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Setting and Maintaining High Behavioral Expectations (Ch. 6)

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Laura Cooper

on 14 August 2011

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Transcript of Setting and Maintaining High Behavioral Expectations (Ch. 6)

Setting and Maintaining
High Behavioral Expectations
Differentiated Instruction
for Student Acheivement
- Teach Like a Champion - Technique 36 Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco, CA: Jossey-Bass, 2010. Print. Chapter 6 100
Percent Technique 37 Technique 38 Technique 39 Technique 40 Technique 41 Technique 42 What to Do Strong
Voice Do It
Again Sweat
the Details Threshold No Warnings “Excellence is the habit: what you do, you should do well, and the easiest way to do it well is to do it well every time.”

(Lemov, pg. 170) 100 Percent of your students are complying with your directions. Some student noncompliance is a result of students’ misunderstanding of directions, being unaware of how to follow the expectation, or because of not paying attention/being distracted. Strong Voice teachers follow five principles in their interactions with students:

Economy of Language - fewer words are stronger than more
Do Not Talk Over – every student has the right and responsibility to hear what you are saying
Do Not Engage – Avoid engaging in other topics until you have resolved the topic you initiated
Square Up/Stand Still – Speak nonverbally as well as with words
Quiet Power – Speak more slowly and quieter when you want control
Why is Do It Again effective?
•It shortens the feedback loop
•It sets a standard of excellence
•There is no administrative follow-up
•There is group accountability
•It ends with success
•There are logical consequences
•It is reusable “In any environment, countless apparently minor details signal expectations for conduct and behavior.”
(Lemov, pg 195) “Getting it right and keeping it right is much easier that fixing it once it’s gone wrong. Threshold ensures that you make a habit of getting it right from the outset each day.”

(Lemov, pg. 197) The point is to have a ritual that allows your students to “see that your classroom is different from the other places they go.”
(Lemov, pg. 199) Find a way to greet your students at the doorway or once they enter the classroom each day:
•make a personal connection
•reinforce classroom expectations
•preview or reminder of the lesson or activity
No Warnings is a technique that provides quick teacher interventions in response to student misbehavior: Teachers act early, reliably, and proportionately. Plan interventions and responses in advance by mapping a sequence of consequences that are incremental. This chapter presents techniques that promote positive and efficient classroom management.
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