Teach Like a Champion

Engaging Students in your LessonsSetting/Maintaining High Behavioral Expectations

Engaging Students in your Lessons

O Cold CallO Call and ResponseO Everybody Writes

Cold CallO In order to make engaged

participation the expectation, call on students regardless of whether they have raised their hands

BenefitsO Allows to check for understandingO Increases speed (pacing and amount

of material covered)O Allows to distribute work more

broadly around the roomO Signals students that they are likely

to be called on and should therefore engage in the work of the classroom

Key Principles to Cold CallO Cold Call is predictableO Cold Call is systematicO Cold Call is positive

Call and ResponseO Use group choral response—you ask;

they answer in unison—to build a culture of energetic, positive engagement.

3 Primary GoalsO Academic review and enforcementO High-energy funO Behavioral reinforcement

5 Types/Levels of Call and Response

O Repeat: students repeat what their teacher has said

O Report: students are asked to report their already completed answers back

O Reinforce: you reinforce new information by asking the class to repeat it

O Review: asks students to review answers from earlier in the class

O Solve: ask students to solve a problem and call out the answer in unison

Everybody WritesO Set your students up for rigorous

engagement by giving them the opportunity to reflect first in writing before discussing.

O “I write to know what I think.”-author Joan Didion

6 Benefits to Everybody Writes

O Allows you to select effective responses to begin your discussion since you can review your students’ ideas in advance by circulating and reading over their shoulders.

O Allows you to cold call students simply and naturally since you know everyone is prepared with pre-formed thoughts.

O Allows you to give every student the chance to be part of the conversation.

O Improves the quality of students’ ideas and writing.

O Helps you steer students in a direction you think especially fruitful.

O Statistically, students remember twice as much of what they are learning if they write it down.

ACTIVITYO Form 3 groups.O In your group discuss each form of

engagement techniques.-which do you think is most beneficial?-how can you combine the different types?-what are the cons (if any) to these types?

Maintaining High Behavioral Expectations

O Least Invasive Forms of InterventionO Emphasizing ComplianceO What to Do O Strong VoiceO Warm AND Strict

Least Invasive Forms of Intervention

O Nonverbal InterventionO Positive Group CorrectionO Anonymous Individual CorrectionO Private Individual CorrectionO Lightning-quick Public Correction

Emphasizing Compliance

O Invent ways to maximize visibilityO Be seen looking

“What to Do” Technique

O Some portion of student noncompliance is not caused by defiance but by incompetence: by students’ misunderstanding a direction, not knowing how to follow it, or tuning out.

O This makes it more important for you to give directions in a way that provides clear and useful guidance.

4 Primary Characteristics of “What to Do”

O Specific: focus on manageable and precisely described actions

O Concrete: directions involve clear, actionable tasks that any student knows how to do.

O Sequential: directions should describe a sequence of concrete specific actions

O Observable: directions are easy to see if student complies or not

“Strong Voice” Technique

O Technique to establish control, command, and be the benign authority figure.

5 Principles of Strong Voice

O Economy of languageO Do not talk overO Do not engageO Square up/Stand stillO Quiet power

Warm AND StrictO Not warm VS. strictO It isn’t, “I care about you, but you

still must serve the consequence for….” but, “BECAUSE I care about you, you must…”

Message Behind Warm/Strict

O When you are clear, consistent, firm, and unrelenting and at the same time positive, enthusiastic, caring, and thoughtful you send the message to students that having high expectations is part of caring for and respecting someone.

Ways for Effective Warm/Strict

O Explain to students why you’re doing what you are

O Distinguish between behavior and people

O Demonstrate that consequences are temporary

O Use warm, nonverbal behavior

SituationO Think back on a behavioral situation

you faced in the last few weeks. In your groups from the last activity, revisit that situation and show how you could have used one of these techniques and how the result may have differed.

O Share best practices for specific behavior or noncompliance issues.