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Discussion Notes from:
Teach Like a ChampionChapters 5 & 6
Creating a Strong Classroom Structure
Chapter 5
The Five Principles of Classroom Culture
1. DisciplineAt the core of the definition of ‘discipline’ is teaching
Teaching with discipline implies a front-end investment in teaching kids how to be students
2. ManagementThe process of reinforcing behavior by consequences and
rewardsManagement w/out the other 4 elements loses effectiveness
3. ControlThe capacity to cause someone to choose to do what you
ask, regardless of consequencesControl should be non-judgmental, clear, purposeful, caring
The Five Principles of Classroom Culture
4. InfluenceControl gets them to do what you suggest; influence gets
them to want and internalize what you suggest
5. EngagementStudents who are busily engaged in productive, positive work
have little time to think about how to act counterproductively.
Champion teachers keep their students positively engaged and after a while they start to think of themselves as
positively engaged people
Entry Routine
Make a habit out of what is efficient, productive, and scholarly
Everything students do upon entering should be automatic and shaped intentionally
Do Now
Short activity on the board or desks before they enter
Students should know what to do with no ambiguity
4 Criteria for DO NOW:
1. Completed with no direction or discussion2. 3 to 5 minutes
3. Requires a written product4. Preview the day’s lesson, or review the previous5. A Do Now works because of consistency and
preparation
Tight Transitions
Teach transitions by scaffolding the steps
Transitions should be practiced until all students can follow through as a matter of habit
Practice for speed, accuracy, silence
Use Do It Again (#39) and re-teaching if students test the limits
Tight Transitions applies to materials also:
1. Practice for speed, accuracy, and silence2. Pass and collect across rows, not front to back
3. Distribute materials in groups
Binder Control
Have a required format and place for notes and papers
Everyone uses the same system, and you can check to make sure to has and can find what they need
Consider a numbering system with a table of content students add to
Don’t let the binder go home – students can remove what they need and return it the next day
SLANT
Sit upListen
Ask and answer questionsNod your head
Track the speaker
The word should be deeply imbedded in the vocabulary(e.g. Be sure to SLANT)
Develop non-verbal signals to reinforce and correct SLANTing
On Your MarkShow them how to prepare before class begins and expect
them to do so every day.
• Be explicit about what students need to start class
• Set a time limit (don’t accept “I’m doing it,” or “I’m about to”)
• Use a standard consequence
• Provide tools w/out consequences to those who recognize the need before class
• Include homework
Seat Signals
Students must signal requests from their seats
Signals should be nonverbal
Signals should be specific and unambiguous – non-distracting
Request and response should be managed withoutinterrupting instruction
Be explicit and consistent – require them byresponding to them only
Props
1 second to cue…no more than 5 seconds to execute
Must be crisp
Involve sound and movement
• Quick (“Oh, Yeah!”)• Visceral (e.g. percussive)
• Universal (everybody)• Enthusiastic ((fun and lively)
• Evolving (renew for freshness)
Setting & Maintaining High Behavioral
Expectations
Chapter 6
100 Percent
With anything less than 100% your authority is subject to interpretation
Unless you want to send the message that following an explicit direction is optional,
don’t move on w/out 100%
The more seriously you take compliance,the more you should reflect on the justness and discretion of
your commands –do they help achieve the end goal?
3 Principals of 100% Compliance:
100 PercentPrinciple #1: Use the Least Invasive Form of Intervention
Nonverbal intervention (while continuing instruction)
Positive group correction (“We’re following along in our books.”)
Anonymous individual correction (“We need two people.”)
Private individual correction (proximal, private, calm –The second time brings a consequence)
Lightning-quick public correction (“________ I need your eyes.”)
Consequence(delivered quickly, non-invasive, non-emotional, on a continuum)
Don’t ignore small misbehaviors – use the least invasive form of intervention the first time it appears, quickly and consistently
100 Percent
Principle #2: Rely on Firm, Calm Finesse
Command obedience because it serves the student andmake that evident in your language and demeanor –
“I need your eyes on me so you can learn.”
“That’s how we do it here.”
“In this class we…”
100 Percent
Principle #3: Emphasize Compliance You Can See
Invent ways to maximize visibility(Ask for eyes on you and pencils down – not just attention)
Be seen looking(Scan the room and narrate your scan)
Avoid marginal compliance(Do it and do it completely)
Leverage the power of unacknowledged behavioral opportunities(Find opportunities to practice compliance and build muscle memory)
What to Do
A large portion of non-compliant behavior comes fromincompetence rather than defiance
Teach What to Do, not What Not to Do
What to Do allows you to distinguish betweenincompetence and defiance
If the non-compliance is because of incompetence – teach
Break the task down further in your repeated instruction
Use What to Do (broken down into specific steps) in crisis situations to remain calm and give specific instructions to defiant students
What to Do
Effective “What to Do” directions are:
Specific – What does “Pay attention” look like?(Eyes on me, etc.)
Concrete – Break it into concrete items: physical, simple, commonplace(Turn your body to face me, etc.)
Sequential – Paying attention may involve of sequence of steps.(Put your feet under your desk, pencil down, and put your eyes on me…)
Observable – If your directions are simple and specific accountability is observable. They do not allow for protests.
(“But I was paying attention,” e.g.)
Strong VoiceIn establishing and maintaining control follow five principles
in your interactions w/ students:
Economy of Language – When you need to be all business, be crisp and clear
Do Not Talk Over – Every time! Wait if you need to: Start and then stop
Do Not Engage – Don’t engage with arguments about requests orwhen students call out. Don’t let students distract from your initial request
(“But she’s…, e.g.)
Square Up / Stand Still – Don’t do other task while giving instructions.Show that you take your own words seriously.
Quiet Power – Get slower and quieter when you want control;drop your voice and exude poise and calm
Formal Pose – The importance of a message and the need for attentiveness is indicated in your eye contact, body position gestures, facial expression, and
rhythm of language
Do It AgainWhen students fail successfully complete a basic task they’ve been taught,
doing it again, or better, or perfectly is often the best consequence
It shortens the feedback loop –Do It Again is quick and fresh in a student’s mind
It sets a standard of excellence, not just compliance –Use it when students do things the wrong way, and also when they could do it
better. Excellence first in small things, and then in all things.
There is no administrative follow-up
There is group accountability –Students are made to be accountable to peers as well as teachers
It ends with success –Students build the habit of doing it right
There are logical consequences –Lining up again is a logical consequence for failure to do so correctly
It can be used over and over
Do It Again
Use it positively whenever possible –“We can do that better/faster!”
Striving for excellence.“Oooh, let’s line up again and show why we’re the best!”
Don’t wait until students are lined up at the door to say thatsomeone forgot to push in their chair.
Do It Again as soon as execution doesn’t meet the standard
Sweat the Details
Combat minor but common deviations from excellence
Sweat the Details takes preparation –let students know exactly what you want in neatness, order, dress…
all the small things
Threshold
Stand at the door to set the tone and expectations. Getting it right first is easier than making it right after it’s gone wrong.
Threshold will –
1) establish a personal connection between you and your students, and
2) reinforce your classroom expectations
The point is not so much the doorwayas the power of ritual to show that the classroom is
different from the other places they go.
No Warnings Act Early –
use a minor intervention or consequence to prevent a major one later
Act Reliably –Be predictable and consistent
Act Proportionately –Start small…use a continuum
Use corrections rather than warningsCorrections teach, warnings only remind of the
consequences of continued poor choices
If you determine that a behavior is deliberate andthe result of disobedience rather than incompetence a
consequence is better than a warning
Be calm, poised and impersonal
Be incremental. Take things away in pieces.
Be private when possible and public when behavior involves others
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