Monday, November 25, 2013

Teach Like a Champion
Technique #45

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

KEY IDEA: You must be both: caring, funny, warm, concerned, and nurturing – and also strict, by the book, relentless, and sometimes inflexible.

Effective ways to implement Warm/Strict:
·      Explain to students why you’re doing what you are and how it is designed to help them.  Ie. “We don’t do that in this classroom because it keeps us from making the most of our learning time.”
·      Distinguish between behavior and people.  Say, “Your behavior is inconsiderate,” rather than, “You are inconsiderate.”
·      Demonstrate that consequences are temporary.  Once you’ve given the consequence, the next job is to forgive.  Get over it quickly.
·      Use warm, nonverbal behavior.  Arm on student’s shoulder, bend down to eye level …..

From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)

Tuesday, November 19, 2013

Teach Like a Champion
Technique #44
Precise Praise

“In the long run, a teacher who continually praises what’s expected risks trivializing both the praise and the things she really wishes to label ‘great’.”

KEY IDEA: Positive reinforcement is one of the most powerful tools in every classroom.

In using positive reinforcement, follow these rules of thumb for Precise Praise:
·       Differentiate acknowledgment and praise.  Praising students for doing the expected is, in the long run, not just ineffective but destructive.  Recent research demonstrates that students have come to interpret frequent praise as a sign that they are doing poorly and need encouragement from their teacher.
·       Praise (and acknowledge) loud;  fix soft.  Praise as specifically as possible and focus on exactly the behavior and action that you would like to see more of.  Praise for working hard and not for being smart.
·       Praise must be genuine.

From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)

Wednesday, November 13, 2013

Teach Like a Champion
Technique #43
Positive Framing

“People are motivated by the positive far more than the negative.  Seeking success and happiness will spur stronger action than seeking to avoid punishment.”

KEY IDEA: Make corrections consistently and positively.  Narrate the world you want your students to see even while you are relentlessly improving it.

Positive Framing corrects and guides behavior by following six rules:
·       Live in the now: avoid harping on what students can no longer fix
·       Assume the best: Don’t attribute to ill intention what could be the result of distraction, lack of practice, or genuine misunderstanding.
·       Allow plausible anonymity: First attempt to correct behaviors without using their names, “Check yourself to make sure you’ve done exactly what I’ve asked.”
·       Build momentum, and narrate the positive: Narrate the evidence of your own commands, “I need three people.  Make sure you fix it if that’s you! Now I need two.  We’re almost there. Ah, thank you.  Let’s get started.
·       Challenge!: Exhort them to prove what they can do by building competition into the day.
·       Talk expectations and aspirations:  Talk about who your students are becoming and where you’re going.

Keep positive by avoiding 2 things:
·       Rhetorical questions: Don’t ask questions you don’t want answers to.
·       Contingencies: Don’t say, “I’ll wait,” unless you will.

From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)

Friday, November 1, 2013

Teach Like a Champion
Technique #42
No Warnings

“Using minor interventions and small consequences that you can administer fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning students’ respect.”

KEY IDEA: Giving a warning is not taking action; it is threatening that you might take an action and therefore is counterproductive  Once you have determined that a behavior is the result of disobedience rather than incompetence, that is deliberate, a consequence is better than a warning.

The goal is to take action rather than get angry.
·       Act early.  Catch it early.
·       Act reliably.  Be consistent.
·       Act proportionately.  Start small when the misbehavior is small.

Consequences should be issued in these ways:
·       Be calm, poised, and impersonal.
·       Be incremental. (take things away in pieces)
·       Be private.

From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)