1. What Great Teachers Do Differently
14 Things That Matter Most

2. Numbered Heads Together strategy
STARTER:
Please begin now:
Numbered Heads Together strategy
Form a group of 3 and assign each other numbers 1-3. (#3 person moves and sits on other side)
Each group member must discuss and decide on one answer to the following questions:
Which of the three words in the phrase “poor lecturer’s classroom” identifies the problem?
How is this single example illustrative of the “people vs. programs” concept?

3. #1 (discussed last session)
Great teachers never forget that it is people, not programs, that determine the quality of a school

4. #2
Great teachers establish clear expectations at the start of the year and follow them consistently as the year progresses.

5. Summarizing Chapter 3: The Power of Expectations
Great teachers focus on expectations, other teachers focus on rules, and the least- effective focus on rule consequences.
Great teachers establish clear expectations at beginning of year/semester, and follow them firmly, fairly, and consistently all year.
Rules may produce undesirable behaviors, but expectations focus on desirable behaviors
Teachers may vary in expectations, but great teachers set clear established expectations that are focused on the future and reinforced.

6. #3
When a student misbehaves, great teachers have one goal; to keep that behavior from happening again.

7. Summarizing Chapter 4: Prevention versus Revenge
Great teachers are motivated to prevent misbehavior; ineffective teachers are motivated to punish misbehaving students.
Great teachers focus on the future, not on the past, and on their circle of influence.
Great teachers don’t want a student to leave angry, but to behave better in the future.
Teachers have the same “bag of tricks”, but great teachers choose them less often and more wisely
Students know the difference between right and wrong and want the teacher to address
inappropriate behavior in a dignified and
respectful manner.

8. #4
Great teachers have high expectations for students but even higher expectations for themselves

9. LITERACY STRATEGY: READ—RECAP—REQUEST Strategy Procedures
 Strategy Overview
 Working together utilizing Read—Recap—Request helps to reduce students’ anxiety about reading and establishes a collaborative culture in the classroom.
Strategy Procedures
Triads of students work best for this strategy, which is described as Read—Recap— Request
1. Read
One student reads an assigned text passage aloud as the other two students follow along silently.
2. Recap
The second student summarizes the passage in their own words (optional: written summary)
3. Request
The third student formulates and writes questions for the group. The questions may be for clarification or to spark discussion.
The teacher directs students to rotate roles as the triads move through the text selections chosen for this strategy. Whole-class discussion may be used to compare summaries and to respond to general questions.   
Herczog, Michelle M., and Priscilla Porter. Strategies for Struggling Readers: A Resource Guide, Level 2, ©2010, Center for Civic Education, Calabasas, California.

10. Summarizing Chapter 5: High Expectations-For Whom?
All teachers have high expectations,but great teachers have higher expectations for themselves
It is for teachers to have high expectations for students; the challenge is for teachers to focus on their own behavior.
When students are not engaged in learning in the classroom, great teachers ask themselves “What can I do differently to improve student engagement?”

11. #5
Great teachers know who is the variable in the classroom: They are. Good teachers consistently strive to improve, and they focus on something they can control-their own performance

12. Summarizing Chapter 6: Who is the variable?
Great teachers understand that the main variable in any classroom is not the students, but the teacher.
Effective teachers always strive to improve and focus on something they can control…their own behavior.
Just as successful students and parents accept responsibility, our most effective teachers accept responsibility for their performance in the classroom.

13. EXIT SLIP “ticket out the door”
Draw a vertical line in the middle of a sheet of paper and label one column “Great teachers” and the right column “Ineffective teachers”.
Summarize at least three differences between great and ineffective teachers under each column.
Please turn in your exit slip with your name on it before exiting room. THANKS