1. BMC Practice Please take out a lesson plan you want to practice.

2. Objectives: CMWBAT practice asserting their authority in a variety of authentic situations. CMWBAT receive feedback on their teacher voice and BMC usage. CMWBAT practice presenting and reinforcing procedures.

3. Procedures Review What are procedures? Why are they important?

4. Procedures Review Procedures should allow students to know what they should be doing and how they should do it in all routine classroom situations. Procedures maximize instructional time.

5. Bottom Line Sweat the small stuff!

6. BMC Review Explain the 3 steps to the BMC. Why is each step important?

7. Bottom Line You can’t have one without the other!

8. CONSISTENTLY USEDON’T USE Verbal Language Tight language – be exact The imperative “Sit”, “Take out…”, “Eyes on the speaker”, “You will” Positive reinforcement The interrogative “OK?” “Can you…?” “Will you..? “Let’s…” Tone Falling intonation Emotionless voice Maintain personal distance “up-speak” (rising intonation) Emotion in voice Frustration, Fear, Pleading Body-Language Be seen seeing- “with-it-ness” Face students (ALWAYS) Direct eye contact Straight/tall posture Arms behind back or comfortably at ones sides Shoulders squared Blank, emotionless face Back to students avoidance of eye contact Slouching posture Distracting arms gestures Crossed arms Turning away from the student Expressive emotional face

9. BMC 2.0 Give explicit directions – “When I say go…” – Tell them what to do, not what not to do Narrate Behavior – Throw in a countdown to add urgency – POINTS ON THE BOARD Corrective action – Assert authority (like we just saw!) – Move in/ move out – Never engage, keep repeating and lay out options

10. EXPLICIT DIRECTIONS Directions tell Students “what” to do and “how” to do it – Verbal Behavior – – No talking. – Use your “12 inch indoor voice.” – Raise your hand and wait to be called upon before you speak. Physical Movement – – Stay in your seat. – Walk. – Go directly to your seat. Participation in the Activity – Get right to work. – Do your own work. – Take turns with your partner. Examples: – I need everyone to work on the assignment. That means I should see you all doing your own work while staying in your seat, and I should hear no talking. If you need help turn over your “help card.” – I want each of you to silently pick up your chair and without talking, walk directly to your study group, sit down and wait for my directions on how to do your assignment. – When I say go, I want everyone to take out your workbooks and immediately turn facing your partner and begin working on the questions on page 14, using your indoor voices.

11. Explicit Directions Have all the Students’ Attention when giving Directions Check to make certain Students understand the Directions Cue the Students to Start the Activity

12. Step 1: Lesson Plan review (4) Read a partner’s lesson plan, noting places where a procedure or directions are necessary but not yet explicitly included. Think: if you were a student in the class, would you know what to do and how to do it when….

13. Step 2: Script it out (6) Think through peer’s notes and select one procedure/direction to focus rehearsal. Brand new? Vague or undefined? Complicated? Script it out!

14. Corrective action Follow the 10-20 Second Rule In a Firm “Teacher Voice” Restate Directions and provide Consequence as a Choice Examples: Connie, the directions were to sit and look at me without talking; you have chosen to get your warning. Jack, students need to do their own work without shouting out. You have chosen to go to time out. My directions were ‘stay in your seat when you’re working’, Carlos; you have chosen a lunch detention. Correct Inappropriate Talking Inappropriate talking is the most common behavior problem, and you must firmly and consistently correct this behavior. Take Corrective Action Every Time Students Are Disruptive Students will never believe you “mean business” and follow your directions unless and until they know you will take corrective action— you must provide disciplinary consequences each and every time students choose not to follow directions. Catch Students Being on Task

15. What are we doing? Practicing teaching behavior Utilizing BMC- watch me! Corrective Action: constantly tap pen! eek

16. Your Turn! (6) Partner 1: practice presenting directions/procedure to students. Partner 2: Notes feedback/shares Partner 1: incorporates suggestions/re-teaches Corrective Actions Choices: * Student head down on desk * Students talking * calling out answers * calls out “You idiot” * directly defies you- stating loudly I will not… SWITCH!

17. GOT ITHUH