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Tools for Teaching

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Shawna Chesser

on 11 July 2016

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Transcript of Tools for Teaching

Quality vs Quantity
Raising Expectations
"Working the Crowd"
is managing the classroom by walking around so you are close to students at all times
Exploiting Proximity
Creating Independent Learners
AKA Managing the Fight/Flight Response
Staying Calm
AKA Actions will cost you
Setting Limits
AKA "No means No"
Following Through
Tools for Teaching
with Fred Jones

Learning to Mean Business
Being Consistent
These are students who have "learned helplessness" either from parents or other teachers. In order to be able to "work the room" these students need to become independent learners.
Tools for Teaching
Chapter 2 and 3
Visual Instruction Plan AKA
Zone Defense
Area around the teacher
Area removed from teacher's attention
Next group out from the teacher
Using Camouflage
- By moving and working
crowd, you can redirect
a specific student without
calling them out for their
- This only works if students
are used to you moving to
work the crowd
Arranging the Room
Make sure to move your desks in your space so that your path is the shortest between all students
Tools for Teaching

Chapter 5
Instead TRY:
Input, Output, Input, Output
From Tools for Teaching Chapter 4
See, Say, Do
To have independent learners we need to AVOID Cognitive Overload
Cognitive Overload is:
when we try to put too
much stuff in a student's
Ancient Truism:
"All Learning takes place one step at a time"
First - take a relaxing breath
Second - take another -
what has the student done right so far?
Third -
what do you need the student to do next?
Focus the student on the prompt
Review what the student has done right
, Leave

NO "But" "However" or "Instead of"
Start with "The next thing to do is..."
Get out of there!
Don't reinforce helplessness by staying to make sure they get it
Make sure you are using Initiating Requests (Do this) rather than Terminating Requests (Don't Do This)
Tools for Teaching

Chapter 6
Tools for Teaching
Chapter 7
Avoid "Summary Graphics" that show the end point result but not the steps in between
Instead create a set of plans that:
Shows one step at a time
Includes a picture for each step
Minimal Words
Types of VIPs:
Mind Maps
-Explain -Watch -Now you..
Three Stages:
Setting the Stage:
Why is this important?
How does it tie to yesterday?
Where are we going after?
Explanation: See
Modeling: Say
Guided: with coaching
Independent: on your own
Generalization and Discrimination: variations on the topic
Focus on one or the other can be bad:
Too fast: Quality suffers
Obsessing: Quantity suffer
Why should I? - INCENTIVES
Tools for Teaching
Chapter 8
Tools for Teaching
Chapter 9
Dinner first, the Dessert
Dinner - the thing I
to do
Dessert - the thing I
to do
Make sure your requirements for Mastery deal with the tension between Quality and Quantity
For example: consecutive problems correct - not just problems done correctly but done correctly consistently
Proactive versus Reactive Incentives
Exchange for work in ADVANCE
In the heat of the moment
AKA Bribery
Beware of what your message sends:
Incentive for SPEED: If you don't check for quality of work
Incentive for DAWDLING: If you give them too much time with no incentive to finish early
Incentive for DILIGENCE:
Offer a preferred activity
Give a criteria for mastery
CHECK their work
"Preferred Activities should be cheap, readily available and easy to use"
Art Projects
Music Projects
Learning Projects
Interest or Computer Centers
Learning Games
Reading or Writing
Helping the teacher
Extra Credit
Providing Accountability
Tools for Teaching

Chapter 10
In-Production Quality Control
Post-Production Quality Control
Have your students check their own and peer work - Keep them Honest:
Use Competition
Use Grouping

Use a combination to keep it interesting
Use Your Students!
"I say what I mean and mean what I say"
"We are going to keep doing it until we do it right"
Different Names:
Nag, Nag, Nag
Pheasant Posturing
Snap and Snarl
"Calm is Strength
Upset is Weakness"
"Emotions are contagious. You will get exactly what you get"
BE Consistent
AKA "No means no"
"You are either consistent or you are inconsistent. There is nothing in-between."
Focus on small Behaviors
They are more costly
They happen more frequently
Big disruptions grow from small behaviors
"Discipline comes before Instruction"
See - then ACT
Use your
- not your
Don't consult your feelings
You make the rules
"Never make a rule that you are not willing to enforce every time"
Focus on Body Language
Body Language is a language we need to learn - Otherwise we send the wrong message.
"Calm is slow, upset is fast"
The Regal Turn
The six second turn:
1 - stay down and breathe
2 - halfway up and took at student
3 - complete up and look
4 - rotate shoulder and waist towards student
5 - one foot and hips towards student
6 - final foot and square up
Stages of "Cute"
Smiley face
Raised Eyebrows
Head tilted
it's biology - cultural differences are trivial
it conveys emotion
it conveys intention "telegraphing"
it conveys change in emotion
Send CLEAR signals
Remember that you are choosing
Don't send mixed messages - PICK ONE!
Use your body language to save time
Look them back to work
Use "the turn" - a slow motion turn towards the behavior
Commit to a FULL STOP in instruction - remember Discipline comes BEFORE Instruction
Take a breathe and relax - this is not fight or flight
Tips for the Regal Turn
Make sure you point both feet - don't be ambivalent
Keep good eye contact - don't look away
Put your hands down and keep your shoulders relaxed
Check your jaw keep it relaxed
Don't react to trigger mechanisms of "Cute"
"We are not amused"
Tools for Teaching
to the Classroom - Necessary Tools
Create VIP for different units
Plan and create a preferred activities list
Create a plan to present preferred activities
Tools for Teaching

Chapter 14
Tools for Teaching

Chapter 15
Tools for Teaching

Chapter 16
Tools for Teaching

Chapter 17
Body Language goes both ways - you also need to read their body language
Smiley Face
Book Posing
Pencil Posing
Pseudo Scholarship
Pseudo-Compliance is cutting deals
"How much is good enough?"
Move the BODY not the MOUTH
talk is cheap and students know it
Walk instead of talk for result
The Poker Game
Students are gamblers - they are trying to see what they can get away with
The rules are simple - you either up the bet or you fold (a student folds when they get back to work - a teacher folds when they turn away from the disruption
Both sides "bluff" (a student bluffs with pseudo compliance, a teacher bluffs with Nagging and Pheasant Posturing)
You have to stay in the game until the stakes are too high for the student to continue
You raise the stakes with time and effort - talk is cheap
Moving In
Say their names
"Smiley Face"
Take two breathes and walk - say nothing
"Half a Loaf" - a half turn back to work
(Visual Prompt) Learn over and gesture
Another "partial" compliance
(Verbal Prompt) "Please turn your chair all the way around"
Compliance (but we're not done yet!)
Palms - rest on your hands and wait
"Eyes up, Eyes Down"
Eye Prompts - look down at the students work
Compliance (but we're STILL not done)
Thank the student and STAY down
"Eyes up, Eyes Down"
Repeat the process with the second student
Walk away slowly
Turn back and face the students with both toes facing them
"Eyes up, Eyes Down"
Keep yourself with them in your peripheral when helping the next student
is Difficult
is Expensive
An ounce of Prevention is worth time and effort
means student fold more quickly - because they know you are willing to up the ante EVERY TIME
Using Camouflage
Working the crowd
hides your movement of
Moving in
Look at other student's work on the way
Don't telegraph your movements to the class
Use eye contact to telegraph your movements to the disruption
Continue this pattern as you approach the student to allow them to "save face"
AKA Doing Nothing
Eliminating Backtalk
Tools for Teaching

Chapter 18
Backtalk is a student's way of challenging you to respond from your brain stem
"It takes one fool to backtalk. It takes two fools to make a conversation out of it"
Backtalk is a student inviting you to their melodrama - you have a speaking role
"Open your mouth, slit your throat"
The Comedy routine:
Student is clown
Teacher is straight man
It doesn't work without both playing their roles
"If a student wants to backtalk, at least make them do all the work. Don't do half of it for them"
There are four
of Backtalk
Switching the Agenda
Whiny Backtalk
Nonverbal Backtalk
Nasty Backtalk
The Response is the SAME
"When in doubt - DO NOTHING"
If doing nothing doesn't work MOVE IN CLOSER
Curve Balls
The Last Hurrah "Whatever" "Yeah, right"
The Cheap Shot "Big Deal" "Oooh"
Respond with "Instant Replay"
Redo a Moving In - by not ignoring the remark, you have shown the student it wasn't worth the gamble
P.S. Camping out is a rarity if you are completing the rest of meaning business!
Nasty Backtalk - the high roller's game
"Never take anything a student says personally"
Insult (Dress, Grooming, Hygiene)
Respond with
NOTHING but withering boredom
CALM is key
A therapeutic conversation after class can sometimes change your relationship with a student
Show that you care about what is going on
Let them "spill the beans"
Silence is golden
Switching the Agenda
Switching to Instruction
"But I don't understand the problem"
Switching to Motivation
"This is so dumb, we did it last year!"
Whiny Backtalk
"I wasn't doing anything"
Blame your neighbor
"He was asking me a question"
Blame the teacher
"I had to ask him because you went over it too fast"
Excusing you to leave
"Alright I'll do it if you just leave me alone"
"What a pin you have today!"
Nonverbal Backtalk
Push you away
Kiss on the nose (or any other physical response to get a rise out of you)
Jones, Fred. (2012).
Tools for Teaching: Second Edition
[Kindle Cloud version].
Retrieved from Amazon.com
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