1. Setting and Maintaining High Behavioral Expectations Chapter Six

2. DO NOW Share something about chapter 6 that you would like to implement but have not done before with the people around you

3. Focus: Creating and implementing positive behavioral management systems that reliably keep students engaged and focused on the task at hand Objective: To aid teachers in understanding the content of chapter 6 ideas and techniques thought discussion, role play, and lecture We will: Review techniques Practice interventions in role plays Discuss interventions You will:  Have all your materials other than your Teach like a Champion book, a drink if you have one, and a writing utensil on the floor  Participate by raising your hands  Track me with your eyes  Give feedback to your role play partners(s)  Complete your exit ticket prior to leaving the room

4. “To answer power with power, the Jedi way this is not. In this war, danger there is, of losing who we are” -Master Yoda

5. -Are universally applied -Have a positive focus -Are applied to all students, without exception -Reinforce a positive, achievement-focused classroom -Are not about using power as an exercise of control, but are about using power so kids can learn Strong behavioral systems:

6. Chapter 6 Techniques Overview

7. 100% Everyone must comply with all of the request a teacher gives Why? It removes the option for noncompliance, it allows for the focus to stay on the lesson Essential that students understand that the compliance is an exercise that will help students achieve, not an exercise in teacher power Consider exactly what you are asking for Positive focus executed with firm, calm finesse

8. “Achieving compliance is an exercise in purpose, not power” Positive Calm & Firm Non-invasive Nonverbal Intervention Positive Group Correction Anonymous Individual correction Private individual correction Consistent Negative Emotional Invasive Verbal intervention Negative Group Correction Individual, public correction Varied

9. 100%: Ways to Emphasize Compliance Make your requests something you can observe “Pencils down and eyes on me” VS “pay attention” “Pencils down and eyes on me” VS “pay attention” Scan the room so they can see you are looking Specify what you want Use as many opportunities for students to gain practice with following your instructions in a way that they enjoy and is non-threatening

10. WHAT TO DO

11. Concept: student noncompliance is not always defiance, and is often a result of students not understanding what they SHOULD do So, tell them Specifically – describe the action the student should take Concretely – provide clear tasks, not concepts/ideas Pay Attention -> turn your body to face me and close your ipads Pay Attention -> turn your body to face me and close your ipads “write this down” “write this down”

12. WHAT TO DO, ctd Sequentially – Describe a sequence of concrete actions Observable – Make the actions observable. Make the students accountable for their behavior Break it down more- If you have any students that seem lost, break your directive down into smaller concrete, sequential steps “Distinguish between incompetence and defiance by making your commands specific enough that they can’t be deliberately misinterpreted and helpful enough that they explain away any grey areas” (p.180)

13. Break it down Volunteer to break down the following tasks concretely and sequentially: Pay Attention Pay Attention Transition from notes to an activity Transition from notes to an activity Stop working on your bell work and focus on me Stop working on your bell work and focus on me

14. THINGS “IT” TEACHERS DO TO MANIFEST AUTHORITY STRONG VOICE

15. Use less words - It shows you are prepared and confident Do not talk over – It shows that what you have to say is important and not optional Do not engage – Engaging gives control of the situation to the student, slows down the encounter, and gets the class off task

16. STRONG VOICE Square up/ Stand still – Nonverbal skill Square up/ Stand still – Nonverbal skill Quiet power – When you are frustrated or losing control, speak quietly so that have to be silent and strain to hear you Quiet power – When you are frustrated or losing control, speak quietly so that have to be silent and strain to hear you

17. Activity Choose a partner Take turns practicing honing your body language: square up, stand straight, stop moving Give each other feedback: what was good, what could be better? Practice Quiet Power. Imagine the scenario where You are frustrated in class. Try both being loud and being quiet. Reflect on the difference in your body and how you feel after being loud, and how you feel being quiet. Share that with your partner. Then return to your seat and sit silently with your desk as it was

18. DO IT AGAIN Gives students the opportunity to integrate the proper behavior Sets a standard of excellence Is immediate Ends with success (is positive) Is a logical consequence Can be reused Important: stop and make them re-do as soon as you see they have not reached the standard of completion you require Question: What things might you have students redo?

19. SWEAT THE DETAILS o PLANNING FOR ORDERLINESS MEANS PUTTING A SYSTEM IN PLACE Plan for the actions that you want to happen in advance EX: neat rows, clean binders, neat homework, raising their hands Teach them HOW to do what you want. Practice it repeatedly so they know exactly how to follow your instructions

20. Threshold Question: Why is it important to se the tone for your class? Question Two: How do you currently set the tone for your class?

21. Threshold -Build relationships/rapport with your students -Show your expectations immediately -Rituals that signify beginnings and endings help students to see that your classroom is different

22. NO WARNINGS Use minor interventions and small consequences that you can administer fairly without hesitation before a situation gets emotional Earns students respect Student behavior is not to please you. It is so they can learn

23. NO WARNINGS Never give a free pass, or students will always use the opportunity to get a free pass Don’t punish for incompetence It’s ok to give general reminders to all students Create a scaled system beforehand so you can choose and appropriate minor consequence

24. NO WARNINGS Calm, poised, and impersonal Incremental Private when you can, public when you must Discussion What are some small consequences you could administer in class? What are some small consequences you could administer in class? Begin with: what is the smallest consequence you COULD administer? Begin with: what is the smallest consequence you COULD administer?

25. Exit Ticket On a piece of paper, respond to one of the following prompts: A)What have you learned about how champion teachers use power in their classroom? What most surprised you? B) Of the techniques we have reviewed (100%, What To Do, Strong Voice, Do It Again, Sweat the Details, Threshold, No Warnings) which do you think you would find MOST difficult, and why? How can you work to overcome this difficulty?