Teachers, choose what to SAY and to DO to make subject matter matter to students. Increase student engagement to increase student learning; increase student self-esteem and preserve your own professional credibility.

1. MAKE SUBJECT
MATTER MATTER
BY SHOWING THAT
STUDENTS MATTER
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2. I MAKE
SUBJECT MATTER MATTER
WHEN I
SAY AND DO THINGS
TO SHOW
THEY MATTER

3. I AFFECT MY STUDENTS WITH WHAT I SAY AND DO
BECAUSE I AM AN ALLY FOR MY STUDENTS,
MY STUDENTS ALLY THEIR EFFORTS WITH ME
BECAUSE I AM AN ADVOCATE FOR MY STUDENTS,
MY STUDENTS TRUST ME
BECAUSE I BELIEVE IN MY STUDENTS,
MY STUDENTS BELIEVE IN THEMSELVES
BECAUSE I PROVIDE and MAINTAIN HOPE
MY STUDENTS RETAIN AMBITION
BECAUSE I PROVIDE OPPORTUNITY
MY STUDENTS GROW

4. I COMMIT my energy
to appropriate behaviors.

5. My time, attention, and energy
encourage all behaviors of students.
I choose to reinforce
appropriate behaviors and minimize
the time, attention and energy given
to unwanted and inappropriate
behaviors.

6. Affirmation comes from what I SAY:
“Thank you for…”
“I like…”
“It’s good to see…”
“All right…”
“Good”
“I am glad…”
“See you tomorrow…”
“I know you can…”

7. Affirmation comes from what I DO:
Smile.
Nod.
Repeat their words.
Clap.
Reward.
Congratulate.
Trust Ss leadership.
Spend time, energy, and resources.

8. I
keep
HOPE alive
in our minds and
in our activities.

9. I speak in terms of potential and progress:
I SAY…
“you’re on the right track…”
“Keep going…”
“you are doing it…”
“That’s it…”
”I knew you could…”
“I am proud of you…”
“You’re ready to go forward…”
“You can still…”

10. I SAY these things to myself as well:
“I am on the right track…”
“I can keep going…”
“I am doing it…”
“Yes, this is it…”
“I am glad I can…”
“I am proud of myself…”
“I am ready to go forward…”
“I can still…”

11. I SAY these things collectively:
“We are on the right track…”
“Let’s keep going…”
“We are doing it…”
“This is it…”
“I knew we could…”
“I am so proud of our…”
“We are ready to go forward…”
“We can still…”

12. I Do these to keep hope alive in me,
in my students, and in their efforts:
 Do spend time, space, and energy on words and behaviors you want to
grow.
 Do treat each student with unconditional, enthusiastic acceptance.
 Do be trustworthy: keep confidentiality.
 Do believe in Ss potential AT ALL TIMES…
 Do focus on process more than product.
 Do acknowledge effort and approximate behaviors.

13. I DO WHAT I CAN DO

14. There are essentially five sources of
misbehavior that I help to remedy.
Student needs attention.
Student needs power.
Student has low self-concept or
low self-esteem.
Student fears success or failure.
Student feels wronged.

15. So I DO give my students:
Positive Attention
A Share of Power
Confidence Builders
Positive Identity
Opportunity to grow
Reason to appreciate

16. …Because this is the best opportunity
to give them guidance in a healthy
way.
I respect who they can become…

17. I DO TALK WITH MY STUDENTS:
Strategic Conversation
Behavior being redirected could take up to seven
repetitions of effort.
That is probably why adults often ask, “How many
times do I have to….”
If you use a “three strike rule”, reconsider or, at least
be aware that it is not effective for deeply rooted
habits.

18. STRATEGIC CONVERSATION
I Do use good manners.
I am modeling behaviors
for students.

19. STRATEGIC CONVERSATION
I Do use tact (not attack)

20. STRATEGIC CONVERSATION
I Do use composure
(not ranting and raving).

21. STRATEGIC CONVERSATION
I Do use compassion (not pity).

22. STRATEGIC CONVERSATION
I Do consider that improvement
or approximation
IS success.

23. STRATEGIC CONVERSATION
I Do affirm student efforts,
energy, and progress en route.

24. STRATEGIC CONVERSATION
I Do confront a student’s behavior
without accusing
or condemning them.

25. STRATEGIC CONVERSATION
I Do confront student’s
inappropriate behaviors repeatedly,
but justly.

26. STRATEGIC CONVERSATION
I Do keep the redirection clear.
I SAY what to do,
rather than
what not to do.

27. STRATEGIC CONVERSATION
I Do keep the directions short.
If repeated,
I make the directions even shorter.

28. I SAY: “I…you…I…”
 I need you to stop tapping the pencil
because I need a quiet background.
 I want you to do your work so I can take
you outside.
 I feel frustrated since you have not done
your homework so I can move the class
forward.

29. I SAY: “If you… I”
If you get this done within the time
limit, I will give you extra credit.
If you get 100%, I will make you the
teacher assistant.
If you stop talking, I will dismiss
class.

30. I SAY, “We have a deal…”
If/when inappropriate behavior
persists or repeats.

31. For the reluctant or silent student:
I SAY, “May I give you advice,
please?” “You must…”
I SAY, “Tell me how I can help.”
“Would you like to wait ‘til later?”

32. I DO fully listen
to my students.

33. I DO stop everything
and focus
on what my student is saying.
This shows that I value his/her input.
Although I CAN multitask, multitasking
conveys that I only partly care and only
partly listen.

34. I DO make eye contact throughout
the conversation.
This allows me to read body language
and interpret meaning, feelings, and
attachment to the words being said.

35. I DO stay attuned to the conversation.
I Do turn my body,
my head,
and my eyes
toward the student.

36. I DO wait appropriately
to contribute to the conversation.
I DO provide opinions or responses
as cues invite me.

37. I DO Minimize DISRUPTIVE Time
 I SAY, “Hello and welcome.” I Do smile.
 I SAY, “I am glad that that is over.” I Do invite them to join the lesson.
 I SAY, “Get back to task.” Then quickly SAY, “Thank you.” I Do move away
and turn away quickly.
 I SAY, “Please help me pass these out.” I Do hand over the stack of papers
quickly, assuming cooperation.
 I SAY, “Save the jokes/humming for later.” I Do provide a few moments for an
end-of-class joke/humming.
 I SAY, “Who did this?” When a student readily admits “it”, I Do move on
without further comment or attention to the moment. It is over.

38. I AFFECT MY STUDENTS WITH WHAT I SAY AND DO
BECAUSE I AM AN ALLY FOR MY STUDENTS,
MY STUDENTS ALLY THEIR EFFORTS WITH ME
BECAUSE I AM AN ADVOCATE FOR MY STUDENTS,
MY STUDENTS TRUST ME
BECAUSE I BELIEVE IN MY STUDENTS,
MY STUDENTS BELIEVE IN THEMSELVES
BECAUSE I PROVIDE and MAINTAIN HOPE
MY STUDENTS RETAIN AMBITION
BECAUSE I PROVIDE OPPORTUNITY
MY STUDENTS GROW

39. MAKE SUBJECT MATTER MATTER
BY SHOWING THAT STUDENTS
MATTER
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