It can be used over and over
  22. 22. Do It Again Use it positively whenever possible – “We can do that better/faster!” Striving for excellence. “Oooh, let’s line up again and show why we’re the best!” Don’t wait until students are lined up at the door to say that someone forgot to push in their chair. Do It Again as soon as execution doesn’t meet the standard
  23. 23. Sweat the Details Combat minor but common deviations from excellence Sweat the Details takes preparation – let students know exactly what you want in neatness, order, dress… all the small things
  24. 24. Threshold Stand at the door to set the tone and expectations. Getting it right first is easier than making it right after it’s gone wrong. Threshold will – 1) establish a personal connection between you and your students, and 2) reinforce your classroom expectations The point is not so much the doorway as the power of ritual to show that the classroom is different from the other places they go.
  25. 25. No Warnings  Act Early – use a minor intervention or consequence to prevent a major one later  Act Reliably – Be predictable and consistent  Act Proportionately – Start small…use a continuum  Use corrections rather than warnings Corrections teach, warnings only remind of the consequences of continued poor choices  If you determine that a behavior is deliberate and the result of disobedience rather than incompetence a consequence is better than a warning  Be calm, poised and impersonal  Be incremental. Take things away in pieces.  Be private when possible and public when behavior involves others