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Teach Like A Champion

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Sharon John

on 28 November 2012

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Transcript of Teach Like A Champion

The Five Principles of Classroom Culture Discipline Management Control Influence Engagement Technique 28
Entry Routine Technique 29
Do Now Technique 30
Tight Transitions Technique 31
Binder Control Technique 32
SLANT Technique 33
On Your Mark Technique 34
Seat Signals Technique 35
Props Technique 36
100 Percent Technique 37
What to Do Technique 38
Strong Voice Technique 39
Do it Again Technique 40
Sweat the Details Technique 41
Threshold Technique 42
No Warnings Teach Like a Champion! "People perceive their environnement to be orderly and safe, they will then preserve it, not degrade it." Sweat the Details
Tips: 1. Clean up Clutter
2. Make a big deal about"simple rules." i.e tucking shirts in.
3.Do not accept less then what you expect. Intervention:

1. Speak with the student to solve the problem.

2. Out- reach-to the parents to informed students behavior.

3. Meeting with administration, parents and teacher to come up with a behavior plan intervention. The technique "Strong Voice" consists of five key principles: Intervention:

1. Speak with the student to solve the problem.

2. Out- reach-to the parents to informed students behavior.

3. Meet with administration to intervene and Do Not
Engage Do Not
Talk Over Square Up/
Stand Still Quiet
Power Economy
of Language Props to us! =
STRONG VOICE! Props, or shout outs, or ups, are public praise for the students that are showing excellence. Props should be quick: less than 5 seconds from beginning to end. They should be visceral: relying on movement or sound, like percussion. Universal: everyone joins in! Enthusiastic: fun, lively. Evolving: Let students suggest and develop ideas for props.
Examples: "The Hitter," "The Lawnmower," "Two Snaps, Two Stomps."

Let's give a hot pepper to all of us for being great teachers! Be concise and direct when you speak.
The more words you use to explain
a task or correct a student's
misbehavior, the more confused
students will get, and the less
important your message
will seem. Wait until the class is silent before saying something to the entire
group. If talking begins while
you are speaking, "self-interrupt" yourself and wait until
students are silent before
continuing to
speak. Rationale --> 1. Being clear with students about what they should be working on. 2. Eliminating the excuses that lead to distration

Four Critical Criteria:
1. Students should be able to complete the Do Now without any assistance from teacher or classmates
2. Should be 3-5 minutes
3. Should result in a written product (fosters accountability)
4. Should preview the day's lesson or review a recent lesson.

*Provides consistency & preparation
*Could be written on the board and/or on chart paper so you don't have to transcribe it as students are entering the room, thus saving time. By: Sofia This is especially important when students call out answers, or when you are correcting a student's behavior. By not engaging,
you set a tone of "focused
accountability" in your
classroom. Always make eye contact, stand up straight. Direct your body in the direction you are speaking, and never stand more than a few feet away from a student, to whom you
are speaking. When you give directions, stop moving and do complete other
tasks while you speak.
It's distracting, and implies that
what you're saying is
unimportant. When the room gets too loud, or you feel like you are losing control, lower your
voice and speak more slowly, rather
than speaking louder or more quickly.
This shows students that you are still
calm, poised, and in control,
rather than nervous
or rattled. -Signals should be specific but subtle to prevent distraction.
-Students must be able to signal their request from their seats and non-verbally.
-Their request and your response should not interrupt instruction.
-Consistency is key.
-Post rules on wall so students can see them. Making a habit of what is EFFICIENT, PRODUCTIVE and SCHOLARLY Greet Students at the Door
Students pick up Work/Packet/Do Now/Exit Ticket From a Table Upon Entering
Students Come in and Take Their Seats - No Milling Around No Guessing where to sit
Homework in the SAME Place Each Day - Basket, Left hand corner of Student Desk Moving from place to place
Moving throughout different parts of a lesson

Related to Routines & Consistency!! Songs Gestures Greet students at the door
to establish a personal connection.
Offer reminders of expectations, or compliment new hairdos. 1) greet students at the door
to establish a personal connection and offer reminders of expectations, or compliment new hairdos. If they get it right when they begin class, the more likely the reminder of the class-time will be spent on task! Do It Again is actually "Do It BETTER"
- Doing it again and doing it right, or better, or perfect is often the best consequence A class transitioning from math to lunch
A class transitioning from one activity to another Getting lots of practice helps students improve,
so giving them more practice is the perfect response to a situation where they show they're not up to speed at a simple task Hit Rate Technique 43
Positive Framing Technique 45
Warm/strict Technique 44
Precise Praise Technique 46
The J-Factor Technique 47
Emotional Constancy Technique48
Explain Everything Technique 49
Normalize Error Change the Pace Brighten Lines Every Minute Matters Look Forward All Hands One at a Time Simple to Complex Work the Clock Clear and Concise
D.Toth Stock Questions Verbatim (No Bait and Switch) Teach Like a Champion Part 2 Teach Like a Champion Part 2 *Wrong answers are normal and part of the learning process*
- do not make excuses for students when they get answers wrong
- wrong answers do not need attention
- focus on fixing rather than drawing attention to wrong answers

*Recommended Responses*
- "not quite" --> creates suspense; students become eager to figure it out
- "Let's try that again......"

*Right answers - Don't Flatter; Dont Fuss*
- makes student think that you are surprised they got an answer right
- research shows that praising students for being smart incents them not to take risks

Main Idea: Expect both right and wrong answers and don't make a big deal about either! Tips: 1.Giving Challenging Material to students.
2. Giving a break before class is over.
3. A walk to the bathroom is a perfect time for a vocabulary review.
4. At the end of the school day student's should read an inspiring novel to improve their reading.
5. Students lining up to the lunch room is always good by peppering them with multiplication problems and mental math.. *Ask one question at time*

- helps focus students
- helps develop one idea at a time
- helps focus with a specific goal in mind rather than just to spark a discussion People are motivated by the positive far more than the negative. Using positive framing means making interventions to correct student(s) behavior in a positive and constructive way. The greatest power of positive framing is its capacity to allow you to talk about nonconstructive behavior consistently and correct it positively so that you guide students to improve knowledge and action. Positive framing corrects and guides behavior by following 6 rules: 1. Live in the Now: Focus on what the child can fix right now to move forward.

2. Assume the Best: Remain positive while speaking to a child unless you know an action they took was done intentionally. Assume your students are always trying to do their best and follow the rules.

3. Allow Plausible Anonymity: Correct students without saying their names.

4. Build Momentum, and Narrate the Positive: Narrate the strengths of what a child can do in your class.

5. Challenge!: Challenge students to do even better than they are.

6. Talk Expectations and Aspirations: Frame your positive comments to tell students how well they are doing and that their goal for doing it is not just to please you but become responsible adults.

*By slightly changing how we speak to children, we can make a huge difference in how the classroom is run.* Differentiate between "acknowledgement" and "Praise": acknowledge when expectations have been met and praise when the exceptional has been achieved. ____> in acknowledgement,
the teacher describes what a student has done, in an approving tone and with thanks. in praise, there is a valued judgement. ____> in acknowledgement,
the teacher describes what a student has done, in an approving tone and with thanks. in praise, there is a valued judgement. Praise and acknowledge loud, fix soft.

Praise must be genuine!! This model emphasizes the importance of being both warm and strict at the same time. The goal is to be clear, consistent, caring and firm so that students respect you and set high expectations for themselves. You should distinguish between behavior and the student (your behavior is inconsiderate v. you are inconsiderate), show that consequences are temporary and use warm, non-verbal behavior (bending down to reach eye level) -Ms. Gold -Making sure students realize every second counts

-Giving each activity a time limit

-Using count downs: acknowledge those ready before getting to 1 It is a questioning technique that instead of five different questions, teachers will ask a sequence of five predictive questions Ex. Goal: Find the surface area of a cube
Stock questions:
- How do we find the area of a square?
- How many faces does a cube have?
- What is surface area?
- How do we get the surface area of a cube? -Hit rate between 2/3 and 100%
-Break it down if students struggle with questions
-No opt out (only works if students are unable and WILLING to answer question. Not effective if unwilling.)
-Push them to fully answer the question e.g say more about that
-Distribute multi part questions to different students
-Cold call- effective for keeping students on their toes Key Idea: A sequence of quick questions is more practical than just one intellectual question Question. Recall. Question. Identify. Over and over. Your expectations should be clear, rational, & logical.

One should constantly remind students the logic behind the expectations and how they are beneficial and in the best interest of the student.

Conversations about misbehavior should be in language that explains how one actions affects another.

Ramos Teachers who use the J-Factor find ways to bring JOY to the work of learning! 5 J-Factor Activities to Try:
Fun & Games - create classwork challenges & competitions
Us (and them) - create a unique classroom culture that students feel like they are a part of something special
Drama, Song, Dance - keep students moving, speaking, and engaged
Humor - sprinkle in some laughter and lightheartedness
Suspense & Surprise - strategically work in surprises to keep students on their toes Constancy and reliability
in the classroom creates
a secure environment.
Tie your emotions to
student achievement,
not to your mood or the
emotions of your students
Use Words Carefully NOT:
Keeping in mind the Do Now and the Exit Ticket from yesterday, we will attempt to answer the important question of whether a force like gravity, or any other perhaps acts upon a physical object...

What are the forces acting on a resting object?

When asking students question:
- Start with a question word (who, when, what...)
- Limit them to two clauses
- Write them in advance
- Ask an actual question
-Assume the answer (Who can tell me...?) The purpose of brighten lines is to ensure smooth pacing throughout your lesson. Students work better when you introduce assignments by saying things like, you have 3 minutes to answer this question- Go! It gets them excited and motivated to do the work.
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