What To Do - Tindley Accelerated Schools

Report

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!
17th 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
1.
2.
3.
4.
5.
6.
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 – on
stage for half a second max; then point out
something constructive
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
Invent ways to make
compliance visible
2. Be seen looking
3. Enforce marginal
compliance
1.
100% - The Footnote
 These
steps.
are not sequential
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 – a
larger portion than many teachers ever
suppose – is caused not by defiance but by
incompetence.
 “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
Incompetence – Student doesn’t
understand or know how to do what you
expect.
2. Defiance – Student is trying to
demonstrate that you cannot control
him/her.
3. Opportunistic Misbehavior – Student is
testing boundaries and lack of clarity
1.
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
– 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
 Specific
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
 Create
Time!
WHAT TO DO directions for
these scenarios.
What To Do - Practice

Scenario 1 – Student’s eyes
 “Pay attention!”
1.

“Track the speaker!”
Scenario 2 - Organization
 “Get organized!”
“Put your lesson plan in your binder
2. Put your homework in the homework
folder.
3. Write your homework in the planner
4. Put all of your books on top of the desk.”
1.
What To Do - Practice

Scenario 3 - Dismissal
 “That’s the bell. Time to go, folks.”
1. “On 1, stand up.
2. On 2, push in your chair and grab your
books.
3. 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
Shortens the feedback loop
2. Sets a standard of excellence and not
just compliance
3. No administrative follow-up
4. Group accountability
5. Ends with success
6. Logical consequences
7. Reusable
1.
Do It Again
Tricks of the Trade
Cut it Short – Don’t wait for the entire task
to be completed. Restart once you know
you’ll Do It Again.
2. Good, Better, Best – Tell your students,
“That was good, but I want great!”
3. Manage Affect – Tell students you want to
see it done with more spirit or enthusiasm.
4. 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.”
1.
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.”

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