This document discusses techniques for maintaining high behavioral expectations in the classroom. It covers 5 techniques: using radar vision to scan the classroom, making student compliance visible, using the least invasive interventions, maintaining a firm calm demeanor, and implementing consequences effectively. Each technique is broken down into specific strategies like scanning the room regularly, calling on compliant and non-compliant students, using subtle nonverbal and private corrections, addressing issues calmly and reminding students of shared expectations. The goal is to prevent misbehavior, get student compliance respectfully and maximize instructional time.

1. High Behavioral
Expectations
BOOK STUDY: Teach Like A Champion 2.0
by Doug Lemov
ELAR COACH Bonnie Reyes
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2. High Behavioral Expectations
Technique 51: Radar/Be Seen Looking
Technique 52: Make Compliance Visible
Technique 53: Least Invasive Intervention
Technique 54: Firm Calm Finesse
Technique 55: Art of the Consequence
100% Cycle
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3. Technique 51: Radar/Be Seen Looking(100% Cycle Part 1)
Prevent nonproductive behavior by developing your ability to see it when it
happens and by subtly reminding students that you are looking.
1.) Champion Teachers scan their classrooms (across the entire room)regularly,
disciplining themselves to look as a matter of habit.
2.) Champion Teachers scan every few minutes and after key directions, taking
only a second as an act of self-discipline, made habit, that defends against
blind spots.
3.) Pastore’s Perch: scanning from the corner of the room giving yourself a
visual field of 80’.
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4. Be Seen Looking Dance Moves:
a. The Swivel
b. The Invisible Column
c. The Tiptoes
d. The Sprinkler
e. The Disco Finger
f. The Politician
g. The QB
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5. Technique 52: Make Compliance Visible (100% Cycle Part 2)
Ensure that students follow through on a request in an immediate and visible way
by setting a standard that’s more demanding than marginal compliance. Be
judicious in what you ask for, specifically because it will uphold the standard of
compliance.
1. Getting Control: The Visible Reset
a. Give an observable direction
b. Use RADAR (that is scanning intentionally and strategically to see whether it’s done.)
c. Stand in Pastore’s Perch while scanning.
d. Call on 2 students who are demonstrating the action and correct one student who is not.
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6. Technique 53: Least Invasive Intervention
(100% Cycle Part 3)Maximize teaching time and minimize “drama” by using the subtlest and least
invasive tactic possible to correct off-task students.
a. Six Interventions
i. Nonverbal Intervention
ii. Positive Group Correction
iii. Anonymous Individual Correction
iv. Private Individual Correction (PIC)
v. Private Individual Precise Praise (PIPP)
vi. Lightning-Quick Public Correction
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7. Technique 54: Firm Calm Finesse (100% Cycle Part 4)
Take steps to get compliance without conflict by establishing an environment of
purpose and respect and by maintaining your own poise.
a. Goal: Getting Compliance without Conflict
i. Catch it Early: If your mad, you’ve waited too long. It’s usually better to fix something with a
tiny adjustment very early than to make a bigger intervention later. You’re far more likely to
correct positively and with a smile when your corrections feel like tiny adjustments to you as
well as to your students.
ii. Value Purpose over Power: Strive to make your language constantly stress that the goal is
helping students learn and succeed, not reinforce your power as a king of the room. Keep
corrections tight and crisp, but try to remind students (and yourself) that your high
expectations are, in the end, about the students, not the teacher.
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8. iii. Remember That “Thank You” is the Strongest Phrase: Saying thank you after a student follows a
direction is one of the most subtly owerful things you can do. “Thank you” reinforces expectations and
normalizes compliance in the subtlest way possible.
iv. Use Universal Language: Look for chances to remind students that expectations are universal
and not personal. Although “I need you with me” is fine, “We need you with us” is better. It suggests
that learning is a team sport. Expectations are part of being here - not a reflection of personal feelings
about anyone.
v. Show Your Bright Face: Your bright face is your teachng smile, not a scowl. A pleasant face, a
confident “it’s good to be here, and I have a plan” face that exudes a degree of positivity and
confidence that matches your style.
vi. Deploy Your Confirmation Glance: Ask for a behavior, walk away, glance back to make sure
student is following through.
vii. Stay Steady at the Helm: Manage your emotions. Don’t suggest to students that their behavior
can get a rise out of you. “I can see that you ;re upset. But we practiced how you’d handle this. Let me
see you do that now.”
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9. Technique 55: Art of the Consequence (100% Cycle Part 5)
Ensure that consequences, when needed, are more effective by making them
quick, incremental, consistent, and depersonalized. It also helps to make a
bounce-back statement, showing students that they can quickly get back in the
game.
A. Principles of the Effective Consequence
a. Quick
b. Incremental
c. Consistent
d. Depersonalized
B. Principles of Delivering a Consequence
a. Tag the Behavior
b. Use a Bounce-Back Statement
c. Maintain the Pace
d. Get Back on Track
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10. The Million-Dollar Question: Consequence or Correction?
1. Persistence and repetition
2. Degree of disruption
3. Motivation
4. And, not or
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