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People are motivated by the positive far more than the negative. Using positive framing means making interventions to correct student behavior in a positive and constructive way. It does not mean avoiding interventions so you can talk instead only about the positive behavior you see. For example, if David is off task it will not be sufficient merely to praise Kelsey for being on task. Rather, you should correct David in a positive manner.

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Make corrections consistently and positively.

Allows teachers to talk about nonconstructive behavior consistently and correct it positively.

Guides students to improved knowledge and action.

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·       Public discussion of student behavior should remain positive, showing that you assume your students have tried to do as you’ve asked.

·       Assume students are distracted, need more practice, or genuinely misunderstanding, rather than intentionally misbehaving.

·       Assume the best, even while delivering a consequence.

-      Ex:         “Just a minute, class.  Some people seem to have forgotten to push in their chairs.”  (Not;         “Just a minute, class.  Some people don’t seem to think they have to push in their chairs when we line up.”)

·       No longer a judgment, more a tool for improvement.

·       Assuming worst makes teacher appear weak.  If you assume your students are always trying to comply, you are demonstrating the assumption that you are in charge.

-      Ex:         “Show me your best SLANT, Charles.” (Not;  “If you can’t sit up, Charles, I’ll have to keep you in from recess.”)

·       An effective way to assume the best is to thank students as you give them a command.

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i.      Talk expectations and aspirations.

·       Talk about who your students are becoming and where you’re going.

·       Use praise that sets a goal larger than your own opinion.

·       Seek opportunities that reaffirm expectations around smaller details.

·       Examples:

-      “In this class, we always track.”

-      “If you finish early, check your work. Make sure you get 100 percent today.”

-      “You look like college students, today.”

-      “I feel as if I’m sitting in a room with future presidents, doctors, and artists.”

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Rhetorical questions.

·       Don’t ask questions you don’t want an answer to.   Non-Ex:  “Would you like to join us, David?”  Instead just say, “Thank you for joining us on the rug, David.”

Contingencies.

·       Don’t say, “I’ll wait,” unless you will.

·       Be more productive, positive, and strong by saying, “We need you with us.”

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a.       A teacher must be both, and be both at exactly the same time!  This sends the message that having high expectations is part of caring for and respecting someone.

b.       Explain to students why you are doing what you are.

c.       Distinguish between behavior and people.  Say, “You’re behavior is inconsiderate,” rather than “You are inconsiderate.”

d.       Demonstrate that consequences are temporary.  After students have dealt with the consequence, smile and greet him naturally to show that he is starting over with a clean slate.  Get over it quickly.

e.       Use warm, nonverbal behavior.  Put your arm on a student’s shoulder and kindly tell him you’re sorry but he’ll have to redo the homework.  You just know he’s capable of better.

f.        Being warm is being positive, enthusiastic, caring, and thoughtful.

g.       Being strict is being clear, consistent, firm, and unrelenting.

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This is "RUMPH.Purpose over power" by Uncommon Impact on Vimeo, the home for high quality videos and the people who love them.

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·       Non-Verbal Intervention: non-verbal gestures/ cues or eye contact

·       Positive Group Correction: Quick verbal reminder to the group about what students should be doing and not what they shouldn’t be doing

o   “You should be tracking the speaker.”

·       Anonymous Individual Correction: Quick verbal reminder to the group that not everyone is where they need to be.

o   “I still need three people. You know who you are. I need two people.”

·       Private Individual Correction: When and if you have to use names, seek to correct behavior privately and quietly. Walk by the off-task student’s desk, lean down to get close to the student, and use a voice that preserves as much privacy as possible; tell the student what to do quickly and calmly.

o   First Warning: “Quentin, I’ve asked everyone to track me, and I need to see you doing it too.”

o   Second Warning with a Consequence: Again you want to do this privately. “Quentin, I need you to track me so you can learn. I’m going to have to move your card to yellow. Now please show me your best.”

·       Lightning-Quick Public Correction: At times you will be forced to make corrections of individual students during public moments. Your goal is to limit the amount of time a student is “onstage” for something negative and focus on telling the student what to do right. Merely stating a student’s name does not provide the student with guidance about how to meet your expectations.

o   “Quentin, I need your eyes.”

o   “Quentin, I need your eyes. Looking sharp, back row! Thank you Quentin.”

·       Consequences: In the long run it makes the teacher stronger when he or she only occasionally uses external consequences. If a situation cannot be addressed quickly and successfully without a consequence, the consequence must be given so instruction is not interrupted. Deliver the consequence quickly and in the least invasive, least emotional manner. Ideally a teacher should have a scaled series of consequences.

A common misconception is that ignoring misbehavior is the least invasive form of intervention. But ignoring misbehavior is the most invasive form of intervention because it becomes more likely that the behavior will persist and expand. The goal is to address behavior quickly-the first time it appears.

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From TLaC 2.0: The Whisper Correction
Take a minute to watch this clip of Jason Armstrong's math class at Roxbury Prep.
You'll notice that Jason makes two corrections of students who are off task. Both of them are essentially public. He's standing in front of the class when he makes them. But Jason makes them feel like private individual corrections because he whispers them. Essentially he gets the benefits of privacy-he messages "I am trying to do this without calling too much attention to you"-by creating the illusion of privacy. We call this a "whisper correction" and it's one of our most useful new observations about 100% in TLaC 2.0. Even if you are standing in front of a classroom with 28 pairs of eyes on you, you can create many of the benefits of a private correction merely by dropping your voice into a whisper or, in fact, a stage whisper. Spoken aloud, "Roberta, I need you sitting up," is a public judgment and invites a public response. Whispered, it is for her benefit alone, even if Roberta is in the back row and you are up front and you both know that everyone else heard it.

100%, Jason Armstrong, Roxbury Prep, Video, Whisper Correction; 100% Technique

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Clip of the Day: Jason Armstrong & the Whisper Correction (Video) - Teach Like a Champion

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From TLaC 2.0: The Whisper Correction Take a minute to watch this clip of Jason Armstrong's math class at Roxbury Prep. You'll notice that Jason makes two corrections of students who are off task. Both of them are essentially public. He's standing in front of the class when he makes them.

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October: the beginning of fall, pumpkin flavored everything everywhere... and the longest month of the teaching year. I can clearly remember from my years in the classroom exactly how I was usually feeling around the beginning of November. My patience was apt to be a bit shorter, and my eagerness for a much needed vacation was growing by the minute. It wasn't that I loved my students any less, it was just that the lack of sleep had built up and it was sometimes harder to maintain perspective in those hundreds of tiny moments that are part of the day. An unsharpened pencil was suddenly a stop-the-world moment (though in all fairness there are times it should be), and a student with an untucked shirt found himself at the silent lunch table.

Which is why for this week's Video of the Week, it seems like a good time to focus on what we call Assuming the Best. The idea that when students aren't meeting our expectations we start first by assuming that they're not clear on what they should be doing, as opposed to consciously making a poor choice. In this week's Video of the Week we see Mr. Allen using this during New Student Orientation, helping to set the tone for the year. This example is in the context of content (remembering the definition to a term he introduced earlier that day) as opposed to management (students not having materials put away in the right place), but the idea remains the same in either case. When we're not getting the result we want or expect, start with self reflection and what might be missing on our end (clear directions, strong instruction, etc.) On top of that, he follows it up by modeling humility and owning student mastery of a term he had introduced earlier in the day. He is amazing at always modeling the character traits and habits he teaches his students, so it's definitely worth a quick search in the library to watch some more clips from his class.

This entry was posted in Addressing Misbehavior, Building Relationships. Bookmark the permalink.

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October: the beginning of fall, pumpkin flavored everything everywhere... and the longest month of the teaching year. I can clearly remember from my years in the classroom exactly how I was usually feeling around the beginning of November. My patience was apt to be a bit shorter, and my eagerness for a much needed vacation was growing by the minute.