Rules & Expectations

Essential classroom management practice. Rules are expressions are values while expectations articulate the behaviors associated with these values. It sets the whole tone of your classroom.

SLANT

An acronym that describes “pay attention”.

Sit UpListenAsk and Answer QuestionsNod (to let me know you understand/are with me)Track (the speaker)

100%

Refers to an outcome and associated practices related to student compliance to directions. All students must comply in a timely fashion. Strategies for securing 100% include: Re-teachingAcknowledging those you are complyingAcknowledging percentage or part of the whole complying.Quick Redirect of an Individual or TwoAvoid Power Struggles

Reinforcing Desired Behavior

The practice of ensuring you catch students contingently engaging in appropriate behavior. This must be accomplished on a 5:1 positive to negative basis.

PROPs

Individual, whole group accolades/recognition for a response. Examples include:

3 snaps3 stomps2 snaps and 1 stompFirecracker cheerTruck driver cheerRound of ApplauseSilent Cheer

Have students create their own

Quiet Cues

A tool for ensuring students attend to the speaker in a timely, orderly fashion. Students must know what they are do say and do when presented with these.

Timed Pair Share

1. Break groups into pairs (see grouping strategies above).

2. Within pairs, designate an A and a B.3. Pose a question/problem.4. A’s speak, B’s listen for designated amount of time.5. Gambits “Thank you for listening.” “Thank you for

sharing.”6. Reverse, B’s speak, A’s listen for designated

amount of time.7. Gambits

Rally Table

1. Within groups of four, students get into pairs. Designate an A and B.

2. Each pair has a piece of paper and a pencil.3. Teacher poses a question/topic.4. Student writes an answer on the piece of paper and

passes it to the other student.5. Students write and pass the piece of paper until

teacher calls time.

Rally Robin

1. Students pair up.2. Designate an “A” and a “B”.3. Teacher poses a question.4. “A” gives and answer, “B” listens.5. “B” gives an answer, “A” listens.6. Continue steps 5 and 6 until teacher calls time.

Inside-Outside Circle

1. Students stand in two concentric circles, inside circle facing out, outside circle facing in.

2. Students face a partner, share on a topic, question being asked by teacher or index cards can be used.

3. Students praise or correct each other.4. Students turn and rotate X number of places (given

by teacher).

Think-Pair-Share

1. Students get into pairs.2. Teacher poses a problem/question.3. Think time is provided.4. Pairs work.5. Time is called.6. Gambits “Thank you for listening.” “Thank you for sharing.”7. Pairs share with the entire class.

Rotating Review

1. Topics are written on pieces of chart paper and posted around the room.

2. Each team is given a marker.3. Designate teams to go to one of the papers.4. Team is given one minute to write on the paper about the specific

topic.5. Time is called and teams rotate to another piece of paper.6. Teams are given one minute to read what was written by the previous

team.7. Teams put a question mark next to anything they have a question on

or disagree.8. Team has an additional minute (or 30 seconds) to write any other

information.9. Repeat steps 4-8 until all teams have rotated to each piece of paper.

Seasonal & Clock Partners

Strategies for pairing students. Students walk around to find their partners one by one. Teachers may pre-populate one or more of the “places” based on ability, learning style, learning preference, ….

Line-up, Fold Line, Split and Slide Line

1. Teacher presents a topic (birthday, ABC order).2. Each end of the room should be designated according to topic (Jan.-

Dec., A-Z).3. Students find where they fit and line up.4. Teacher checks the line for accuracy. __________5. Teacher folds the line such that the students on the end become

partners, next to ends become partners, ….________5. Teachers create different partners by counting half the students,

having them take a step forward, fact the other end of students, and slide down to meet their new partners. Middle student is now the end student’s partner.

Cold Call

Strategy for maintaining high expectations. Teacher calls out a question. Provides wait time. Randomly or by choice calls upon a student to answer. This ensures all students are prepared to respond.

No Opt Out

When a student begins by being unable or unwilling to answer, using this strategy makes the sequence end as often as possible with the student giving a right or valid answer. Choose among four basic formats to respond:Format 1. You provide the answer; your student repeats the answer.Format 2. Another student provides the answer; the initial student repeats the answer.Format 3. You provide a cue; your student uses it to find the answer.Format 4. Another student provides a cue; the initial student uses it to find the answer.

Work the Clock

A strategy that involves setting time limits for activities and independent work, use every minute of instructional time for instruction, count down when you need students to refocus on you, giving them 5 seconds to transition, use a timer students can see and hear to manage both your interactions with students and the amount of time students have to complete tasks.

Tight Transitions

Maximize every minute of instruction. Start by mapping the “route” or transition step by step. Make sure you time it. Teach students step by step. If movement is required, you may use point to point teaching. Provide a count-down to help students move quickly. Minimize or require no talking during transitions.

Seat Signals

Nonverbal actions with a specific meaning that allow for a request to be met without interrupting the class. Seat signals give teachers the opportunity to meet a student’s need without being distracted at the peak of their lesson. Example situations – need tissue, pencil sharpened, bathroom, throw trash away, get out of seat. Teach students when they can and cannot use these. Make sure they are silent and easily identified.

Knowledge Cards

Vocabulary Word is on the back of the Knowledge Card/ Flash Card

Fists and Spiders

A vocabulary building strategy that assists students understanding how the terms or parts of a definition relate to one another and fit together to make up a larger structure (Organize). The teacher provides a category or term in the “palm” of a hand organizer, and students generate five words that fit the category or word, one for each “finger” of the organizer. Word Spiders are similar, only with a “body” and eight “legs”; Lady bugs with a “body” and six “legs”.

Story Telling

Students create a story using vocabulary words. Teachers may give students the words or give students a choice of words to include in their stories. Students are to include the definition or context clues in the story. Stories may be fiction or non-fiction and may be created individually or in partners.

Three-way Tie

Students select or are assigned three critical words from a unit’s vocabulary and arrange them in a triangle. They then connect the words with lines and explain the relationship between each pair of words by writing along each line. In the middle of the triangle students write a summary statement that explains how all three words are related or connected.

CODE

A mnemonic for the essential elements for teaching vocabulary. To teach in a way that students will retain, teachers must teach students to (a) form a strong initial connection with the term (Connect), (b) understand how the term relates to one another to fit together to make up a larger structure (Organize), (c) use thinking strategies and multiple forms of representation to develop a deep, conceptual understanding of the most important vocabulary terms.(Deep Process) and (d) engage in meaningful review and practice activities that help commit new terms to their long-term memory (Exercise). (cited from Silver, Strong, &Perini (2005) in Silver, Dewing, and Perini, 2012).

Format Matters

Teachers correct students’ grammatical errors, syntax, word usage, academic vocabulary and require them to always answer questions in complete sentences.

This strategy helps prepare students for the future by requiring complete sentences and correct grammar by ensuring that they understand that this is the correct way of speaking and just as school is a professional place, they will need to use this language to succeed in other professional settings.

Right is Right

Set and defend a high standard of correctness in your classroom.When answers are almost correct, it’s important to tell students that they’re almost there, that you like what they’ve done so far, that they’re closing in on the right answer, that they’ve done some good work or made a great start.In holding out for right, you set the expectation that the questions you ask and their answers truly matterHold out for all the way. Great teachers praise students for their effort but never confuse effort with mastery.Ensure students answer the question that was asked.Ensure students answer the right question at the right time. Don’t allow them to jump ahead and give information you’ve not asked for even if it is coming up.Use technical (academic and subject specific) vocabulary.

Stretch It

The act of responding to a student’s correct answer with different kinds of questions that extend a student’s understanding.

Lemov’s Beginning 6: Ask….a) Why or how? b) For another way to answerc) For a better word (Format Matters)d) For evidencee) To integrate a related skillf) To apply the same skill in a new setting

See also Bloom’s Question Stems

PEP Cards(privacy, eye contact & proximity)

Messages delivered to students, often pre-written on cards for repeated use or jotted on sticky notes for personalization, PRIVATELY, using EYE CONTACT, and in close PROXIMITY to the student.