Setting and Maintaining

High Behavioral

Expectations

Chapter Six

“What we do, we do because it helps us on the path to college”

“Excellence is the habit: what you do, you should do well, and the easiest way to do it well is to

do it well every time”

DO NOW

Share something about chapter 6 that you would like to implement but have not done before with the people around you

Focus: Creating and implementing positive behavioral management systems that reliably keep students

engaged and focused on the task at hand

Objective: To aid teachers in understanding the content of chapter 6 ideas and techniques thought

discussion, role play, and lectureWe will:Review techniquesPractice interventions in role playsDiscuss interventions

You will: Have all your materials other than your Teach like a Champion

book, a drink if you have one, and a writing utensil on the floor Participate by raising your hands Track me with your eyes Give feedback to your role play partners(s) Complete your exit ticket prior to leaving the room

“To answer power with power, the Jedi way this is not. In this war, danger there is, of losing who we are”-Master Yoda

-Are universally applied-Have a positive focus

-Are applied to all students, without exception-Reinforce a positive, achievement-focused classroom

-Are not about using power as an exercise of control, but are about using power so kids can learn

Strong behavioral systems:

Chapter 6 Techniques Overview

100% - The percentage of student compliance required for teacher requestsWhat To Do – You must explain to students what they should do in a specific, concrete, sequential, observable way not just correct them for not acting appropriatelyStrong Voice – When directing students, use less words, refuse to talk over them, do not engage their responses, check your body language, and talk quieter rather than louderDo It Again – When students fail to successfully complete a task require them to do it betterSweat the Details – Plan for orderliness/Have a systemThreshold – Set classroom expectations the minute a student enters. Be warm.No Warnings – Address minor behavioral problems immediately with a consistent scaled system of responses

100%

Everyone must comply with all of the request a teacher gives

Why? It removes the option for noncompliance, it allows for the focus to stay on the lesson

Essential that students understand that the compliance is an exercise that will help students achieve, not an exercise in teacher power

Consider exactly what you are asking for

Positive focus executed with firm, calm finesse

“Achieving compliance is an exercise in purpose, not power”

Positive

Calm & Firm

Non-invasive

Nonverbal Intervention

Positive Group Correction

Anonymous Individual correction

Private individual correction

Consistent

Negative

Emotional

Invasive

Verbal intervention

Negative Group Correction

Individual, public correction

Varied

100%: Ways to Emphasize Compliance

Make your requests something you can observe

• “Pencils down and eyes on me” VS “pay attention”

Scan the room so they can see you are looking

Specify what you want

Use as many opportunities for students to gain practice with following your instructions in a way that they enjoy and is non-threatening

WHAT TO DO

WHAT TO DOConcept: student noncompliance is not always defiance, and is often a result of students not understanding what they SHOULD do

So, tell them

Specifically – describe the action the student should take

Concretely – provide clear tasks, not concepts/ideas

• Pay Attention -> turn your body to face me and close your ipads

• “write this down”

WHAT TO DO, ctd

Sequentially – Describe a sequence of concrete actions

Observable – Make the actions observable. Make the students accountable for their behavior

Break it down more- If you have any students that seem lost, break your directive down into smaller concrete, sequential steps

“Distinguish between incompetence and defiance by making your commands specific enough that they can’t be deliberately misinterpreted and helpful enough that they explain away any grey areas” (p.180)

Break it down

Volunteer to break down the following tasks concretely and sequentially:

Pay Attention

Transition from notes to an activity

Stop working on your bell work and focus on me

THINGS “IT” TEACHERS DO TO MANIFEST

AUTHORITY

STRONG VOICE

STRONG VOICE

Use less words - It shows you are prepared and confident

Do not talk over – It shows that what you have to say is important and not optional

Do not engage – Engaging gives control of the situation to the student, slows down the encounter, and gets the class off task

STRONG VOICE

• Square up/ Stand still – Nonverbal skill

• Quiet power – When you are frustrated or losing control, speak quietly so that have to be silent and strain to hear you

Activity

Choose a partnerTake turns practicing honing your body language: square up, stand straight, stop movingGive each other feedback: what was good, what could be better?Practice Quiet Power. Imagine the scenario whereYou are frustrated in class. Try both being loud and being quiet. Reflect on the difference in your body and how you feel after being loud, and how you feel being quiet. Share that with your partner.Then return to your seat and sit silently with your desk as it was

DO IT AGAIN

• Gives students the opportunity to integrate the proper behavior• Sets a standard of excellence• Is immediate• Ends with success (is positive)• Is a logical consequence• Can be reused

• Important: stop and make them re-do as soon as you seethey have not reached the standard of completion you require

Question: What things might you have students redo?

SWEAT THE DETAILS

o PLANNING FOR ORDERLINESS MEANS PUTTING A SYSTEM IN PLACE

• Plan for the actions that you want to happen in advance• EX: neat rows, clean binders, neat homework, raising their hands• Teach them HOW to do what you want. Practice it repeatedlyso they know exactly how to follow your instructions

Threshold

Question: Why is it important to se the tone for your class?

Question Two: How do you currently set the tone for your class?

Threshold

- Build relationships/rapport with your students- Show your expectations immediately- Rituals that signify beginnings and endings help students to see that your classroom is different

NO WARNINGS

Use minor interventions and small consequences that you can administer fairly without hesitation before a situation gets emotional

Earns students respect

Student behavior is not to please you. It is so they can learn

NO WARNINGS

Never give a free pass, or students will always use the opportunity to get a free pass

Don’t punish for incompetence

It’s ok to give general reminders to all students

Create a scaled system beforehand so you can choose and appropriate minor consequence

NO WARNINGS

Calm, poised, and impersonal

Incremental

Private when you can, public when you must

Discussion

• What are some small consequences you could administer in class?

• Begin with: what is the smallest consequence you COULD administer?

Exit Ticket

On a piece of paper, respond to one of the following prompts:

A) What have you learned about how champion teachers use power in their classroom? What most surprised you?

B) Of the techniques we have reviewed (100%, What To Do, Strong Voice, Do It Again, Sweat the Details, Threshold, No Warnings) which do you think you would find MOST difficult, and why? How can you work to overcome this difficulty?