Teach Like a Champion

1. Teach Like a Champion Engaging Students in your Lessons Setting/Maintaining High Behavioral Expectations

2. Engaging Students in your Lessons • Cold Call • Call and Response • Everybody Writes

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

4. Benefits • Allows to check for understanding • Increases speed (pacing and amount of material covered) • Allows to distribute work more broadly around the room • Signals students that they are likely to be called on and should therefore engage in the work of the classroom

5. Key Principles to Cold Call • Cold Call is predictable • Cold Call is systematic • Cold Call is positive

6. Call and Response • Use group choral response—you ask; they answer in unison—to build a culture of energetic, positive engagement.

7. 3 Primary Goals • Academic review and enforcement • High-energy fun • Behavioral reinforcement

8. 5 Types/Levels of Call and Response • Repeat: students repeat what their teacher has said • Report: students are asked to report their already completed answers back • Reinforce: you reinforce new information by asking the class to repeat it

9. Review: asks students to review answers from earlier in the class • Solve: ask students to solve a problem and call out the answer in unison

10. 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.”-author Joan Didion

11. 6 Benefits to Everybody Writes • Allows you to select effective responses to begin your discussion since you can review your students’ ideas in advance by circulating and reading over their shoulders.

12. Allows you to cold call students simply and naturally since you know everyone is prepared with pre-formed thoughts.

13. Allows you to give every student the chance to be part of the conversation.

14. Improves the quality of students’ ideas and writing.

15. Helps you steer students in a direction you think especially fruitful.

16. Statistically, students remember twice as much of what they are learning if they write it down.

17. ACTIVITY • Form 3 groups. • In your group discuss each form of engagement techniques. -which do you think is most beneficial? -how can you combine the different types? -what are the cons (if any) to these types?

18. Maintaining High Behavioral Expectations • Least Invasive Forms of Intervention • Emphasizing Compliance • What to Do • Strong Voice • Warm AND Strict

19. Least Invasive Forms of Intervention • Nonverbal Intervention • Positive Group Correction • Anonymous Individual Correction • Private Individual Correction • Lightning-quick Public Correction

20. Emphasizing Compliance • Invent ways to maximize visibility • Be seen looking

21. “What to Do” Technique • Some portion of student noncompliance is not caused by defiance but by incompetence: by students’ misunderstanding a direction, not knowing how to follow it, or tuning out. • This makes it more important for you to give directions in a way that provides clear and useful guidance.

22. 4 Primary Characteristics of “What to Do” • Specific: focus on manageable and precisely described actions • Concrete: directions involve clear, actionable tasks that any student knows how to do. • Sequential: directions should describe a sequence of concrete specific actions • Observable: directions are easy to see if student complies or not

23. “Strong Voice” Technique • Technique to establish control, command, and be the benign authority figure.

24. 5 Principles of Strong Voice • Economy of language • Do not talk over • Do not engage • Square up/Stand still • Quiet power

25. Warm AND Strict • Not warm VS. strict • It isn’t, “I care about you, but you still must serve the consequence for….” but, “BECAUSE I care about you, you must…”

26. Message Behind Warm/Strict • When you are clear, consistent, firm, and unrelenting and at the same time positive, enthusiastic, caring, and thoughtful you send the message to students that having high expectations is part of caring for and respecting someone.

27. Ways for Effective Warm/Strict • Explain to students why you’re doing what you are • Distinguish between behavior and people • Demonstrate that consequences are temporary • Use warm, nonverbal behavior

28. Situation • Think back on a behavioral situation you faced in the last few weeks. In your groups from the last activity, revisit that situation and show how you could have used one of these techniques and how the result may have differed. • Share best practices for specific behavior or noncompliance issues.