Transcript What To Do - Tindley Accelerated Schools
Good morning, welcome, good to see you, happy day, glad all is well, hi there, you bet’cha!
We will learn about and practice the taxonomy of effective teaching practices today.
Be prepared to move seats in a minute.
100% What To Do Do It Again
Audience
If this is your first year at a Tindley School, sit next to someone who has taught here for a year or more. If you have at least 1 year of experience, sit next to a newbie.
Vets, you will assist the new teachers.
Take notes between the two of you.
Persona
The one with the most energy wins. At times I may have to channel my middle school teacher persona. Please don’t be offended, as I wouldn’t normally speak to adults this way.
If you want to channel your middle school non-compliant kiddie persona, I will host make-up sessions at 7am this Saturday!
Call to Order
LEADER: Mediocrity is forgettable…
TEACHERS: But excellence endures!
17
th
Century Proverb
Poeta nascitur, non fit.
A poet is born, not made.
Magister fit, non nascitur.
A teacher is made, not born.
Growth British Cycling and 1% Gains
"The whole principle came from the idea that if you broke down everything you could think of that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together," he explained.
"There's fitness and conditioning, of course, but there are other things that might seem on the periphery, like sleeping in the right position, having the same pillow when you are away and training in different places .” "Do you really know how to clean your hands? Without leaving the bits between your fingers? If you do things like that properly, you will get ill a little bit less .”
Growth British Cycling and 1% Gains
"They are tiny things but if you clump them together it makes a big difference."
100%
“There’s one suitable percentage of students following a direction given in your classroom: 100%. “If not, you make your authority subject to interpretation, situation, and motivation. “Students have cause to ask themselves: ‘Did she mean that? For everyone? Do I feel like going along with her today?’
100%
“The assertion that
the standard
, not the goal, is 100% compliance may sound terrifying and draconian…, but the classrooms of champion teachers belie this expectation. “They finesse their way to that standard with a warm and positive tone. “Discipline that is positive and invisible (because it is a matter of habit) is the most sustainable variety.” Doug Lemov
100% - Least Invasive Form of Intervention
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Non-verbal intervention – avoid the death spiral Positive group correction –fix the ones you see…and the ones you don’t Anonymous individual correction Private individual correction – how we correct people in other situations Lightning-quick public correction something constructive – on stage for half a second max; then point out Consequence
100% - Firm, Calm Finesse
Make it an exercise in purpose and not power Use universal language Catch it early!
“Thank you” is the strongest word
100% - Compliance you can see
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Invent ways to make compliance visible Be seen looking Enforce marginal compliance
100% - The Footnote
These are not sequential steps.
100% - Examples
Ms. Driggs at the Uncommon Schools Network 1428.100.Driggs.RP13
Mr. Pollack 1433.100.Pollack.NO03
100%
Practice Time!
What To Do
“Champion teachers recognize that some portion of student non-compliance suppose incompetence.
– a larger portion than many teachers ever – is caused not by defiance but by “The students misunderstand a direction, do not know how to follow it, or tune out in a moment of benign distraction.
“Recognizing this means giving directions to your students in a way that provides clear and useful guidance.” Doug Lemov
What To Do Three types of off task behavior
1.
2.
3.
Incompetence
understand or know how to do what you expect.
– Student doesn’t
Defiance
demonstrate that you cannot control him/her.
– Student is trying to
Opportunistic Misbehavior
– Student is testing boundaries and lack of clarity 1.
2.
TEACHER: Didn’t I
just
say “pay attention”?
STUDENT: I
was
paying attention!
What To Do
Giving students specific, concrete, observable direction, in sequence to tell them
What To Do
as opposed to what NOT to do.
What To Do
Specific
– what Aaron should adjust (feet, hands, eyes)
Concrete
– how Aaron should accomplish this (
feet
on floor,
hands
folded,
eyes
tracking the speaker)
Sequential
– breaking complex tasks into a series of simple actions
Observable
– easily observed and therefore maximally accountable
NEGATIVE NARRATION
“D’Andre, stop fooling around.”
Incompetence Doesn’t teach the student (i.e. tell him how to solve the problem) Defiance Calls attention to negativity. Hard to hold accountable.
Doesn’t ask him to do anything productive.
Opportunistic Allows gray area to persist
POSITIVE BUT VAGUE
“D’Andre, pay attention.”
Incompetence Too vague to be useful.
Defiance Easily manipulated or ignored; leaves degree of defiance ambiguous.
Opportunistic Allows gray area to persist.
WHAT TO DO
“D’Andre, legs under your desk; hands folded; track me.”
Incompetence Describes the expectation in a way that helps the student succeed.
Defiance Clearly delineates the degree to which student is defying. Allows you to respond appropriately.
Opportunistic Removes ambiguity so that it cannot be exploited.
What To Do - examples
Mr. Zimmerli – substitute teaching 1453.WTD.Zimmerli.SP101
Classroom Dismissal – Mr. Schaefer #1 Start at 1:15 mark Mr. Whitley – Math review What To Do with Mr. Whitley
What To Do
Practice Time!
Create WHAT TO DO directions for these scenarios.
What To Do - Practice
Scenario 1 – Student’s eyes
1.
“Pay attention!” “Track the speaker!”
Scenario 2 - Organization
1.
“Get organized!” “Put your lesson plan in your binder 2.
3.
4.
Put your homework in the homework folder. Write your homework in the planner Put all of your books on top of the desk.”
What To Do - Practice
Scenario 3 - Dismissal
“That’s the bell. Time to go, folks.” 1.
“On 1, stand up.
2.
3.
On 2, push in your chair and grab your books.
When I call your row, line up.”
Do It Again
“Getting lots of practice helps students improve.
“So giving students more practice is the perfect response to a situation where they show they’re not up to speed at a simple task.” Doug Lemov
Do It Again
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2.
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Shortens the feedback loop Sets a standard of
excellence
and not just compliance No administrative follow-up Group accountability Ends with success Logical consequences Reusable
Do It Again Tricks of the Trade
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4.
Cut it Short
– Don’t wait for the entire task to be completed. Restart once you know you’ll Do It Again.
Good, Better, Best
– Tell your students, “That was good, but I want great!”
Manage Affect
– Tell students you want to see it done with more spirit or enthusiasm.
Specific Feedback
– Tell students what required fixing so it’s visible to them: “Stand as soon as I say
two
. Let’s do it one more time.”
Do It Again – examples
Mr. Jones Start at 1:49 Classroom Dismissal – Mr. Schaefer Start at 1:15 Ms. Bellucci – “Directions!” 0074.DIA.Bellucci.TP16
Do It Again
Practice Time!
Shake your partner’s hand. Return to your original table.
Vets, you will lead practice.
Do It Again
Scenario: The teacher needs his/her class to say an answer in unison. S/he will have scholars practice until they do it well.
2 + 2 = x “Whole class, x equals what?” 4 (mumbled) “Everyone again. X equals what?” 4 (audible but not vigorous) “I expect great because you are great. X EQUALS WHAT?” 4 (forcefully) Vets, have all of the new teachers practice, and give them feedback. You may need to model it for them.
Show us what you know
Complete the exit ticket and take it to your school specific session. Give it to one of your school leaders.
You’ll have 7 minutes to work.
http://www.online-stopwatch.com/bomb countdown/full-screen/ We’ll finish with the Call to Close.
Call to Close
LEADER: “We are never satisfied.” TEACHERS: “Because I am a genius. This means I must work hard. I will work hard. I have no choice.”