Induction 2016

FISH

• TWBAT identify the purpose of having proactive, positively-framed, specific expectations

• TWBAT plan and deliver expectations using authoritative voice

• TWBAT explain the impact of reinforcing expectations in the classroom.

• TWBAT authentically execute reinforcements in scenarios that mirror authentic classroom experience.

Communicate your game

plan

Don’t put the cart before the

horse

Proactive Expectations

What, Why, When, and

How

Planning and Practice

ReinforcementsWhat, Why, When, and

How

Planning and Practice

What? Why?

When? How?

Proactive Expectations- specific,

succinct directions for exactly WHAT

students should be doing and HOW they

should be doing it.

“Ok line up!”

“We’re about to line up for lunch.

When I say go, grab your lunch,

and your jacket. The girls will line

up first, and then the boys. Let’s

do this in 60seconds. Go!”

“Turn and tell your shoulder partner

your answer to number 4. Partner A

talks first. You have 1min. Go!”

“Talk about your

answers!”

vs. vs.

What?

Students can't, and won’t, meet expectations if they're not given. This leads to frustration for students, teachers, and ultimately wasted instructional time.

Why?

When?We should always use

proactive expectations

any time we are giving

our students directions

to switch from one part

of the lesson to another.

How?

Positive Framing- delivering a message to

students in a way that tells them what they

SHOULD be doing, versus pointing out

what they're doing wrong or what not to do.

M

V

P

T

Use MVPT to write

expectations:

Movement

Voice

Participation

Time

M

V

P

T

“Everyone has 10 seconds to silently clear everything off of their desks except for a pencil and a privacy folder. Stay in your seat, and put all materials in your backpack. Once you receive your quiz, you may begin. Ready? Go!”

1. Does the teacher set proactive expectations (look/listen for MVPT) that are stated positively?

2. What impact do these expectations have on students (look at their actions)?

Example Non-Example

1

“Turn and talk to your elbow partner in a

level 1 voice. Partner A will give the 1st

step we will use, and Partner B will give

the 2nd step. You have 30 seconds. Go!”

“We’re going to talk through the steps we

just learned. Everyone needs to be paying

attention, and no goofing off.”

2

“You have 6 minutes to answer the next

three questions with your partner. All

voices should be at a whisper. Raise a

silent hand if you have a question.”

“Answer the questions. Don’t talk too

loudly as you work. Let me know if you

have a question.”

“Ok who got an answer to

number 1?

…Seriously, Carla? Stop calling

out.”

What would you say instead to

positively and proactively set

expectations?

Students have finished answering MC

questions. You want them to raise a silent

hand instead of calling out…

“I’d like to begin. Please get

ready for reading, and don’t get

distracted.”

What would you say instead to

positively and proactively set

expectations?

You are about to begin the guided reading

portion of your class. You know students

need to have their reading books out with a

highlighter and a pen. Currently, students

are busy working in their table teams on a

vocabulary worksheet.

Scenario 1: Students are entering your classroom. You expect students to enter silently while picking up their Do First.

Scenario 2: Students need to start working on the independent practice of your lesson.

What do you expect from students that you need to communicate to them? Write your PE (Hint: think positively framed and MVPT)

What? Why?

When? How?

What?

Reinforcements support your proactive expectations

emphasize

strengthen

Reinforcements are a way to acknowledge students who have met expectations and provide a reminder and modelfor those you have yet to meet expectations

Why?I SEE YOU!

When?

Reinforcements should always immediately follow your proactive

expectations

1. Repeat the expectation

2. Behavior Narrate- positively pointing out specific students and their actions that are aligned to the proactive expectations

How?

• Write down the proactive expectations you hear, and the reinforcements given.

• How do the students react to the reinforcements? What impact do the reinforcements have on student behavior?

Scenario 1: Students are entering your classroom. You expect students to enter silently while picking up their Do First.

Scenario 2: Students need to start working on the independent practice of your lesson.

Which expectation will you need to reinforce the most? How will you restate that proactive expectation? What are three examples of behavior narration you would use?

"Training should focus on doing, rather

than knowing.

– Peak

• At your table, smallest hand will execute first (continuing in increasing size)

• Smallest hand goes, receives feedback (aligned with following slide)

• Smallest hand repeats scenario, implementing the feedback

• Goal: each person practices twice

Norms Feedback Gap/Goal

• Work through the wall

• Everyone practices with

feedback

• Monitor your airtime

• Proactive expectations

• Positively framed

• MVPT

• Reinforcements

• Repeats the expectations

• Behavior narrates specific

and observable behavior

• Authoritative Voice- Tone and

Body Language

Gap: Assuming initial proactive

expectation without

reinforcements is sufficient for

students to complete task

faithfully

Goal: Clearly articulate

expectation and reinforce to

promote positive student behavior

Proactive Expectation (MVPT and positively framed)

Reinforcement (Restate expectation and behavior

narrate)

"Training should focus on doing, rather

than knowing.

– Peak

• At your table, longest hair will go first (continuing in increasing length).

• Longest hair goes, receives feedback (aligned with following slide).

• Longest hair repeats scenario, implementing the feedback

• Goal: each person practices twice

Norms Feedback Gap/Goal

• Work through the wall

• Everyone practices with

feedback

• Monitor your airtime

• Proactive expectations

• Positively framed

• MVPT

• Reinforcements

• Repeats the expectations

• Behavior narrates specific

and observable behavior

• Authoritative Voice- Tone and

Body Language

Gap: Assuming initial proactive

expectation is sufficient for

students to complete task

faithfully

Goal: Clearly articulate

expectation and reinforce to

promote positive student behavior

By implementing reinforcements in my class my students will…