Thursday, January 30, 2014

Teach Like a Champion
Technique #49
Normalize Error


“Error followed by correction and instruction is the fundamental process of schooling.”


KEY IDEA: Getting it wrong and then getting it right is one of the fundamental processes for schooling. Respond to both parts of this sequence, the wrong and the right, as completely normal.

Key Points:
·      Wrong Answers: Don’t Chasten; Don’t Excuse – If wrong answers are truly a normal and healthy part of the learning process, they don’t need much narration at all.  Skip the step of naming every answer as either right or wrong, just fix the wrongness and move on.
·      Right Answers: Don’t Flatter; Don’t Fuss – Acknowledge correct work and then move on.



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

Thursday, January 16, 2014

Teach Like a Champion
Technique #48
Explain Everything


As a result of Explain Everything: “Students understand the logic behind decision making and will be more likely to both believe that the systems are in their best interests and make rational choices on their own.”

KEY IDEA: Deliberately make expectations clear, rational, and logical. Constantly remind students why you do what you do and grounds explanations in the mission: this will help you get to college; this will help you understand how to be responsible.
Examples:
·      “I’d love to spend more time talking about this, but there’s a lot we’ve got to do.”
·      “Do you understand that if you go to the nurse, you’re not going to participate when we have recess?”
·      “Please put your hands down.  I know that you all have questions, and I love it when you say intelligent things, but we have a lot to do, and right now there’s not time. We still need to read our story and do workshop.”

A Caution:  Explain Everything should happen either in a calm moment well in advance of behavior that needs fixing or else after “fixing” has resulted in the meeting of expectations.
·      In advance - “When I ask for your attention, I’m going to expect from every one of you every time.  That way I can be sure you know everything you need to know to be successful and happy in my class!”
·      After “fixing” - “Thank you.  The reason I need you to be all the way silent like that is . . .


From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)
Teach Like a Champion
Technique #48
Explain Everything


As a result of Explain Everything: “Students understand the logic behind decision making and will be more likely to both believe that the systems are in their best interests and make rational choices on their own.”

KEY IDEA: Deliberately make expectations clear, rational, and logical. Constantly remind students why you do what you do and grounds explanations in the mission: this will help you get to college; this will help you understand how to be responsible.
Examples:
·      “I’d love to spend more time talking about this, but there’s a lot we’ve got to do.”
·      “Do you understand that if you go to the nurse, you’re not going to participate when we have recess?”
·      “Please put your hands down.  I know that you all have questions, and I love it when you say intelligent things, but we have a lot to do, and right now there’s not time. We still need to read our story and do workshop.”

A Caution:  Explain Everything should happen either in a calm moment well in advance of behavior that needs fixing or else after “fixing” has resulted in the meeting of expectations.
·      In advance - “When I ask for your attention, I’m going to expect from every one of you every time.  That way I can be sure you know everything you need to know to be successful and happy in my class!”
·      After “fixing” - “Thank you.  The reason I need you to be all the way silent like that is . . .


From Teach Like a Champion by Doug Lemove (Jossey Bass, 2010)
Teach Like a Champion
Technique #47
Emotional Constancy


“An emotionally constant teacher earns student’s trust in part by having them know he is always under control.”


KEY IDEA: 1. Modulate emotions. 2. Tie your emotions to student achievement, not to your own moods or the emotions of the students you teach.


Key Points:
·      Expect students to occasionally get upset, and respond calmly.
·       “I expect better of you,” or, “The expectation in this class is that you give your best,” instead of,  “I’m really disappointed in you.” 
·      Focus on what students should or shouldn’t do instead of how the teacher feels.
·      Goal when emotions run hot should be to deescalate.



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

Monday, December 2, 2013

Teach Like a Champion
Technique #46
The J-Factor


“The finest teachers offer us the work with generous servings of energy, passion, enthusiasm, fun and humor – not necessarily as the antidote to hard work but because those are some of the primary ways that hard work gets done.”


KEY IDEA: Finding the joy in the work of learning is a key driver not just of a happy classroom but of a high-achieving classroom.

Five Categories of J-Factor activities:
·      Fun and Games.
·      Us (and them).  Make them feel like they belong.  Special nicknames, hum a song,…
·      Drama, song, and dance
·      Humor.
·      Suspense and surprise.



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

Monday, November 25, 2013

Teach Like a Champion
Technique #45
Warm/Strict


“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)