Teaching YOUR Expectations Annette Brinkman & Tim Frost Dept of Teaching and Learning Granite School District

Group Norms ●If you think it – say it – expect a conversation. ● If you wonder, ask… ● Be certain you are learning and contributing. ● Watch your air time.

Learning Task: Warm-Up Think of a student from your past who did everything you could have ever hoped for during instruction… what specifically did this child do independently, intrinsically? what behaviors did he/she exhibit that you wished ALL of your students exhibited – especially ______.

Partner Time! Find FOUR individuals you DO NOT know who are NOT at your table. Choose a space and EACH of you sign your name on the other person’s sheet. Tell each person one behavior this “MODEL” student did independently and/or intrinsically. (Example: You walk over to someone you do not know. You sign THEIR sheet on the “birthday” space and they sign YOUR sheet on the “birthday” space.)

Define: Procedures Rules Habits

Define: Procedures Rules Habits Functional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom.

Procedures: What are the necessary procedures your classroom needs to operate smoothly? Write them down. Be prepared to share them.

Define: Procedures Rules Habits Functional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom. The non-negotiables you are willing to enforce – usually involves safety and controlling the masses.

What rules does your SCHOOL have? What rules do you have in your classroom?

Define: Procedures Rules Habits Functional things that have to be done in a classroom – such as passing in papers, getting drinks, & going to the restroom. The non-negotiables you are willing to enforce – usually involves safety and controlling the masses. Intrinsic behaviors you want students to exhibit even when you are not there – such as self starting, using a 12 inch whisper, etc …

The most lavishly appointed classroom may turn into a shambles if routines for using it have not been established. -New Zealand Dept. of Education

Habits Why would your want certain student behaviors to become “Habits.”

Your Best and Toughest Kid? What behaviors did your BEST kid exhibit What behaviors did your TOUGHEST kid exhibit Refer back to your “warm-up” exercise. Write down these behaviors. Make a list

“Toughest” List: Take a look at the list of behaviors your “Toughest” kid exhibited. What HABIT(S) need to be in place to REPLACE these bad behaviors? Example: “Enters room and does not begin bell ringer” Needed habit: Be a self-starter.

Possible Classroom Habits Be a Self-Starter Be on-task Direct Instruction Group Work (labs, etc…) Be an Active Listener Link: Finish one thing and start the next

Building The Foundation Identify critical habits your students need to support the learning you wish to offer. Invest time and effort to thoroughly teach those habits. Follow the 4 steps of letting them know. REFINE: Praise those who exhibit the habits and reteach those who don’t.

Four Steps to Teaching A Habit Explain: Looks Like/Sounds Like Demonstrate: Wrong Way/Right Way Practice: Right Way Refine: Never Ending … … Procedure adapted from US Air Force

Looks Like / Sounds Like Self-starting Demonstration

Self Start (10 problem math quiz)

Step One: Self-Starters Looks Like: Sounds Like: Look at task Put stuff away Start reading or writing Keep reading or writing Pencils scratching Quiet Pages turning Hall noise

Step Two: Demo: Debrief after each demo: wrong way right way what did ___ and ___ do correctly? what do ___ and ___ need to refine? prioritize 3 most important things off chart

Step Three: EVERYONE practice the correct way.

Steps One-Three: Why? What modifications do you need: age of students? your personality?

Step Four: REFINE Refine

What if you don’t refine??? Your percentage of compliance will DROP to 10% or less. We often hear “I tried that, but it didn’t work.” – Refining issue 1 kid off on Monday, 2 off on Tuesday, 4 off on Wednesday, …

Your Turn Get into groups of _____ Choose one CRITICAL habit for your classroom. Conduct a “Looks Like/Sounds Like” exercise for your group. All of you will present to each other.

Looks Like / Sounds Like Assignments Walking silently down the hall Stay on task during independent work What do I do when I am finished? Respond to an attention prompt Be an active listener Stay on task during lab/ group work

Assignment Try a “Looks Like/ Sounds Like” procedure with ONE of your classes. Assembly behavior, walking to the library, moving from class to laboratory, etc.

Geneva Elementary 2000 We are here to teach children the behaviors we want to see. Not to crucify them for the behaviors they came with.