Teach Like a Champion

Mere som dette

The Civil Rights Movement

af Laura McGuire

Chapter 3 - Internal Controls

af Matt Rich

iGCSE Geography

af willwilliams Williams

Osteomyelitis

af Daniel Case

Book Study: Teach Like a Champion

Next to each technique is a note that explains what the technique entails. Click on the technique for the week and press tab. Pick your color, and write a reflection about the technique and how it applies to your teaching and classroom.

You can also use the tools on the left side of the screen to add media, link, and resources that enhance or elaborate on the technique. (See "100%" for an example of an attached youtube video)

Sources

Technique Descriptions gathered from . Teach Like a Champion Notes. Walker, MN: Walker Hackensack Akeley School District, Print.

Week 15

I do the same thing for each class when they walk in. I count down from five and ask for slant, then we do a few DO NOW problems on the baord. Next, I will have a warm up like typing practice, and we will cover the assignment. The students have the rest of the time to finsih the assignment. Keeping this routine set definitely improves classroom management.

With my younger students, things sometimes change from week to week (ie materials, lesson type), but they know the basic entry routine. Do they follow it?

Technique 28 Entry Routine

Make a habit out of having efficient, productive, and scholarly routines after the greeting and as students take their seats and class begins.

Students know the routine by coming in to class, sitting down, and being ready for our Do Now question. They read the board objective and are ready to proceed with the lesson after entering the room. They will get a point in "Slantball" if this is done right away.

Every one of my classes has a very similar routine. We start the class with threshold, stand on the baseline, SLANT, and then Do Now. I like to have music playing for them to listen to while they are waiting for me to finish threshholding.

I have a pretty solid entry routine in my classroom. Students know after threshold to go to their assigned seats and to begin their do now for the day. This gives me enough time to shake every students hand and take attendance before beginning our day.

I do have some songs for the students to learn things like internet safety and the qwerty keyboard. It does make a difference to vary the way we sing it to increase retention of the materials covered. I also really like the flocabulary website for this.

Some classes are better with this than others. I love the classes that can do something silly or performance based in a lesson, but still know when to turn it off. I often avoid vegas when I am not sure if a class can pull it back together.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Technique 27 Vegas

Thirty second interlude when students do the action verb shimmy, sing the long division song, or compete to see who can do the best charade for the day’s vocabulary word, dramatic summary. ….

Design Principles:

Production values. Performers vary their tone and pace, occasionally whispering for emphasis, later speaking in a booming voice, sometimes speaking very slowly, sometimes racing along.

Like a faucet. Jazz up a study of something by letting students literally ooh and ahh whenever one of the items was mentioned. Like a faucet, it has to turn on and then off. (Making a faucet motion to turn off)

Same objective. Vegas has a specific learning objective and should have the same objective as the lesson.

Chorus line. Everyone has to know the words and steps just like a chorus line.

On point. It needs to managed so that as soon as it is off point, the behavior is corrected.

I change popular song lyrics to my lessons for students to catch on fast. This works great and the students sing along too. Very wise choice in music class.

I play music often during our activities in class. Whenever the cha cha slide or another dancing song comes on, I have the students stop what they're doing and go along with the song. The students enjoy the short break from the activity we are doing that day. The songs add rhythm and dance into the lesson which is a part of P.E. that is often overlooked.

I have added "vegas" to a few lessons by incorporating songs to help remember words or concepts. I have found that students really enjoy it and it helps trigger the memory when I start singing the first couple verses of the song, students chime right in.

Week 14

I use this often with my older students, especially with critiques in class. I try to give students time to get their thoughts together before they have to talk in front of the group. I also think that I get a more accurate response, before they are influenced by others opinions.

Technique 26 Everybody Writes

Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. (I write to know what I think.)

6 Benefits:

1. It often allows you to select effective responses to begin the discussion since you can get an idea of what they are writing by looking over their shoulders.

2. It allows you to Cold Call.

3. It allows you to give every student, not just those who put up their hand fast, a chance to be part of the conversation.

4. Processing thoughts in writing refines them.

5. You set standards or steer students in a direction you think especially fruitful.

6. Students remember twice as much of what they are learning if they write it down.

I like to start class sometimes with a writing prompt, especially for the older classes who have blogs this year. OFten I will choose a debatable topic and the writing allows the students time to plot out their ideas before we discuss as a whole group.

There is not much writing in my class. Although, I had everyone write down their fitness goal and how they would reach their goal. After everyone wrote down their answers, we discussed goals and how to achieve the goals.

This sounds pretty good. I will give this a try, I don't do a lot of writing in music but I just may

This just reminds me of artists that usually sketch first to get thoughts/images in order.

Wait Time

Technique 25 Wait Time

Delay a few seconds after a question before asking students to answer. You can enhance wait time by narrating.

*I’m waiting for more hands, I’d like to see at least fifteen hands before we hear an answer, I’m giving everyone lots of time because this is tricky, I’m seeing people jotting thoughts down- I’ll give a few seconds for everyone to do that, I’m seeing people go back to the chapter to see if they can find the answer-That seems like a good idea, page 136 for more.

Wait time is something that I am working on. Since we do not get much time with the students, I typically tend to call on one of the first few hands I see go up. However, I realize this does not give all students a fair chance to answer so I am working on improving my wait time.

I will make sure I always leave a few seconds for wait time before asking students to answer. I know that sometimes I ask a student right away to answer instead of allowing everyone to think about the question.

I like giving time for other students to think. I use this strategy everyday

I often move too fast and do not leave wait time like I should. I still remember student teaching and being told to give the students time to respond.

Week 13

Pepper

Technique 24 Pepper

A teacher tosses questions to a group of students quicly, and they answer back. The teacher does not slow down to engage or discus and answer. If it is right move on to a new question or ask another student if it is wrong. Great warm-up activity. Perfect for filling in a stray 10 minutes. It is a game. Pull out popsicle sticks with names. Realize you can still call a different name than on the stick. Picking a stick slows you down.

You can go head-to-head. Around the world. Or a sit down. Students earn their seat by answering correctly or do the reverse.

I use a game similar to this when reviewing for quizzes. I would like to use this concept with the older kids, I think they would like the speed of this game.

I like this technique. This is a technique that I have not used, but I will start incorporating it into my classes. I think playing a game of pepper in class will be something the students will enjoy. Students have to get the answer right before they can get a drink of water after we warm up.

Sounds fun, I will give it a try. I can tie it into my Slant-ball game by earning runs with right answers

I could use this with #s instead of names, too many students.

Call and Response

Technique 23 Call and Response

You ask a questions and the whole class calls out the answer in unison.

Three primary goals:

*Academic review and reinforcement.

*High energy fun.

*Behavioral reinforcement.

The 5 types of Call and response listed from least intellectual rigor, to greatest.

1. Repeat. Students repeat what their teacher has said or complete a familiar phrase.

2. Report. Students who have completed problems or questions are asked to report their answers back. (On three, tell me your answer to problem number three)

3. Reinforce. You reinforce new information or a strong answer by asking the class to repeat it. (Yes, Paul, that is the exponent. Class, what is this part of the expression called.)

4. Review. This asks students to review answers or information from earlier in the class or unit.

5. Solve. Most challenging and most rigorous. Teacher asks class to solve a problem and call out the answer in unison.

Plan to use a specific signal (Class, Everybody, One- Two, or even a nonverbal signal like a finger point.)

Students should know if the question is Rhetorical, about to be directed to a single child, awaiting a volunteer, or asked in anticipation of full class call and response.

Three ways to adapt and apply Call and Response.

1. Combine it with cold call.

2. Jazz it up by asking subgroups within the class to respond in unison to cues. Boys or girls. Left side or right side. Front or back.

3. Add a physical gesture.

Three risks and downsides.

1. It can allow freeloading. They fake it by moving lips. You could add a gesture to the response.

2. It does not provide effective checking for understanding.

3. It reinforces the behavioral culture in your classroom only if it’s crisp. Try again if response is not crisp.

I use this occasionally when I want to quickly review before starting an activity. I like it because it give me a quick assessment/understanding check.

I use this literally almost everyday in my classes. It is an effective way to review new material.

I use this with my elementary classes when going over rules or when we are learning key words to break down a skill.

Call and Response is a form of music. So we do a lot of it through songs, and also do a lot of it through instruction

I use this often with instructions that I really want to stick in their head. I have not used this as much with content, but perhaps I should.

Week 12

Cold Call

Technique 22 Cold Call

In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands.

*Allows you to check the understanding effectively and systematically.

*Increases speed in both the terms of your pacing and the rate at which you can cover material. (You are not waiting for volunteers)

*Allows you to distribute work more broadly around the room and signal to students not only that they are likely to be called on to participate, and therefore that they should engage in the work of the classroom, but that you want to know what they have to say. Cold call is NOT chastening or stressful if done correctly.

*It will help you distribute work around the room more authoritatively. You make me accountable.

Author says the single most powerful technique in the book is Cold Call.

1. It is predictable. Use it a little bit every day instead of inconsistently.

2. It is systematic. Should not carry emotion. It is the way we do business here. Everyone should be involved. It is not punishment but instead a chance to shine.

3. It is positive. Don’t use it to catch someone. You want students to succeed.

4. It is scaffolded. Especially effective when you start with simple questions and progress to harder ones, drawing students in. Unbundle or break larger questions up into a series of smaller questions.

Three varieties:

1. Follow-on to a previous question. Ask a simple question and then ask the students a short series of further questions (two to four) in which her opinions are further developed or understanding further tested.

2. Follow-on to another student’s comment. This reinforces the importance of listening to peers as well as teacher.

3. Follow-on to a student’s own earlier comment. This signals that once the student has spoken, she’s not done. Sue, you said earlier that …..

Cold Call can be hands up/hands down. Move between hands and cold calling at your discretion.

Cold Call can vary in terms of when you say the name of the student you’re calling on. Most common and effective is to Question. Pause. Name.

Sometime you may want to help prepare someone with processing delays by precall. Tell the student that he or she can be expected to be called on later in the lesson. This could be done privately. You may want to use precall when coming out of a sequence of Call and Response 23, when students have been calling out answers in unison.

Cold Call responds well to mixing with other engagement techniques like Call to Response.

You may want to give a talk the first time you use Cold Call. Remarks should explain the what and why.

I do this all the time, but only when reviewing concepts that we have learned previously. It forces them to be paying attention and remain engaged in the lesson.

I am trying to do this more often in my class. It increases the attention of the class and alerts students that anyone can be called on at any time. I am finding that I have to combine the No Opt Out theory with this though, to avoid the "I don't know" answers.

I usually call on students that volunteer. Now I will start calling on students systematically to make engaged participation the expectation.

I love doing this and it keeps the attention stronger

I should start using this more. I tend to mostly call on studdents that volunteer. I do try to catch someone off guard oncce in a while

Take a Stand

Technique 21 Take a Stand

*Whole class-Stand up if you agree with..or directed to an individual-That’s not right, is it Sue.

*Evaluative-How many people think Sue is right?

*Analytical-How could she check her work to see if she’s right, Sue?

*Verbal or signaled through a gesture-Show me with your hands which answer choice you think is correct. (Can do it with their heads down)

Realize that it is not so much about asking if students agree but following up on their answers to inform your teaching and make students accountable for mentally engaged judgments. Make students defend or explain their positions with predictable consistency. They defend their response if it was right or wrong to see their thinking.

You have some cultural work to do in making sure your students are comfortable exposing and discussing, especially when it was wrong. Praise and acknowledge students.

I use the thumbs up or down signal for this. It is great because it gives me a quick assessment of understanding, but also allows them to check their thinking, and learn from each other.

I mostly use this technique during my do now's or when we are talking about other cultural practices. I often have my students compare and contrast our culture to the culture we are learning about. I then ask them to form their opinion on the subject and why they feel that way. This concept is difficult to do when are focusing on the language component of the class.

This is a technique that I do not use vey often although, I plan on using it more in the future. It can be an easy technique to use to find the students that understand or do not understand. It is a great way to get every student engaged in the lesson.

I like having students raise hands if they think a student is right. Then I ask the students raise your hand if you think they are wrong. This helps me find the students who do not understand something. I ask them to explain why they think it is wrong. There I can identify most times where they got mixed up and lost. I guide them back at the point they missed.

I have been using this when we discuss do now questions to get everyone involved.

Week 11

Exit Ticket

Technique 20 Exit Ticket

End lesson with a final At Bat.

*They are quick: one to three questions.

*They are designed to yield data. You can see what they are doing wrong.

*They make great Do Nows. (#29) Start the next day analyzing and re-teaching the Exit Ticket when students are struggling.

I started doing this with the website socrative.com. The students don't have to have an account, they just type my room number in, and I start the exit ticket. They have to tell me what they learned that day, what they struggled with, there is room for a practice problem, and any questions they had at the end. I really like this system.

I tend to do this on days that have extra time. I have the students clean up and turn in their work, then I ask questions about the different words or culture practices we have learned about not only on the current day but previous classes. If the student answers correctly, they can line up. I go around the room until every student answers correctly. This also helps me check for understanding.

This is a good way to recap the lesson and to check for understanding. I ask questions, but I do not have the students write down their answers and turn in. I think I will try Mr. Park's idea and let the students who answer correct line up first.

I love doing this at the end of class. Before lining up I ask questions about our lesson. I let the students who answer correct line up first.

This would be a challenge in my room. At the end of class, I am worrying about clean up. On busy days/messy days, I just can't squeeze anything else in.

At Bats

Technique 19 At Bats

Want to know what single factor best predicts the quality of a surgeon? It’s not her reputation, not the place she went to medical school, or not even how smart she is. The best predictor is how many surgeries of a particular type she’s done. It’s muscle memory. Repetition.

Repetition matters. Students need to practice over and over. Go until they can do it on their own. Use multiple variations and formats (Students should be able to solve questions in multiple formats and significant number of plausible variations and variables). Grab opportunities for enrichment and differentiation. (As some students demonstrate mastery faster than others, be sure to have bonus problems ready for them to push them to the next level).

• Go until they can do it on their own.

• Use multiple variations and formats.

• Grab opportunities for enrichment and differentiation. Be ready to move some to the next level with bonus problems.

On computers, repetition is key. I always remind the students that the only way they will be able to type quickly is to practice. I have them perform basic computer skills in every project. (I teach copy/paste, and they must use that skill for the rest of the year, etc)

As a language teacher, I believe repetition is key. This is difficult at times, seeing that I do only see the students once a week, a lot is lost within that week. I assign students to practice the words at home as homework, but only a select few do this. So, I have found that taking the first 5 minutes or so and reviewing what we have been working on is beneficial in the long run to gaining fluency within the target language.

I like this technique. It is all about repitition and practice. I like to emphasize to the students that it is okay you are not successful at first. Keep trying until you finally get it and when you finally get it, keep practicing. I like stations for this reason. Students practice a skill for a limited amount of time while I observe and give positive reinforcement. If a student is above level, I will challenge them to try a more difficult task. Students that have a hard time performing a task, I will have them try it at a slower pace.

I said the same thing in a previous post that Pigott just mentioned. I am finding the same thing as she mentioned

I think this is hard for us because we only see students once a week. We can repeat lessons/questions while we have them but it will be a whole week before they are with us again.

Week 10

Check for understanding

Technique 18 Check for Understanding

(and do something about it right away.)

Used to determine when and whether students are ready for more responsibility and when they need material presented again. Good drivers check their mirrors every 5 seconds.

Gathering Data.

I do this frequently in my class. I always end teaching (before doing the activity) with "does that make sense?" and asking for questions.

I use both gathering data and observation in my classroom. When I teach new words or new concepts about the culture/language we are focusing on I am constantly asking questions to check for understanding. When I give the assignment, I explain exactly what they need to do, ask for questions and then circulate room to see how students are doing. If I notice the same question is constantly being asked, I stop the whole class, explain the question and then release them to start working once again. When working on the new words, I typically use observation. I always give the students a few minutes with their tables to practice saying the new terms. I circulate the room making sure the students are using the correct pronunciation and help with any concerns they are having.

In the gym, I ask the students question to check for understanding. Once we begin the activity, I am constantly checking for understanding through observation. When I see students that clearly do not understand I will pull them off to the side and reteach in a different way. If most of the class does not understand, I will stop the class and reteach the lesson.

I am with Pigott on this one.

Most of my checking is done through oberservation. I find it difficult to think about my subject and standards in questions.

Ratio

Technique 17 Ratio

Push more of the cognitive work out to students. A successful lesson is rarely marked by a teacher getting a good intellectual workout at the front of the room. Push more of the cognitive work out to students. Feigned ignorance-“Did I get that right you guys?” or “Wait a minute, I can’t remember what’s next!” Also unbundling-breaking one question up into several-can be especially useful.

10 effective methods for upping your ratio.

1. Unbundle. Break questions in to smaller parts to share the work out to students.

2. Half-statement. Rather than speaking in complete ideas, express half of an idea and ask a student to finish it.

3. What’s next? The fastest way to double the number of questions is to ask about process as often as product.

4. Feign ignorance. Can I just add the numerators?

5. Repeated examples.

6. Rephrase or add on. Ask students to do this.

7. Whys and hows. This forces more than 1 word answers and students do the cognitive work.

8. Supporting evidence. Ask students to constantly explain how the evidence supports them.

9. Batch process. (Playing Volleyball)

Structure so the ball comes back to you at frequent and regular intervals. Younger students may not be intellectually prepared. Use carefully before high school. Teach habits of discussion first. *I agree with x because … *I want to say more about what you said … *That’s true because …. *I understand what you’re saying, but I have a different opinion… * What evidence can you give to support your opinion?

10. Discussion objectives. This keeps the discussion focused and productive.

Remember to keep the student thinking productive. A lot of thinking about something they have not mastered or learned may have students doing a lot of thinking but not a lot of productive thinking. Keep their thinking focused and productive.

I really like this technique. I always try to push them to take their learning even further. I want themto question everything, and if the students seem to understand a concept really well, I will take it further by asking "why" or having them explain how.

I like this technique. It makes me remember that learning is student based, and ultimately they should be doing more of the talking than myself. I often do this when we are reviewing material from last class or doing examples on the board. It helps me evaluate if my students are understanding the key concepts or if I need to break everything down more.

I always push the students to give more. I never take a yes or no answer or short answers. I tell my students do not give me an answer unless you are ready to hit me with WHY! I made this a rule for our Slant-ball game. Giving me the fullest answers will result in a home run hit.

This technique is giving me new ideas to try in the gym. I like to focus on how to perform a skill and why it is important in a certain sport. I have learned that there are many other ways I can push the students to use their brains more. I just need to make sure the students stay on task, stay focused and stay productive.

I like the volleyball (in 9) analogy here. I especially appreciate the prompt given in this section and hope to incorporate these in class especially with my older students. Too often they sit quietly.

Week 9

Break it down

Technique 16 Break it Down

One of the best ways to present material again is to respond to a lack of clear student understanding by breaking a problematic idea down into component parts.

*Provide an example

*Provide context

*Provide a rule

*Provide the missing (or first) step

*Rollback (Sometimes repeating the answer back to student is enough for them to recognize their error)

*Eliminate false choices

I think it is essential that I break down the steps of a project for my students. Often, on computers, the steps for a project are long and involved. I want to work on making tutorial videos where students can watch a screen recording of what to do when they are stuck, so they don't rely on asking for clarification as much.

I as well do this with my do now's. Since the purpose of the do now's is to help prepare my students for the MEAP and other similar tests, I always go through my thought process or have students explain their thought process so those that are struggling can see what steps were taken to solve the question.

Do Now! I do this a lot when teaching music theory concepts. I repeat it over and over and then go around the room calling on people to answer my questions within a snap. They love this cuz its fast and exciting

This is a very good technique to use during the do now questions. This is also a good time for me to practice this technique. This is a technique that I need to work on during class. At times, I find myself repeating the same question to students looking for the correct answer. By breaking down the question, I can help build up the student's knowledge to get to the correct answer.

This helps particularly with the do now questions at the beginning of class. Sometimes I think students need the questions broken down this way because they may not be used to this content in my room.

Circulate

Technique 15 Circulate

Move around the classroom to engage and hold students accountable.

*Break the Plane (Make it clear that you own the room by breaking the plane within the first 5 minutes of every class) It is more obvious to students when you need to break the plane if you don’t do it regularly.

*Full access required (Not only do you need to break the plane but have full access to the entire room. You must be able to simply and naturally stand next to any student in your room at any time without interrupting your teaching)

*Engage when you circulate

* Move systematically (Look for opportunities to circulate systematically-that is, universally and impersonally-but unpredictably)

*Position for power (As you circulate, your goal should be to remain facing as much of the class as possible)

I hardly ever sit down. My students, at all levels need a lot of support on the computers.

With no desks and chairs I move around my room every minute. I am rarely staying in one spot for any period of time. I teach from every spot in my room. The students do well at tracking because they know how I move around.

In my health class, I would always break the plane and circulate at the beginning of class. I would not circulate as much during the rest of class. I will work on circulating more throughout the class with my future health classes. I am constantly circulating with my classes in the gym.

I feel like I do a pretty good job doing this. However, some days it is difficult, especially when learning new words that requires me to write on the board. On these days, I try my best to ciruclate when students are practicing saying the words with their tables.

I try to circulate as much as possible. Some days I feel like there is just so much to be done that I can't get around the room as much as I would like.

Week 8

Board = Paper

Technique 14 Board = Paper

Model for students how to track the information they need to retain from your lessons; ensure that they have an exact copy of what they need.

(Teach them how to take notes)

Seeing that I teach a language class, I often have students take notes or fill in charts to help learn new words and rules. I have learned that it is best, even with the older kids, to create guided notes. This was I know the students are filling in the information I think is important, not what they think is important. Ultimately, we are preparing the students for college by showing them and guiding them on how to take good efficient notes through modeling them.

I do this with some things, but students do not often take notes in my class. One example of a way I make the board = paper is with my 6th grade bloggers. I will often have an example of waht they post.

I do a lot of hands on in music. I do not require much of note taking but participation. I use this with middle school and high school. I give them tips on what helped me in school with note taking

This is a great technique that I used in my health class. I used KWL charts, T-charts, and topics with subtitles. These are tools that would help me guide the students with their note taking. Also, using this technique helps them focus on the more important ideas or facts that they need to know.

We also talked about this one in our meeting. I am the bad note taker. :-( This meant that I had to work a bit harder to get good grades.

Name the steps

Technique 13 Name the Steps

(Superstars don’t always realize what they are doing -the steps- to be successful.

When possible, give students solution tools-specific steps by which to work or solve problems of the type you’re presenting. This often involves breaking down a complex task into specific steps.

1. Identify the steps. 2. Make them sticky (Create a story or an acronym to make them memorable. 3. Build the steps (Name the steps or come up with them). 4. Use two stairways (What is the step and what is the solution from that step).

I need to work on doing this more in my classes. Often, I'll go through the steps of something a few times and set them loose to complete it, guiding them through observation as I walk around the room. I leave the directions on the board, but often they are legnthy.

I know I need to keep thinkign about this strategy,. I know I can do better at breaking the steps down even smaller. With one hour once a week, you lfeel like you do not have the ability or time to do this.

In the gym, we are always practicing new skills and playing a variety of games. I break down every skill using keywords to make it easier for all students to learn how to perform it. I explain the game using simple steps for students to understand the game better.

I feel like I do a pretty good job breaking things down into steps because this is primarily how I learn. I tend to remember to break everything down into the simplest form possible and slowly build on that idea.

I know we talked about this in our house meeting. In the past and still once in a while, I will forget to break things down into manageable steips for the students. This often results in projects that do not come out quite as expected.

Week 7

The Hook

Technique 12: The Hook

Use a short, engaging intro to excite students about learning.

Examples: Stories, analogies, media, challenge, riddle, picture, song

I do this all the time with almost every class. I love showing videos to peak their interests, as well as having them take polls, doing science demos, etc. I find that if I can catch their attention right at the beginning, it is much easier to keep ith throughout the class. It also creates meaning for the assignment, and makes the task more authentic.

With the lower El. I have the students sing Blue bird song. I wanted to see how important it was after a while to the students so I didn't do it right away and most of the students said something about it. So I know it works good. With the older students I try to have "Papa Parks" time where I tell a musical experience story. It doesn't happen every class but they love it. Sometimes I use it to just work out student conflicts happening in class. I share the importance of band members working together

I like to use music as a hook when the students walk into the gym. The music gets the students in a positive mood and many students like to dance to it. Sometimes, I will tell a short story to explain a game to the younger elementary students.

This technique is excellent. It draws the student in and helps gain interest. I have found that working with elementary students the kids really enjoy it.

I do this alot with younger students but not as often with older classes. The few times that I have with my hs class, they did seem to like the change in the class.

Draw the map

Technique 11: Draw the Map

The classroom layout often doesn't change even if the critical parts of the class period involve taking notes on what the teacher writes on the board and the students stay in groups facing each other.

Walls should avoid clutter and over stimulation. Posting a tool should help students review the skill it explains and will use it frequently. Student work is less important to post, but you should still post some. Post work that is both exemplary and provides a model to other students. Make comments on posted student work that give specific examples of where the student succeeded. (Instead of "good job" in the margins, write "good job starting your paragraph with a topic sentence.")

My walls can be considered cluttered by some. I also need to work on posting student work that is exemplary, rather than posting an entire class' work at a time. My struggle in this area is making the time to change bulletin boards.

I do not have desks. I tried to use chairs but it takes up the whole room and we cannot move around or get instruments out. So the students sit on the floor and this makes class hard sometimes in a lecture situation. I have been realizing I need to just have instruments set up before they come in and they seem to understand how class is going to work just from the instrument set up.

I have the students come in and get into their group lines every day. These group lines give them enough space to safely warm up without coming in contact with other students. Since I am in the gym, I can quickly and easily move students around for a better learning environment. I like to use students that perform a skill or a task perfectly as models for others to see and learn from. I need to post tools in the gym to allow students to review it and use it. An example could be key words to dribble a basketball.

I do understand what the author means when he says to create a layout in the classroom that will be teacher focused. I like having my desks in tables because then it is easier for group discussions however I do notice that it is difficult to keep the students focused that have their back to me. I also am going to start trying targeting specific things they did good or great on versus just putting great work. This will help the students see what areas they excell in.

I like the feedback that can be offered on student work. I don't like to write on their work, but it would be nice to put a post it on some work and describe why the work is exceptional.

Week 6

Double Plan

Technique 10: Double Plan

It is as important to plan for what students will be doing during each phase of your lesson as it is to plan for what you will be doing and saying. A strategy for planning like this is to make a T chart with you on one side, and the students on the other.

This is constantly on my mind even when I am not lesson planning. I am teaching an art form. I do not want to teach something the wrong way. So I go over my lessons and think of ways to give the students visuals. Maybe youtube clips of the musical concepts or performing groups for the students to watch, maybe I have to bring in my trumpet for certain lessons. Always double planning, perhaps triple planning LOL

I do not use the T-chart when planning. However, I always plan for what students will be doing during each part of my physical education classes. Double Planning is a technique that I do without even thinking about it. My class is focused on what the students are doing throughout the entire lesson.

I think I do really well with this. Since I have no textbooks I am always planning how my students are going to record and organize the new concepts introduced.

Double Planning is not something I consciously do, but it is important to know what your students are doing at all times. I think it's helpful to have that field in our lesson plan templates.

I think this comes much easier the longer that you teach. I don't write it out, but I have much more experience now and can predict. My biggest struggle is always trying to keep students using the same materials at the same time, not having some finish in 10 minutes and others that need 2 class periods.

Shortest Path

Technique 9: Shortest Path

The simplest explanation or strategy is the best. Champion teachers are generally inclined to make their lessons motivating by switching among a series of reliable activities with a variety of tones and paces. The terrain always changes, even on the shortest path between two points.

I make activities for the students to play music or concepts we are learning on instruments. I will teach the concept and sometimes demonstrate it for them first. Then allow them to do it on their own. Music is a field of exploring, trial and error, creating, improvising. Not many short paths in music, biut I do try to make it simple for the students under level.

I will make sure I use the shortest path to reach the objectives in class. Keeping the path simple for the students will make it easier for them to learn the objective. I like to use cues or key words to make objectives simple for the students to understand.

This is important when teaching new concepts to students. If I keep the concepts simple and to the point I find the students remember them better than if I drag them out a lot. I still think its important to elaborate when needed but to make sure the objective is always clear and supported with a simple explanation.

I think this one is really important when it comes to computer skills. A lot of the time the tasks that I want them to complete involve a lot of complex steps. Delivering them in a way that is memorable and simple is essential.

I have a pattern with the younger students, but find it more difficult with the older students. I could probably expand on how I teach the hs and ms. I am usually just relying on creating in my class.

Week 5

Post it

Technique 8: Post It

Put your objectives in a visible location in your room- the same location every day- so everyone who walks into that room, your students, peers, admin etc, can identify your purpose for teaching that day in kid friendly terms.

Have been doing this from day one! Always a challenge trying to word it in "kid friendly" language. I try

In the gym, I will make sure that all of my objectives are posting in kid language on the white board for everyone to see.

I have all my objectives written in kid language on the top part of my white board for students to see each day. I begin most lessons by reviewing the objective with the class before proceeding with the lesson.

I think I do this well. I try to always post my objectives as "we will..." sentences that use vocabulary that we are covering. I also like to decorate my board objectives with different colors and pictures (usually pictures of robots..)

Got it, though not always in kid language.

4 MS

Technique 7: 4 Ms

Objectives should meet 4 criteria. ( A great lesson objective and therefore a great lesson, should be manageable, measureable, made first, and most important on the path to college.)

Manageable. Should be of a size and scope that can be taught in a single lesson.

Measureable. Success in achieving it can be measured, ideally by the end of the class.

Made first. An effective objective should be designed to guide the activity.

Most Important. It should focus on what’s most important on the path to college. It describes the next step straight up the mountain.

I follow a music book for each of my k-6 grades that have lessons designed for meeting the 4 M's. Sometimes it is tough to get through each lesson in one hour but we never throw it out, we finish next time. These objectives taught absolutely guide the path to music in college if they should ever pursue music. In my high school classes I teach music theory in a intro to college manner. I Was not fortunate enough to learn the music theory in high school and when I went to college I was lacking a lot of my skills. Musical talent is great and I have it, but I did not know the theory part and it hurt.

I try my best to make sure that my objectives meet these four criteria. I feel like I am good at meeting these criteria but, I know I have some room to grow.

As a new teacher in a subject area I have never taught before I believe this strategy helps me focus on making my objectives effective.

I feel like I do this pretty well. Most of the projects that I do with students on the computers meet all 4 Ms. I feel that computer skills in general are essential for success in higher education.

This is really hard to apply to art, especially with the older students. Lessons go on for several classes, especially the ones that the students really enjoy like making masks, paper mache,...I feel that these experiences are too valuable to give up.

Week 4

Begin with the end

Technique 6 Begin With The End

When planning, progress from unit planning to lesson planning. Begin with the objective so instead of thinking what will my students do today, think what will my students understand today?

The unit process:

Refining and perfecting the objective based on the degree to which the objective the day before was mastered

Planning a short daily assessment that will effectively determine whether the objective was mastered

Planning the activity, or, more precisely, a sequence of activities, that lead to mastery of the objective

In short- Objective, assessment, activity

I try to bring in the previous week's lesson when appropriate but it seems like most students forget about the lesson over a week's time. This is hard to do as a once a week class, but for sure it works better with my high school class I see everyday.

I am constantly changing and improving my lesson plans for my units. Planning is much easier when I start with the unit, and create lesson plans to match the unit. Starting with the objective for the day, helps when planning for my lessons. This technique is essential for my growth in becoming a great teacher.

As a new teacher, I believe that this is one thing that I am stuggling with. Even though I believe I am getting better at this as time goes on, I still find myself planning an activity then trying to find a standard that fits it. Reminding myself to start with the standard first saves both time and energy when lesson planning. I feel with more teaching experience this will be something that will get better in time.

This technique seems really obvious, but it's actually quite hard to follow through with. What I struggle with is time management. I will plan out a whole unit, and realize a few lessons in that I have to take things out, move things around, and even completely rework lessons. I think that as I gain more teaching experience it will be easier to organize my units in ways that will work.

I feel like I struggle with this a bit, especially if I am also trying to make sure that it applies directly to the standard and is in kid language on the board.

Without Apology

Technique 5 Without Apology

We can unwittingly apologize for teaching worthy content. There is no such thing as boring content!

Four ways we are at risk for apologizing for what we teach:

*Assuming something will be boring.

*Blaming it. Don’t put the appearance of content in the class on an outside entity. (administration, state..)

*Making it “accessible”

Assuming something is too hard or technical for students is a dangerous trap. Sticking with kids, telling them you are sticking with them, and constantly delivering the message, “But I know you can,” raises a student’s self-perception.

I don't think I apologize over the content I am teaching. Sometimes I apologize by saying "I'm sorry you feel that way about class".

There will be no more apologizing from me for teaching worthy content! I will try my best to make the lessons interesting, exciting, and inspiring for the students in all of my classes

I have caught myself apologizing to the class before for "boring" material. After reading about this I realize how mixed of a message I am sending students by making statements like this so I am working on not mentioning this as well as trying to make that "boring" material more exciting.

I am definitely guilty of saying things like "I know this part is boring, but it's important to learn so we can get to the fun stuff." I get how this sends the wrong message to the students, and how many of them may not find what we are doing boring. I will work on reframing the above statement.

I am definitely guilty of this. I just tend to overapologize in general though.

Week 3

Format Matters

Technique 4 Format Matters

Use Format matters to prepare your students to succeed by requiring complete sentences and proficient grammar every chance you get.

Grammatical format ( Correct slang, syntax, usage, and grammar in the classroom even if you believe the divergence from standard is acceptable, even normal, in some settings, or even if it falls within a student’s dialect. Identify the error ( We was walking… allow student to self-correct.) or begin the correction… We were ..)

Complete sentence format. Provide the first words of a complete sentence, and remind them to use complete sentence before they start.

Audible format. In class discussions, if it matters enough to say it in class, then it matters that everyone can hear it. Insist that peers make themselves audible. Say voice instead of, “We can’t hear you in the back of the room, would you speak up please?” Speaking up is an expectation, not a favor.

Teaching k-12 everyday I see a wide range of slang talk in the classroom. During threshold I get slang greetings which I correct on spot. In the classroom I tend to correct the student right away more than let students correct each other. Sometimes students do correct each other but a lot of the times the students think incorrect grammar is the "right way". I also use the complete sentences talk to tie in with my music class on how to sing, play, and compose phrases of music. It must be complete and make sense.

In this day and age, students are too familiar with text language and other slang. As teachers, we need to constantly make sure students use complete sentences verbally and in writing. Proper communication is an important skill that students need to continuously improve.

This is an important concept to remember to stress. As teachers, it is our job to not just educate our students but to teach them how to become successful active citizens. Each time they answer a question orally or in writing it is important to stress to use proper grammar and complete sentences. The more and more we do this each day, the more natural it will eventually come for each student.

On computers, it's easy for the students to think they can get away with not using proper grammar and writing conventions. When students tell me they are done, I always go look at their work, and the first thing I tell them is to go back and edit to fix punctuation, grammar, and spelling errors.

I think teachers do this automatically, especially when we are listing information on the board that is coming from students. We will just tweak what is being said. Last year I had a student comment "Why do teachers always do that?"

Stretch it

Technique 3 Stretch It

The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. This technique is especially important for differentiating instruction. This helps the teacher check the students understanding and for those that already have mastery can be pushed ahead applying their knowledge.

Ways to stretch it:

Ask how or why (how did you get that)

Ask for another way to answer or get the solution.

Ask for a better word.

Ask for evidence. You don’t have to agree with them, just ask for proof.

Ask students to integrate a related skill.

Ask students to apply the same skill in a new setting.

With my do now's and my lessons in class I use this technique when students are answering questions. I like to know how they come up with their responses or answers. I ask my students how did you decide that or why did you choose that answer. When students cannot give me a reason I move on to another student until they can give me good reasoning behind their choice. After a while, the students started thinking more critical about their choices and its made learning in class better!

I use this technique every time we go over a certain skill in a game. I will ask the students what the key words to perform a skill. Then, I will ask them to show me how to perform it and why the skill is important in the game we are learning.

I like this technique. It helps get the students to the higher level thinking that we want in the classroom.

I also use this frequently in my classroom. It works really well for delving into more complex concepts in a way that they can keep up with.

I have been using this frequently in my room especially with the do now questions. If the question seems too easy for the students to answer, I will follow up with more questions. This also works if you accidentally put up the same do now question. :)

Week 2

No Opt out

Technique 1 No Opt Out (It is not okay not to try)

A sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible.

Four forms:

Format 1: You provide the answer: the students repeat the answer.

Format 2: Another student provides the answer; the initial student repeats the answer. (A variation is to have the whole class answer.)

Format 3: You provide a cue; your student uses it to find the answer.

Format 4: Another student provides a cue (a hint that offers additional useful information to the student in a way that pushes him or her to follow the correct thinking process); the initial student uses it to find the answer.

Three useful cues are:

The place where the answer can be found.

The step in the process that’s required at the moment.

Another name for the term that’s a problem.

Students in the classroom should come to expect that when they say they can’t answer or when they answer incorrectly, there is a strong likelihood that they will conclude their interaction by demonstrating their responsibility and ability to identify the right answer.

I find students answer the questions wrongly and then just give up and let other students answer correctly without trying to learn the correct answer. In my lessons I will pick out the most important concepts, definitions, rules and explain them and go around the room asking the same question rapidly and point at random students to recite the answer I had just told them. I will do this for quite a few minutes, most of the class will be called on. I will move on with more of my lesson and come back later to that same concept calling on students very rapidly. It keeps every studen engaged and it does not give any student the option to opt out.

This is a technique that I will start using more often. I want students to be engaged and to stay engaged in the lesson. If I ask a question and a student is unwilling to participate, then this technique will help the student to be more focused or engaged in the lesson. The student will eventually know the correct answer as well.

I like this one. After reading about it I immediately tried it the next day. I feel like the students are paying more attention with this technique being used. They know that just because they didn't know the answer does not mean that they are done, they are listening to other students because they know I will be coming back to them as soon as the question is answered correctly. I am finding its working really good with learning new words as well.

I use this one all the time. If a student cannot answer a question I like to have them ask a friend around them to help first. Then the first child will answer aloud. I also like to repeat important questions that I just went over to have them recall the answer directly before completing whatever task it relates to.

I feel like alot of these concepts are especially helpful as we are doing the "do now" questions and I am put in some of these situations. I like the prompts given in this section.

I feel like alot of these concepts are especially helpful as we are doing the "do now" questions and I am put in some of these situations. I like the prompts given in this section.

Right is right

Technique 2 Right is Right

Set and defend a high standard of correctness (100%) in your classroom. There is a strong likelihood that students will stop striving when they hear the word right ( or yes or some other proxy).

Don’t affirm a student’s answer and repeat it, adding some detail of their own to make it fully correct even though the students didn’t provide and may not even recognize the differentiating factor. In holding out for right, you set the expectation that the questions you ask and their answers truly matter.

Four categories with the Right is Right technique:

Hold out for all the way. Praise students for their effort but never confuse effort with mastery.

I like what you’ve done. Can you get us the rest of the way?

We’re almost there. Can you find the last piece?

I like most of that …

Can you develop that further?

Okay, but, there is a bit more to it than that.

Kim just knocked a base hit. Who can bring her home?

Another effective response is to repeat the student’s words back to him or her, placing emphasis on incomplete parts if necessary. A peninsula is water indenting into land?

Answer the question

Students need to answer the question you asked, not the one she wished you asked or what she confused it for. (We will talk about that in a few minutes, but right now I want to know about the …..) If you ask for definition and get an example, try saying, that’s an example and I want a definition.

Right answer, right time.

Sometimes students try to show you how smart they are by getting ahead of your questions, but it is risky to accept answers out of sequence. My question wasn’t about the solution to the problem. It was about what we do next. What do we do next? Protect the integrity of your lesson by not jumping ahead to engage an exciting “right” answer at the wrong time.

Use technical vocabulary.

Good teachers develop effective right answers using terms they are already comfortable with. Great teachers get them to use precise technical vocabulary.

Its tough to tell a student they are wrong. I make great effort to tell a student good try or you are close and then move to another student for a fuller answer or the right anwer. If a student is very off with their answer, I will explain to them very quickly what they were thinking about or why that answer was not correct then ask the class to think of the right answer. It is important in class that the students know what is right and what is wrong. Accepting a wrong answer as the right answer will result in confusion of the right answer. I do not want my entire class to believe a wrong answer to be right.

Right is right is about accepting answers that are 100% correct and not giving credit to answers that are partially correct. I need to hold out for the right answer and not accept anything less than 100%. Now that I know about the four categories (hold out for all the way, answer the question, right answer right time, and use technical vocabulary), I can be more aware of how I accept answers to my questions. This will start each day with the Do Now questions.

I have as well been that teacher who will tell the students they are right even if they are just partially right, and then extend their answer. I like right is right because its showing our students that we expect the best from them and partially answered questions is not going to be accepted anymore. I try daily to remind myself of this technique when I am teaching.

I have to admit that I am guilty of telling students they are right when they have not answered the entire question, then adding a detail to make them completely right. Right is right makes sense because it enforces the high expectations we have of our students.

This contradicts alot of what is taught it art. Usually, there is not just one answer in my class. I can however apply it to concepts in my room and do now questions.

Week 1

SLANT

Technique 32: SLANT

Sit Up

Listen

Ask and Answer Questions

Nod your head

Track the Speaker

Hmm, I thought I did this one already, but I guess I'll do it again. SLANT workis very well in my classroom. I especially like that it is a system that is being used school wide. This makes things much easier since we see them once per week, and having seperate behavior systems for each class is confusing for the studetns.

Slant is working well in the music room. I have a 3 second countdown for the students to prepare themselves for the 5 parts that are in SLANT. It works better for me to get the most Slanting out of them by giving the 3 second countdown. Not every situation will have a 3 second countdown but when the students are active in the classroom the countdown does help. When I am speaking and few students are not slanting, the countdown will not be appropriate in that situation.

SLANT is a great attention getter in my classroom. I like that the whole school uses it so it doesn't matter which class is in my room, I can say it and they know what I expect from them. I often point out students who are showing great SLANT, this way students who are not slanting or paying attention remember what they need to do.

SLANT is working great in the gym with most of my classes. It is great for classroom management. I use it constantly with every class. I will ask the class what each letter stands for as a reminder and to make sure the class is slanting properly.

We have all been using slant for a while now. It is usually effective, but at times students need to be reminded what slant stands for. It does not mean simply fold your hands and continue to talk.

Threshold

Technique 41: Threshold

The most important moment to set expectations in your classroom is the minute when your students enter. It is a critical time to establish rapport, set the tone. Greet students at the door with a welcome and a handshake.

Thresholding has been a great way for me to build a connection with the students. I like to use it to reinforce my classroom expectations and rules. I will continue to use threshold for all of my classes to continue building connections with students and to keep setting my expectations for the class.

Threshold is working well in my room. Since I only see my students one hour a week this may be my only chance to look every student in the eye. It also gives me the chance to address any uniform issues. It is a great way to greet my students and begin my class.

Threaholding is going good. I like the ability to check the negative behavior before entering the room. I have the chance to correct the situations or talk about them before they spiral out of control in the middle of class. Showing a welcoming attitude helps a great deal!

I was a little nervous about this technique at first. I thought I would lose time setting up between classes. However, it works really well, and actually saves me time in the long run. I am able to greet each child as they come in, and they are coming in more quietly and getting started right away with their do nows.

I was definitely skeptical of threshold at the beginning of the year. I have found that it is a great way to start classes. It helps me to be a little more centered and "with" the class that is in my room. I am also impressed by some of the great handshakes. Whenever I compliment a student, they often tell me that their dad taught them about handshakes.

Color Key

Kosman

Bezeau

Parks

P'Simer

Pigott

Week 31

Hit Rate

Hit Rate: A hit rate of 100% is not necessarily good unless you are wrapping up a lesson of review. When they get them all right, you need to ask harder questions. However, a hit rate below 2/3 his a problem. Students are not showing mastery.

I try and read the class to see what questions they are ready for. I will start off with easy questions and progress to more challenging ones. I would say my hit rate is around 80%

I feel like I do this well. I always have some kids who are very advance, and some who are behind. I think that this has a lot to do with computer use at home, too.

I feel the simple questions I ask early in the lesson fall below 2/3 because it is brand new to them. By the end of the lesson I am closer to 2/3 but not 100% at the end. Some of these easy concepts of music still are very difficult for some students. I want my team to be power hitters though so I am not going to quit on them

Since these languages are new to most students I find that I never hit the 100 percent hit rate. I do feel like I do need to focus on asking higher level thinking questions in my class.

I have found myself in this situation where I am asking below their level. I just needed to expand a bit, think bigger.

Week 30

Stock Questions

Stock Questions: Ask one sequence of questions in a row. Ask versions of the same question.

I use this technique when we are learning a new skill and with Do Nows. When we learn new skills I will ask many questions on how to perform the skill and why the skill is important in a certain game.

I do this a lot, especially with Do Now questions, We will do several versions os the same problem. I also do this when talking about things like finding search terms for a search engine. i think it's important to practice one skill over and over to reinforce it, so that the next skill that gets built on will be easie.

I like to ask this around the room. See who was not paying attention and who gives a more in depth response

I often do this for rules in languages. Asking and drilling these questions helps students remember easier.

I use the same "stock" questions when describing, analyzing and judging artwork with students. I do more of this with the older students.

Clear and Concise

Clear and Concise:

Start with a a question word (who, what, when, where, why, how)

Limit them to two clauses

Write them in advance when they matter

Ask an actual question (Why does Pat think so?)

Assume the answer. (Ask "Who can tell me..." Not "Can anyone tell me")

I have caught myself asking bad questions in the past. Now, I follow the questions that I have typed up on my lessons. This helps my questions become more clear and concise.

I like to pre-write questions that I will be asking. I think it makes my lessons more clear than off the cuff teaching.

I do this one a lot. I was glad to see something I already do be in a champion style book!

I often write down questions and potential answers to questions students may have in my lessons. I also add ones that I was not prepared for after teaching it for future years.

I like to write them in advance when it is something important. That way, I feel like I am catching those that listen and those that pay attention to what is on the board.

Week 29

Verbatim (No Bait and Switch)

Verbatim: If you restate the question before students answer, make sure you are asking the same thing

I too sometimes repeat the question in a different way so more studetns would get what they were asking. I will have to work on the verbatim technique.

I'm sure I have done this before, but I do not recall ever doing it. It definitely makes sense to make sure you ask the same question to the student and not pull a bait and switch technique.

I like to ask the question more than once in a row before getting a answer just so they hear it Verbatim

I tend to do this. I didn't realize it would be hurting the students more than helping them. I looked at it as rephrasing the question so more students would understand it and then raise their hand. I will now keep this in consideration when quetioning students.

I have heard the bait and switch alot in my own education. I may occasionally do that, but will try to remember verbatim.

Simple to Complex

Simple to Complex: Ask questions that progress from simple to complex

I think this is important to check progress before moving on to more complex details. If students understand a simple thing, I'll make the next question more complex, and continue until I stump them. I love the lightbulgs that go off when a previously perplexing problem suddenly becomes clear.

This is exactly what I do when I create quizzes or Tests for my health class. I start off with simple knowledge questions, and finish with questions that are more complex such as analyzing or evaluating questions.

My last post flows into this. This is why I break my multiple questions down one at a time

I agree with it but, I think this concept is hard to apply in my class, at least with the language portion. With culture I can definitely start with simple then move to more complex questioning for students to see the big picture.

Makes sense. I am not sure if I do this or not, but I will definitely be paying more attention now.

Week 28

One at a Time

3 Strategies for effective questions:

1. One at a time: Have only one question in the question.

Often students will raise their hands for a question and start with "I have 2 questions..etc" I always stop them after the first to fully answer it, and then allow them to confinue to answer the second question.

I have asked multiple questions at once to a class. I have learned that students can easily get confused or not answer both questions I have asked. I really focus on asking one question at a time. If I ask two at a time, I am consciously aware of it and I will refocus the attention on one question.

If I have a few questions I will break it down and focus on one at a time. This is common for me

I am guilty of doing this. I often ask multiple questions at one time and the point then becomes lost or unfocused. I know I need to slow down the questioning so the main question can be explored before moving onto the next one.

I use this technique when emailing people. When you ask too many questions, you often don't get everything that you are looking for anyway.

Work the Clock

Work the clock: Emphasize the importance of every second. Take three minutes to answer the questions in front of you. Pencils down and eyes on me in 5, 4, 3, 2, 1..

Again, I think taht because I use timers for everything in my class, I really do use my time well, and it has had a great effect on my classroom management.

I use this every day and it works extremely well to transition students to the next task. I will acknowledge students more as I am counting down to give attention to students that meet or exceed expectations. I usually count down from five.

I like to set a limit on questions to be asked so I will number 5 questions then close the question time and remind them we have to get our lesson done by this time. I remind students how much time was wasted and how much time we could have had to do a fun activity.

I use this during SLANT. I count down from three, making note of students who are showing SLANT already.

I should probably use this more. I use it when I do centers but could probably do this more during regular class work time.

Week 27

Look Forward

Look Foward: At the end of the class today, one of you will be able to solve this problem. Later we will be making this really tricky, so stay with me.

I say things like "okay, this next part is really important, so make sure you are SLANTing." I also introduce skills and tell the students what kind of projects they will be working on later that will utilize the skill, which gets them more excited about doing it right.

I like to let the students know what we will be doing the following week to get them to look forward. The board objectives allow the students to look forward to the lesson of the day.

I try very hard to keep my "next week's lesson plan" flowing from the class we just had. So I tell them what we will do next week and how this weeks lesson ties into that.

I do this often. I usually write an agenda on the board so students know where we are at and what is coming next. I also explain the activities we are going to achieve that day during the board objective explanantion.

I do this to keep kids "with me". I talk about upcoming projects or how we will expand on what we are doing.

Every Minute Matters

Every Minute Matters: Use every minute for review or questioning

I think my use of timers really helps me with this one. Students know that they have a certain amount of time, and I stick with it. I always leave room for questions, and I am constatnly walking around to help those in need and answer quesitons.

I will make sure I use every minute of class. During the last few minutes of class, I like to have my high school class think of something positive that happened to them that day or something they are looking forward to after school. I can review over the lesson or work on classroom management during the last few minutes of class.

As we line up at the end of the hour, I use it to survey the class asking what we learned. It helps keep the line quiet and we get that recap!

I believe in the concept every minute matters but, I do at times give students a few minutes of free time towards the end of class. I do not do this often, only once and a while when I feel a class has really earned it. When this rare occasion is not occuring and I am waiting for a teacher to pick up their class I often ask students in line questions about the lesson of the day to help review.

I feel like every minute matters but maybe in a little different way in my room. I think there is a little more exploration time in my room.

Week 26

All Hands

All Hands: Get more students involved and engaged in the activity

I use this technique with cold calls in my class. If I feel like not enough people are participating, I will tell the studnet s that I will be cold calling for answers. When I do this, I make sure to give a little extra thinking time before calling students.

Using this technique with cold call is a great way to get transition quickly and involve many different students. This technique will help me manage the off task questions or comments that always arise with the lower elementary students. No hands right now will be a phrase I will use to help stop the off task comments or questions.

I tend to get the same kids to answer questions. When I notice this, I will not call on anyone til I see new hands. I talk to them in an energetic voice saying "come on I now more people know....New hands now"

I use this strategy often in my classroom. I try to get students involved as much as possible. During reading I often do "popcorn" so students are following right along, and if they do not know where we are they clip down. Also, during teaching time I always state no questions unless it has to do with what I am talking about, which helps stop unwanted interuptions(i.e. bathroom, water requests).

I try to get as many students involved as possible. I like when the book talked about upbeat phrases to stop a student that is off track and remind the class of the question or to divert to another student. We all need this especially with the little ones that distracted.

Brighten Lines

2.Brighten Lines: Draw bright, clear lines at the beginning and end of lessons. Get your activities off to a clean start and students will perceive them to be energetic and dynamic

I feel like I have room for improvvement here. I have very clean transitions between activities, but I don't know if they are "bright".

I would have to say that I brighten the lines very well. I will start an activity by saying "go" and finish an activity by saying, show me SLANT in 5, 4, 3, 2, ,1. I will inform the students that when I say go, I would like you to try and hit the balloon 10 times in the air without it touching the ground.

Students come in, do the Do Now, then we go into the lesson. At the end of the hour I refresh and do some cold calls on what we learned. I keep the lines bright

I believe that I do pretty good at transitioning and putting a time limit on activities and sticking to it. I think that there is always room for improvement though. I like the idea of snapping or stomping as a class to show we are moving on.

I feel like I start off well, but I could probably work on finishing up the lesson. I have a hard time getting everyone finished up and ready to wrap up and move on.

Week 25

Change The Pace

6 Techniques for managing the illusion of speed in your classroom.

1. Change the Pace: People of all ages tend to begin losing focus after 10 minutes and need something new to engage them. Switch activities based on the age +2

I usually have 10-20 minute sections of my classes. We'll do a 10 minute do now,followed by a 10 minute warm up, my lesson will be 10-15 minutes, and the rest of the time will be practice, which I try ot make short enough to finish in 15 minutes so student have some extra time to play a game or practice typing.

I use this technique every day. I use quick transitions in-between each activity. I start with a quick verbal do now followed by a 10 to 15 minute warm up activity. I will then get into the lesson or main activity of the class. I finish the class with a cool down which is when I will ask questions to review the lesson. Finally, I will line the students up using an Exit Ticket.

Having students for 60 minutes once a week makes it impossible to change the pace every 10 mins for us. I do however change the pace towards the last 30 mins after I successfully executed my lesson. I can see when they have "checked out"

I have found that when I incorporate multiple activities into a lesson that students are more intriqued and interested but I feel like 10 minutes is not enough time to spend on one activity. I guess it depends on what grade level you are are working with.

I understand changing activities, but 10 minutes is a pretty short time. Projects go on for much longer than that, especially if they are doing a good job. There are always the ones that finish in 10 minutes. That is what free draw paper and color sheets are for.

Normalize Error

Technique 49 Normalize Error

Getting it wrong and then getting it right is one of the fundamental processes for schooling. Respond to both parts of this sequence, the wrong and the right, as completely normal. Right answers: Don’t flatter; Don’t fuss. You don’t want praise diluted by overuse.

I feel like I show this technique all the time. I do have high expectations of my students, and sometimes I introduce projects that are quite difficult. I make sure to tell them that it's about the process, and that I don't expect perfect or 100% complete work given the time we have to do it, but that they try their best. I also frequently point out when I make mistakes, because I think it's important to see that everyone makes mistakes and it's how we learn.

In the gym, students can get discouraged when they are struggling to perform a skill. I make sure that every student knows it is okay to make a mistake. Making mistakes is apart of the learning process. Professionals make mistakes all the time and even they try to improve their skills by practicing.

I feel I say this in every class everyday. Mistakes happen. Its ok to make mistakes but learn from them to better yourself. In music if there were no mistakes, rehearsals would not be needed. Lil' Wayne would not have to rehearse. He makes mistakes! My class loves when I include their favorite musicians when talking about mistakes. They can know people who make mistakes are still successful from how they proceed after the error.

Understanding that getting answers wrong is a part of the learning process. It is essential to stress this is ok and to continue to work to find the right answers. I often tell students that languages other than Spanish I am learning right along with them and when I prepare myself to teach I sometimes may get something wrong. But, the important part is I correct the issue to the get it right and thats what I remember.

I guess part of the reason that I like teaching art is because there is usually not just one right answer. With the do now questions, I feel bad when students get it wrong. I just don't want them to be embarrassed.

Week 24

Explain Everything

I try to explain everything we do in my class, and the reasons why it is important to know. I also end each lesson before they begin their work with "does anyone have any questions?" I like when they ask me why we are doing something, because I feel like when it comes to technology they are absolutlely getting real world skills that they will use constantly throughout their lives.

This technique is essential to students understanding why things matter and how one action affects another. This can help students understand rules and expectations of the classroom.

I love explaining the why parts just to help the students make the full connection from music to everything else in life.

This technique prepares students to be adults by helping them understand there is a rational behind every decision that is made in the classroom. This is important because it helps answer the "but, why?" questions.

I understand this but it makes me think of a few students that always question the reason behind what you are doing even if you do explain everything.

Emotional Consistancy

Technique 47 Emotional Constancy

Say, “I expect better of you,” or, “The expectation in this class is that you give your best,” instead of, “I’m really disappointed in you.” Focus on what students should or shouldn’t do instead of how the teacher felt.

I do this a lot. If I have to reprimand a behavior that is reoccuring I always say things like "I know you are smarter than that, and I hope you will make a better choice next time" This shows that I have confidence in them, and I am setting my expectations high.

I have had a few moments of allowing my personal emotions interfere instead of focusing on students expectations. I am improving with this technique.

I know personal feelings happen to use all. I am better at telling myself "Paws" before reacting and then telling them how to be better. I make it clear that respect is most important, and that we are all here to win the same game on the same team

Got it--taking personal emotions out of the equation and focusing on what the kids did or didn't do. I too can sometimes get my own feelings wrapped up in a situation but, I am working on taking a step back and focusing on the issue at hand instead of putting my personal feelings into it.

I am definitely guilty here. It is not a regular occurrence, but I can think of a few instances where I have gone wrong.

Week 23

Joy Factor

Technique 46: The Joy Factor

Five categories of Joy Factor:

1. Fun and games.

2. Us (and them). Make them feel like they belong. Special nicknames, hum a song,…

3. Drama, song, and dance.

4. Humor. Inside joke with the class ……

5. Suspense and surprise. Vocabulary words in sealed envelopes

I like to be silly with my classes. We play games, make up songs, and share our digital stories with each other. I have nicknames for some students,a nd joke around with them, too. I think that if students want to come to my class, they will be more prepared to learn when they are here, and the way to do that is to be silly like them sometimes.

This technique is happening every day in the gym. Students are always having fun. We are always playing games. I try to have a connection with each individual student by talking to them, saying their name, thresholding, complimenting them, and by giving positive corrective feedback during games. We often dance to music or sing a song. I try to tell jokes, but half the time the jokes are not very good. The students still laugh most of the time. I will surprise them with an award of some sort at times.

There are so many nice inside jokes that I have for almost all 18 classes I see. I tell the students we are a Trillium Family. I care for them and I will be there for them always, but I tell them I need them to do the same back. That is how families work!

I really believe in the technique Joy Factor. If students are having fun and are excited about learning a lot more effective learning occurs. I often use games when reviewing materials for a test and students really get into it. I find that they remember the info a lot better as well. I also use song often in my classroom. I taught the first graders in September the days of the week song and I still hear them singing it. I don't really use too much humor in the classroom because I feel like when I do the class tends to get side tracked. I would like to incorporate suspense and suprise into the classroom.

Some weeks seem easier than others. I think it depends on the lesson and what I have going on in my life, if I am able to find the Joy Factor or not. I do think that I have laughed more this year than any other. :)

Warm/Strict

Technique 45 Warm/Strict

It is not, “I care about you, but you still must serve the consequences for being late,” but, “Because I care about you, you must serve the consequences for being late.”

• Explain to students why you’re doing what you are. We don’t do that in this classroom because it keeps us from making the most of our learning time.

• Distinguish between behavior and people. Say, “Your behavior is inconsiderate,” rather than, “You are inconsiderate.”

• Demonstrate that consequences are temporary. Once you’ve given the consequence, the next job is to forgive. Get over it.

• Use warm, nonverbal behavior. Arm on students shoulder, bend down to eye level

I feel like I do this well. I maintain good relationships with my students, and I feel like they repect and like me, but they also know that they need to be showing respect and following directions or there will be consequences. When there are consequences, I make a point to have the studnet explain why they are receiving the consequence, and tell what behavior they need to work on.

I do a good job at this technique. I explain whyI am doing what I am doing, distinguish between behavior and people, and use warm nonverbal behavior such as getting down to their eye level.

Along with this, I also like to point out how can they fix it next time.

I feel like I am good at being warm and I am good at being strict but, I am still trying to tie those two things together to be a highly effective teacher. I look forward to trying these strategies in the classroom and hopefully balancing the two.

This just makes sense. There is the occasional incident that really gets to me and I am not able to get over it immediately, but I try my best not to show it. Also, I am very good about saying things that correct way. I would not put down a student, only their behavior.

Week 22

Precise Praise

Technique 44 Precise Praise

Positive reinforcement is one of the most powerful tools in every classroom. Some rules of thumb:

• Differentiate acknowledgment and praise. Praising students for doing the expected is, in the long run, not just ineffective but destructive. Recent research demonstrates that students have come to interpret frequent praise as a sign that they are doing poorly and need encouragement from their teacher.

• Praise (and acknowledge) loud; fix soft. Praise as specifically as possible and focus on exactly the behavior and action that you would like to see more of. Praise for working hard and not for being smart.

• Praise must be genuine.

Positive reinforcement is so important in our fields. I agree with the comment that doing what is expected should not receive praise. However, if it is a student that often gets in trouble and rarely follows rules, I do make a point to praise that child when they are following directions and making good choices.

I am a praise machine. Although, I am guilty of praising students for doing what is expected. When I praise I try to make it as genuine and as specific as possible. Everyone needs praise for their great efforts and accomplishments.

Along with my collegues, I have a better understanding of the praise differences. Good stuff!

I agree. I thought all praise was positive reassurance for students. I never imagined that praise could be taken negatively. I now understand this.

I was surprised about the comment that praise for doing what is expected can be destructive. I would think that students would always like to receive praise.

Positive Framing

Technique 43 Positive Framing

Make interventions to correct in a positive and constructive way.

1. Live in now. Avoid harping on what they can no longer fix. (Say show me slant instead of you aren’t slanting)

2. Assume the best. (Say some people seem to have forgotten to push in their chairs or whoops)

3. Allow plausible anonymity. (Some people didn’t manage to follow directions the whole way so let’s try it again.)

4. Build momentum, and narrate the positive. (I see pencils moving. I see ideas rolling out. Bob’s ready to roll. Keep it up Pat) Narrating your weakness only makes your weakness seem normal. If you say, “Some students didn’t do what I asked, you made that situation public.

5. Challenge. Challenge students as individuals or groups.

6. Talk expectations and aspirations. Keep their eyes on the prize by constantly referring to it.

Don’t ask rhetorical questions. Thank you for joining us Pat instead of Would you like to join us Pat? Contingencies. Don’t say I’ll wait unless you will. Say I need you with us.

I feel like I use this technique a lot. I do not call out individuals for behaviors, but remind the class as a whole, and point out obervations of areas of improvements by framing it as "some people..." rather than "this person"

I use positive framing as much as possible. It creates a positive learning environment where students feel more comfortable. I am good at positive framing.

I am always doing my all to use these sayings. I like to let them figure it out themself then to think I am calling out an individual student. Then when I see they realized it is them and they do the right thing, I will make eye contact and smile with a nod to show them my appreciation. They understand the "looking out" and give a smile back!

I feel like I am pretty good at this. A lot of the strategies I read about I already am currently using in my classroom. I have found that kids especially like challenge. If I put them in teams against each other they really get into it and are eager to learn.

OK, now I just have to remember some of these things in the moment. I have to make some of these habits.

Week 21

No Warnings

Technique 42 No Warnings

The goal is to take action rather than get angry.

1. Act early. Catch it early.

2. Act reliably. Be consistent.

3. Act proportionately. Start small when the misbehavior is small.

With the management systems I have put in place this year, and with the TLAC techniques, I feel like I hit this technique pretty well. Students know my expectations, and when they do not follow them, it's usually the other students who end up reminding people, and I don't have to.

My "Slantball" game covers this well. I walk to the scoreboard when they need to be warned and give the "visitor team" a point so they know they have been warned as a class. If it is indivudual then they clip down right away for their warning. To keep things going smooth I will go clip their clip down and then on my way back I will whisper "That is your clip" to the student and continue with my lesson as nothing happened.

I am working on this. I am finding that being direct and calm and giving students consequences is more effective than yelling at them and letting things get out of hand.

The goal is to take action rather than get angry and sometimes that is easier said than done. I feel I do a good job to act early, act reliably, and act proportionately. I issue consequences by being much calmer, poised, and impersonal than I have before. I am incremental with my consequences. Depending on the situation, I am either private or public when issuing consequences.

I use this to try to catch the volume with some classes before it gets too bad. I try to interrupt and get voice levels back down before it escalates.

Sweat the Details

Technique 40: Sweat the Details

You must create the perception of order. Plan for it. Tape marks on floor to line up desks. Give students a homework rubric for what is acceptable.

I start out the year with tape on my floor to show where we line up. I have numbers on my computers, and had numbers on each desk spot for computer organization. I expect students who put their computers away to pay attention to the numbers and make sure they put it away correctly, and plugged in.

I am very organized and as a musician it is essential to be very organized. This comes from being detailed. I sweat the details about everything in my classroom. Being on time and well organized is the only kind of musician that makes a paycheck!!

I feel like I do a pretty good job at this. I have routines for everything, from handing in work, to sharpening pencils and getting supplies. This makes the overall class enviornment flow well. I am constantly circulating the room while students are working on assignments to give positive reinforcement are correct errors if there are any. I also do a uniform check as students are entering and exiting the classroom to ensure the students are following dress code.

This technique focuses on preparation and having systems in place to make reaching goals much easier. I want students to practice skills, so I am constantly circulating the room making sure they stay on task. I want students to have their own personal space while warming up, so I gave each student a spot on the floor.

Week 20

Do It Again

Technique 39: Do It Again

When students fail to successfully complete a basic task, have them do it again right, or better, or perfectly is often the best consequence.

I always start the year with good intentions, but quickly discover that some of my ideas that seem great, do not actually work as well. I have to decide if it is worth it to sweat some of those details.

I do this all the time, especially for transitions. I have my expectations clearly laid out for end of class procedures, and I will often have students line up, sit back down and try it again, rinse, repeat until they get it right.

In music there are always times when we don't get it right. Maybe it is writing music the wrong way or reading music the wrong way. As a music teacher, it is our job to rehearse these mistakes every single time. So this technique is natural to me.

I do this often when I am lining up students to leave. If there are students talking or if students are playing around in line I have all students sit back down and then try it again. Then when students have correctly lined up I make sure to point out that this is the correct way to line up (facing forward, voices off, standing in SLANT, etc.). This shows that students what my expectation is of them and models group accountability versus individual accountablility.

I constantly use this technique when students are learning and practicing new skills. I explain how practice helps us improve. I assist and encourage those that have a difficult time. I always remind them of perseverance and the more they "Do It Again", the more they will improve. When there is a poor transition in class, I will have the class transition again and do it better.

I see this all of the time with classroom teachers and some of my neighbors. I have used it on occasion, but should probably make it more regular.

Strong Voice

Technique 38 Strong Voice

Some teachers have “it”: they enter a room and are instantly in command. Students who moments before seemed beyond the appeal of reason suddenly take their seats to await instructions. It is hard to say what the it is but there are 5 concrete things that “it” teachers consistently use to signal their authority.

5 principals:

1. Economy of Language. Fewer words are stronger than more.

2. Do not talk over. Every student has the right and responsibility to hear you.

3. Do not Engage.

4. Square Up/Stand Still. Show with your body using eye contact.

5. Quiet Power. Get slower and quieter when you want control.

Four years of competitive public speaking has helped me with this technique. I have a very powerful voice, and I can project without sounding like I'm yelling. This allows me to be heard during work time when it can get a little chatty if I quickly need evceryone's attention.

I feel I have "it". I use the fewer words are stronger method. I stop talking when I am being talked over. I remember one of my professors in college said "You have an advatage over everyone in this class right now. You can just stare at someone and make them so scared to even say a word". I have been using "the look" to my advantage and it seems to work so well when I am waiting for attention.

I feel like I have grown as well a lot in this area since I first started but, I am not quite at "Strong Voice" yet. I feel like I struggle at the economy of language. I tend to keep going instead of making the point short and clear. Do not talk over I use often in my class. At the beginning of my lesson or during the lesson if students are talking or are getting out of hand I will stop talking and stand and wait in the SLANT position until all students are refocused and voices are off. Do not engage I also use often. At the beginning of the year if the student kept talking I would keep going with himor her but, I found that this quickly made things escalate and took too much of my teaching time. Now I stick to the point I have made and don't allow the student to think they have control of the situation. For square up or stand still, I often stand in SLANT while wating for students to refocus. Last, I am finding that quiet power works wonders in my room. Before I would raise my voice if students were getting out of control. Now instead of sit and wait for them to realize that I am not going to cave and I am in control before moving on.

I have grown a great deal this year with the strong voice technique. I now have much better command and control of class than when I first started. I do not talk over anyone students when their talking. Instead, I will wait for them to show me SLANT before I begin teaching. Do Not Talk over is one of the Strong Voice principals that have helped with my command.

I don't think I have "it". I just never felt that I had that teacher presence. I seem to get there with a class, but I have to work to get there. I also think with the little ones that their classroom teacher is much more effective in this way.

Week 19

What to Do

Technique 37: What To Do

Giving directions to students in a way that provides clear and useful guidance, enough of it to allow any student who wanted to do as asked can do so easily.

Directions should be:

1. Specific. Don’t say “pay attention” instead say put your pencil down and eyes on me.

2. Concrete. Turn your body to face me.

3. Sequential. Feet under your desk, your pencil down, and your eyes on me.

4. Observable. You can see student is complying.

You must distinguish between incompetence and defiance responding to incompetence with teaching and defiance with consequence.

You may need to break the what to do into steps. Instead of come with me, say, push your chair back from your desk and stand up beside it. Now follow me to the door.

I do this a lot. When my timers go off I say the same thing each time, "Hands off the computers and eyes on me in 5, 4..." This conssitant prompt helps because students know what to expect, and they have plenty of practice complying.

In music, we are sitting in a circle of chairs to concentrate on each other's attention. I no longer have to tell them to pay attention, they know other students are watching them from all angles now. When I am explaining music, we break it down into simple mathematics and that turns on a bunch of light bulbs.

I am constantly breaking things down into specifics when teaching because especially with Chinese, creating the symbols can be difficult if they are not broken down step by step. Students always tell me they "can't" create the symbol but, then when I do it step by step with them on the board they look at their paper in amazement that they created something they thought was so difficult at first. I feel like I do struggle on the classroom management side of this though. I often find myself telling students to pay attention or to stop something but, I don't explain what is expected of them. This is something I anticipate to incorporate into my classroom.

I use this technique when explaining and demonstrating how to perform a skill. When the class is practicing, I will give positive corrective feedback using this technique. I too at times find myself giving directions and not being specific enough. This causes me to break down the direction so that the student fully understands. I could use some work with this technique.

I catch myself sometimes when I am not specific and end up breaking down the direction as stated in this section.

100%

Technique 36: 100 Percent

There’s one acceptable percentage of students following a direction: 100%. Should the signal for silence be hand raising or put eyes on you. The most sustainable form of compliance is one that for both students and teachers is clearly an exercise that will help students achieve, not an empty exercise in teacher power. The author says that the teacher raising their hand for silence is commonly used and misused often. It becomes very easy for teachers to learn to ignore nomcompliance.

Potential fast and invisible interventions. Try to have the correction as near the top of the list as possible:

1. Nonverbal intervention. (Gestures to or eye contact with the off task student.)

2. Positive group intervention.(Quick verbal reminder to the group about what they should be doing)

3. Anonymous individual correction. (We need two people to …)

4. Private individual correction. (Seek to correct privately and quietly)

5. Lightning quick public correction. (Your goal in making an individual verbal correction should be to limit the amount of time a student is “onstage” for something negative and focus on telling the student what to do right rather than scolding about what he did wrong)

6. Consequence. (Consequences should be delivered in the least invasive, least emotional manner)

A common misperception is that ignoring misbehavior-or addressing it by praising students who are behaving-is the least invasive form of intervention. But ignoring misbehavior is the most invasive or of intervention because it becomes more likely that the behavior will persist and expand.

I agree with the others that this is difficult to maintain all of the time. Some classes can do it better than others, though. I think I am lucky in that our students are so entrenched in technology all the time, and I get to teach them somehting thaty they want to and need to learn anyway. I think this helps me maintain 100%

100% is quite difficult but I agree it is essentional. In Music class, students who are struggling are choosing to not listen or focus, and they are not asking the right questions. When I am giving them activities to do those students say they don't even want to be in music and they just make the choice to not pay attention. I constantly think of various ways to achieve this 100%, it is tough! But champions find a way!!

I also agree that 100% percent is more difficult in some classes than others. I feel that I have gotten better at waiting and showing that it is an expected expectation compared to the beginning of the year. I am often using wait time, making eye contact with students, point out students who are on task and those that are not. I also model SLANT to show what is expected. My goal is to have all classes at 100% by the end of the year.

It is nice when I can just look at a student and they quickly get back on task. Some students and classes are more challenging than others. When using SLANT, I will wait for 100% of the class to be following directions. I use gestures, eye contact, positive group reminders on what they should be doing, anonymous individual correction and private correction to reach 100%.

Harder to acheive in some classes than others. It seems easier during work time than during teaching time for me. It seems that someone is always off in left field. I like quick direct interventions. I am also very polite saying please and thank you. It sets a good example for the students.

Subtopic

Week 18

Props

Technique 35: Props (Also called shout outs and ups)

Props are public praise for students who demonstrate excellence or exemplify virtues. Teach students to give props crisply, quickly (less than 5 seconds), and enthusiastically. (Two stomps for, a round of applause for, the hitter where kids pretend to toss a ball and swing at it. Then they shield their eyes as if to glimpse its distant flight and then they mimic crowd noise suitable for a home run for some fraction of a second, …)

I do this verbally when students get a right answer or do something warenting props. I'm still working on involving hte rest of the students in my props system.

I will never leave a student who deserves a compliment or praise. I always have the class give a good clap of applause to students who get things right. Even if they tried their hardest I still have the class clap and tell them to applaud them for giving it their best. My students learn to aim highest.

I try to give positive comments to students who try in my class. I am always encouraging students to try and that doesn't matter if they are wrong because that is a part of learning. I am getting better at using the clip chart and giving out golden paws. At times I do find this difficult because I am trying to correct negative behavior. I really like the "two snaps, two stomps" that the class would do as a whole to encourage students who were correct. I plan on incorporating this into my class.

I try to give every student of every class a positive comment every time I see them. But, I do not apply props to my class very much. I get the entire class involved in praising when a student demonstrates a skill or if a student shows great sportsmanship in class. I can use it when students answer a question correctly. I will use this technique more in the future.

I am getting better with this, sometimes I give paws or do clip ups, but at times I feel like students don't appreciate the props if they are just verbal.

Seat Signals

Technique 34: Seat Signals

1. Students must be able to signal their request from their seats.

2. Students must be able to signal requests nonverbally.

3. The signals should be specific and unambiguous but subtle enough to prevent them from becoming a distraction.

4. You should be able to manage both their requests and your response without interrupting instruction ( with a nod yes or no or 5 fingers for “in five minutes”).

5. You should be explicit and consistent about the signals you expect students to use. Post them.

Make clear rules about when students can ask for certain freedoms that require seat signals. Emergency bath room would require student to “buy” the right. Maybe extra problems or ten minutes of classroom service.

I have a card system for questions in my classroom. Each computer has a pocket on the back of it, and a pocket inside with a yellow and a red card in it. If they are stuck on something or have a question, they put their yellow card in the pocket to signal that they need my help. If their computer dies or freezes they put a red card up to show that they need my help first. This has improved my classroom management over last year by a HUGE amount. No longer do students have to stop working to raise their hand and wait for me. It also allows me to prioritize which students get my attention first.

I do not allow bathroom requests in my class and my students are very aware that they have to wait until the 60 minutes are up. They do know that they can explain it is an emergency situation by telling me once I am done instructing the class. This is seldom that emergencies happen because the students are learning that I know when they are not real emergencies. I do nonverbal hand motions when it is not the right time to raise the hand and I do eye contacts to communicate. Non verbal communication is very easy for me from being a musician!

I have never used this technique before and I am looking forward to using it, especially with the lower elementary students. I like the idea of holding up the pointer finger if they have to go to the bathroom and holding up their hand if they have a question about the lesson. After our warm up, I allow students to get a drink. This helps with students asking to get drinks all throughout class.

Bathroom requests are very distracting in my classroom, especially with the younger ones. When one kid raises their hand for the bathroom, its like a waterfall effect, everyone wants to go next. I typically allow students to use the bathroom after I have presented my lesson, doing this helps keep the distractions to the minimum. When they request to use the bathroom, they hold up their pointer finger. This way I know if they are asking to go to the bathroom, or if they have a question about the assignment.

I have the same issue with the bathroom requests with the young students as listed below. I typically let them go if I am done with instructions. I have noticed that certain classes definitely use the signals all of the time.

Week 17

On Your Mark

Technique 33: On Your Mark

Prepares students to be ready for class before it begins and expected every day.

1. Be explicit about what students need to have to start class. A chart or list of some sort to show how it should look.

2. Set a time limit. Be specific about when students need to be ready.

3. Use a standard consequence. Have a small and appropriate consequence that you can administer without hesitation- perhaps loss of some privilege or doing some work to help the class stay prepared (sharpen pencils in pencil box).

4. Provide tools without consequence (pencils, paper) to those who recognize the need before class. Pencil can, paper stack, …

5. Include all homework. Should be a separate consequence for not doing it.

This is difficult for me because students don't usually bring materials to specials classes. I had a largesupply of pencils at the beginning of the year which are all gone now. This is something I need to work on for next year.

At the threshold I explain expectations as they are lined up outside the music room. When we shake hands they are responsible for following the rules and expctations upon entering the room so the lesson can begin right after the Do Now

My upper elementary students need to bring their shoes or they will sit out during activities that involve running. My middle school and high school students need to wear proper clothes and shoes. These students have 5 minutes to change before class and 5 minutes to change after class. Students that do not dress must sit out and they lose their points for that day.

With the older kids, I tend to tell them to pick up paper and/or a pencil if they need one during threshold. This way valuable class time is not wasted on getting materials together. I have found this process difficult with the younger kids though because they spend too much time trying to find the sharpest pencil rather than getting their materials and going.

My biggest issue with getting kids ready to start class is that students often need a pencil and because I see so many students throughout the day, if there are pencils readily available, they often are not sharpened. I really hate pencil sharpeners. I need to find a good reliable one.

Binder Control

Technique 31: Binder Control

Care enough about and demonstrate the importance of what you teach to build a system for storage, organization, and recall of what your students have learned. Have a required format and take the time in class to put papers away.

I use my google docs and computer folders to organize materials. Things that the students need to reference are put on my website, and students know how to get to them.

I give all my students a music folder to keep music and various charts in. Example, my 4th grade plays recorder so they have to pass the playing test for songs in order to move on to the next song. I gave them a chart to keep in their folder. If they lose it they have to start ALL over. This is teaching them to be not only organized but responsible.

I do something similar to this for my health class. Each student has a health notebook. This notebook is used for note taking and for keeping track of their homework. At the end of class I collect all notebooks with their home work included. This is not as organized as a binder. But, it is a very similar technique. I will try the Binder Control technique in the future because I see how it is more organized and beneficial for the students and I.

I don't have notebooks or folders for my classroom so this technique really doesn't apply to me. I do use a folder system to ensure work gets back to the classroom by giving the folder of work directly to the teacher, but I don't believe this is what the technique technically means.

For my younger students, there are folders for each table. For my older students they have portfolios and sketchbooks (I love my book binder).

Week 16

Tight Transitions

Technique 30: Tight Transitions

Have quick and routine transitions (when students move from place to place or activity to activity) that students can execute without extensive narration by the teacher. Scaffold the steps, point to point. They need to be fast. Consistent enforcement. For moving materials it is generally best to pass across rows, not up and back or distribute to groups.

I do this with the use of timers. If I am giving a certain amount of time for a warm up or for an activity, I display a llarge time that has an alarm when it is finished. Students know to stope what they are doing when the alarm goes off because I expect their hands off of the computers, and eyes on me within 5 seconds of the alarm going off.

I often choose 3 helpers to pass things out to get it done fast. When passing out musical instruments like rhythm sticks I pass one bucket one way then the other bucket the other way to keep that transition time fast. I feel entry to the classroom from their homerooms is a transition time that is crucial so I threshold and get class started with no idle time into our Do Now

I try to make it a game when transitioning in the gym. I may say "you have 10 seconds to find a partner and stand on the sideline." This motivates most students to quickly find a partner and get to where they are supposed to be. I have an entry routine, a warm up, activity, and cool down in my class every day. I have a transition between each part of my lesson. It is important to make sure I do not waste any time transitioning between each part.

I could use better transitions. Most of my younger classes are pretty good at transitions between reading time and returning to seats for work time, but at times it seems to be a disaster. Kids will argue over seats, run into each other. Sometimes they act like it is the first time they are doing it.

Transistions run pretty smoothly in my class because I have a routine for passing out/cleaning up materials and from moving from teaching mode to "practice" mode. I established this routine my first couple weeks at Trillium and it seems to be working well.

Do Now

Technique: 29 Do Now

Students should never have to ask, “What am I suppose to be doing” when they enter the room. 4 criteria so it is focused, efficient, and effective.

1. They should be able to complete without instruction or discussion with classmates.

2. They should take 3-5 minutes to complete.

3. The activity should require putting a pencil to paper (a written product).

4. The activity should preview the day’s lesson or review a recent lesson.

I do mostly math problems for my do now. I do not always have the students writing on paper becasue we are on computers. Instead, I like to use logic problems that we can sovle together without the use of paper and pencil. I will usually do one or 2, then when I feel like everyone is on the same page I will cold call a couple more.

Do Now's have been done since the first few weeks of the school year. I take concept they will run into on the MEAP, and alter it to music.

I like to use this technique to review the last lesson or as a preview for current day's lesson. This is a good technique to not only prepare them for standardized tests, but to see if the class is catching on to the topics we have discussed in class. This technique is easier to do with my health class than with my P.E. classes.

We have been using the Do Now questions for a while. I like when I can incorporate it into my lesson more, but sometimes I just have them do a math question like they would see on a standardized test.

I typically use math problems as my Do Now to help prepare students for standardized tests. I try to incorporate my subject area as much as possible into the Do Now, but I find this hard at times.