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
Be prepared to move seats in a minute.
What To Do
Do It Again
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.
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
Mediocrity is
excellence endures!
17th Century Proverb
nascitur, non fit.
 A poet is born, not made.
fit, non nascitur.
 A teacher is made, not born.
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
British Cycling and 1% Gains
 "They
are tiny things but if you clump
them together it makes a big
“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
 “Students have cause to ask
themselves: ‘Did she mean that? For
everyone? Do I feel like going along
with her today?’
“The assertion that the standard, not the
goal, is 100% compliance may sound
terrifying and draconian…, but the
classrooms of champion teachers belie this
 “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
Non-verbal intervention – avoid the death
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
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
100% - The Footnote
 These
are not sequential
100% - Examples
Ms. Driggs at the Uncommon Schools
 1428.100.Driggs.RP13
Mr. Pollack
 1433.100.Pollack.NO03
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
 “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
2. Defiance – Student is trying to
demonstrate that you cannot control
3. Opportunistic Misbehavior – Student is
testing boundaries and lack of clarity
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
“D’Andre, stop fooling around.”
Incompetence Doesn’t teach the student (i.e. tell
him how to solve the problem)
Calls attention to negativity. Hard
to hold accountable. Doesn’t ask
him to do anything productive.
Allows gray area to persist
“D’Andre, pay attention.”
Incompetence Too vague to be useful.
Easily manipulated or ignored;
leaves degree of defiance
Allows gray area to persist.
“D’Andre, legs under your
desk; hands folded; track me.”
Incompetence Describes the expectation in a
way that helps the student
Clearly delineates the degree to
which student is defying. Allows
you to respond appropriately.
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
 Create
WHAT TO DO directions for
these scenarios.
What To Do - Practice
Scenario 1 – Student’s eyes
 “Pay attention!”
“Track the speaker!”
Scenario 2 - Organization
 “Get organized!”
“Put your lesson plan in your binder
2. Put your homework in the homework
3. Write your homework in the planner
4. 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. On 2, push in your chair and grab your
3. When I call your row, line up.”
Do It Again
“Getting lots of practice helps students
 “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
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.”
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
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.
“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
 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-
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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