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What great teachers do differently
Great teachers establish clear expectations and procedures to prevent misbehavior. They teach and practice classroom procedures with students to ensure expectations are understood. When misbehavior does occur, great teachers respond calmly and address the student privately rather than publicly. Overall, highly effective teachers create a positive learning environment with high expectations for both students and themselves.
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What great teachers do differently
- 1. “What Great TeachersDo Differently” “Seven Simple Secrets: What the Best Teachers Know and Do” Todd Whitaker (2004) Annette Breaux and Todd Whitaker (2006)
- 2. “One of thebest-kept secrets of the very best teachers is that they have very few discipline problems.” Seven Secrets pg. 98
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- 4. What do wefind in the classrooms of the most effective teachers? Summary: Procedures are taught and practiced and then practiced
- 5. “Remember, if you canprevent the fire, you’ll never use the fire extinguisher!” Seven Secrets pg. 38
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- 7. What can teachers dowhen a student misbehaves? List all of the
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- 10. One hallmark of effectiveteachers is that they create a positive atmosphere in their classrooms and schools.
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- 13. How could youuse information like this in your school? Think to yourself and then we’ll share ideas
Editor's Notes
- #2 {"11":"Treat students with positive regard\nUnderstand the power of praise\nLooks for opportunities to find students doing things right\n","6":"Goal: to keep it from happening again\nMotivated to prevent\nDon’t want students angry as a solution\nIs concerned with how student behaves in future\n","12":"Authentic means praising for something that is genuine, recognizing them for something that is true\nif recognition is authentic it never grows weary\nEffective praise is specific – behavior we acknowledge is often becomes the behavior that is continued\nYou can identify those areas that do have merit and acknowledge them\nImmediate means recognizing positive efforts and contributions in a timely manner – providing authentic and specific feedback when good things happen or soon afterward is important element to making reinforcement effective\nClean – means several things\nNot related to something else – good homework doesn’t relate to rude remark made later\nCannot include the word “but” – remember only the part after the but\nneed to separate statements and not join with but\nPrivate – vast majority given in private, sometimes not “cool” in front of other students - when in doubt always do in private\n","7":"Share list:\nWhich of these approaches always work?\nDoes every teacher have the same options?\nWhat is the difference between good classroom managers and poor classroom managers?\n","2":"They do have discipline challenges\nAs long as there are students there will always be discipline challenges\nNever allow those challenges to become problems\n","8":"Don’t\nYellArgueUse sarcasm\nTreat students with respect\nStudents we are tempted to yell at have been yelled at so much, why would we think this would be effective with them?\nAs professional adults, we never win an argument with a student … We would like to win but the student has to win\nGreat teachers know it is never appropriate in the classroom… \nFound in the thesaurus for sarcasm -\nmockery\nscorn\ndisdain\ncynicism\nRead from page 28 Twenty-four students on the side of the teacher\n","3":"Establish very clear expectations \nFollow them consistently / Consistently reinforced\nDon’t focus on “What am I going to do if students misbehave?” / Focus on the future\nExpect good behavior\nHave procedures – a consistent way that they expect something to be done\nIn Contrast Rules\nOften focus on undesirable behaviors\nMade for the few \n","9":"The best and the worst teachers have high expectations for students\nGreat teachers have high expectations for themselves\nThe variable is not what teachers expect of students\nThe variable – what really matters- is what teachers expect of themselves\nThe main variable in the classroom is the teacher – the only behavior in the classroom that the teacher can control is their own\n","4":"Very few rules and lots of procedures - both stated in positive terms\nProcedures are rehearsed over and over\nWhen a student “forgets” they are gently reminded\nWhen more than one student is forgetting the procedure there is re-teaching and practice\nActions communicate that the teacher assumes they have simply forgotten and need a little more practice and it is handled quickly and effectively\nFor repeat “forgetters” they used short private conversations (0bserved in teachers of all ages) \nStudent told that the teacher would be happy to provide as much practice as necessary to help the student become proficient\nConsequences used as last resort and rare\nEveryone knows what to do and how to do it. \nFour prompts: Tell them what they were doing, ask them what is the expectation, have them show you the behavior, ask if they need more practice \n","10":"Treat everyone with respect – \nEven the best teachers may not like all their students – but they act as if they do.\nIf you act like you don’t like them, then it doesn’t matter how much you like them\nIf you act like you like them, then whether you like them at all becomes irrelevant\n"}