# data[].attributes.headline
Brittany Haws Systems and Routines Reflection

# data[].attributes.subject
Brittany Haws Systems and Routines Reflection

# data[].attributes.body
In this section of Teach Like A Champion, removing scaffolding showed me that even though at the beginning of the year it takes extra time to introduce concepts of routines to students, in the long run it will save time and frustration when all I have to do is system cues to get procedures done instead of explaining a thousand times and then the students still don’t do it correctly. Designing the systems that I want to use in my classroom is going to be crucial in how my classes go, seeing as how the students won’t be able to do what I’m asking of them unless I’m completely clear and concise with them on what I expect from them and that starts with me being clear and concise with my planning so that I know exactly what I want from them and what my expectations should be in the first place. Installing my systems will take extra time in order to roll out everything the way I want it, but being positive and introducing everything with enthusiasm will make sure the students don’t see it as a tedious task and choose to do something else. Doing it again is such a helpful tool in making sure that when students don’t get something right, they have the opportunity to do it again instead of getting a lecture on it and then moving on to something else. Finally, deliberate practice brings everything together and shows me how I can improve, what parts of my systems may need some tweaks, and gives me the opportunity to improve things, along with my students. After all, it’s my job to model what I want from my students, and I have to be clear on what I’m doing  before they can do their part and use the systems I’m putting in place with them. Systems and routines are a great way to get things set up at the beginning of the year and to keep things smooth throughout the rest of the year. I’ve already incorporated a lot into my classroom but I do plan on taking more advantage of these modules to help me make my classroom and my teaching better.

# data[].attributes.headline
Brittany Haws Delivering Instructions Reflection

# data[].attributes.subject
Brittany Haws Delivering Instructions Reflection

# data[].attributes.body
This module allowed me to realize that when I'm giving directions I may not be using the most concise language and standing still. I like talking with my hands and I need to work on improving that so that students are more focused on the directions I'm giving them. It also made me realize that sometimes I need to slow down when explaining directions.

# data[].attributes.body
This module was very helpful in allowing me to see that strong voice isn't necessarily raising my voice at students; it's how I use my voice and body language to get their attention quicker and promote a better response. I do tend to use different registers of voicing depending on what grade I'm teaching, but I didn't know for the Do Not Talk Over that I should do a self-interrupt in order to get a student's attention that may be misbehaving. I would usually call out the student by name and give the student specific instructions to stop what they were doing. I have also struggled with finding my "teacher face" where I raise my eyebrows and/or give a stern face, because I have a more gentle looking face that some students don't take seriously when I try to use a stern look. Overall, I feel like I need to work on my intent of language and my different methods of using Strong Voice.

# data[].attributes.headline
Routine Reflection- Tammy Pickens and Mandy Parish

# data[].attributes.subject
Routine Reflection- Tammy Pickens and Mandy Parish

# data[].attributes.body
Teach Like a Champion has shown me that in my classroom, I ask the students "If they are ready to begin? Or Are you ready?" After reviewing this selection I have realized I am going about it wrong. It states that a routine may take a long time to put into place, but I have noticed in the videos it is well worth it. The students in my class will take awhile to learn a routine but doing it consistently without change is going to be great for them. I am anxious to figure one out that I enjoy using and be precise within the instruction.

# data[].attributes.headline
Tammy Pickens and Mandy Parish-What to do Reflection

# data[].attributes.subject
Tammy Pickens and Mandy Parish-What to do Reflection

# data[].attributes.body
After reading these selected pages, I have noticed for concrete instructions are a must.  It states an example of " I tell my student to put his feet under his desk, rather than stop fooling around." I have been saying not to do things but they were not specific directions.  It is so important for my Resource Sped kids to hear the exact thing I want them to do. So with the help of this selection I have tried it in my class today. I gave them direct instructions written on the board. The only this is that I noticed today, most of my students struggle in Reading. They were not able to read the instructions. I will have to try visuals with my classes.

# data[].attributes.headline
Tammy Pickens and Mandy Parish-Strong Voice Posture

# data[].attributes.subject
Tammy Pickens and Mandy Parish-Strong Voice Posture

# data[].attributes.body
WOW! I have so much still to learn after 6 years of teaching. The saying is true "A teacher can never stop learning." I was able to watch myself in a video of teaching. My posture states it all.  If I am showing them relaxed state of mind, it does not mean I can chill out. Even when I am addressing the students, I tend to cross my arms. My posture needs some help with the students. I have also paid attention today in class my voice level. Amazingly the students did much better today when I spoke sternly and lower tone.  I will definitely utilize these chapters to make them routine in my classroom.

# data[].attributes.body
I can really appreciate this section.  Although it is obvious to make sure that the students 'square up and stand still' while I am teaching, so that I know they aren't distracted and are following along with me, I hadn't really thought about how important it was for the speaker/teacher to do the same. SWeaver

# data[].attributes.body
In this module I strongly agree with the section about simplifying what to do. I am prone when getting in a rush, to tell my students something like; get out your book, turn to page 145 and do problem number four. Instead, they key is going step by step with these directions so I would not have to repeat myself. I like to stay consistent with giving my students a daily checklist of task we will complete and learn together.

# data[].attributes.body
Rachelle Gammon -What to do reflection
Consistent directions and expectations is key. Keeping things simple and direct are easier for students to follow and learn. I love the ideas that they talk about.

# data[].attributes.body
I love this!  So many times the students try to gain control of the room or the discussion. Being able to change the dynamic in the classroom by just changing your voice or stance is powerful. I have a voice when things are not ok in the classroom and a voice for teaching.  Being able to hear the difference is a quick reminder for the students that something is not ok in the classroom. So many great tools in this part of the book!
RGammon

# data[].attributes.body
Students need routines. We all do!!  Chaos ensues when there is no routine and the students do not know what to expect everyday. I find that some students, even myself sometimes, get in ruts with routines. Some times you may have to switch a part of it up to reinforce what your expectation is.
RGammon

# data[].attributes.body
Being consistent in your expectations and being short and clear with your words are important.

# data[].attributes.body
I loved watching these videos and seeing that it doesn't take a loud voice to gain control. A strong, steady posture and voice can get the job done.

# data[].attributes.headline
Least Invasive Intervention Reflection - Ashley neff

# data[].attributes.subject
Least Invasive Intervention Reflection - Ashley neff

# data[].attributes.body
"In re-directing, you aren't teaching a student what to do, but reminding them of what they have already learned to do." I loved that one line from one of the videos. I learned from this particular section, instead of taking time away from instruction time with verbal re-directing, try to slowly move over to non-verbal cues.

# data[].attributes.body
We plan on meeting our students at the door of our classroom to invite them in everyday. We also aim to establish clear, effective rules and procedures in the classroom.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
We need to use authority through verbal and nonverbal habits to maintain classroom control. Using hand gestures seems to be extremely effective.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
When reading, we enjoyed and plan to implement consistently and positive framing. We are going to live in the now, assume the best, allow plausible anonymity, narrate and build positive momentum, challenge our students, and consistently talk about expectations and aspirations.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
To be a noninvasive teacher, it is important to keep going and teaching and make corrections in the larger flow of class, not breaking up discussion.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
Instead of writing simple comments on students papers, we are going to write things like "great topic sentence, I love the clear details in paragraph **.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
After reading, we need to monitor important questions to ask students (list at least 5 per lesson) Give examples of incorrect answers and have students explain why the answers are incorrect. Model for students and plan time to reteach.

# data[].attributes.headline
Madison Simons & Traci Clark Reflection 

# data[].attributes.subject
Madison Simons & Traci Clark Reflection 

# data[].attributes.body
We plan to use specific, concrete, sequential, and observable directions in our classroom. To have positive relationships with our students and effective classroom management.

# data[].attributes.body
This selection helped me to realize that I need to use literal and concise direction for some students. I told a student "Bring your test." The test was never brought to me , because my instructions were not concise.

# data[].attributes.body
It is important that students know the teacher (us) are always watching. There are several effective "be seen" positions like "invisible column", "the tiptoes", "the sprinkler", "the disco finger" etc.

# data[].attributes.body
We currently feel confident about our systems and routines since we actively do the following.:

Threshold (We meet and great our students at the door.)

Strong start: We have a set routine when entering the classroom.

Engineer Efficiency:

Our students currently know what supplies and materials they are to get when entering the classroom,

Strategic Investment:

We spend the first 2 weeks of actively teaching procedures to routine.

# data[].attributes.body
Nonverbal intervention with positive reinforcement will create the biggest investment in the classroom. We enjoyed the real life approach to understanding the daily struggles of a teacher. We will implement these strategies to common practice in our classrooms.

# data[].attributes.body
We talked about this chapter and feel like the nonverbal intervention is very effective. Being elementary teachers we automatically use hand signals and teach our kids hand gestures as well. Doing 'drive by' style re directions is such a nice way to save time and not take away from the learning.

# data[].attributes.body
The more we halt class to fix a behavior, we more often than not will completely cease all learning within the class. Even within a discussion time, students become more interested in what the teacher has gotten onto another student for rather than what we are discussing. It is better to offer nonverbal or possibly anonymous correction. Be sure to ensure consequence and remain consistent.

# data[].attributes.body
Mallori & I discussed how important it is that we not engage students when they are exhibiting a behavior that we wish they weren't.  We are going to implement this strategy in our classrooms.

# data[].attributes.body
Keeping it simple, stand still, be specific but simple. I make a check list on the board when we have a test, so my kids wont ask me a thousand questions, and others wont be embarrassed for asking because they cant remember.

# data[].attributes.body
This section prompted us to be more clear, rather than vague. Also, being more consistent.

# data[].attributes.body
I agree with some others that have already posted, I still have a lot to learn.   I know that you need to be firm and state your expectations clearly. You don't have to be loud to be heard, but make it clear of what you expect.

# data[].attributes.body
When giving directions or redirecting students it is important for teachers to clearly describe expectations in concrete terms.

To model this, the four characteristics are to be specific when giving concrete, sequential directions and observable behaviors.

# data[].attributes.body
Students are more tentative when they are allowed to have "brain breaks" and follow it with eyes on me when they are done with them. Our instructions must be clear and concise in order for them to reach our expectations.

# data[].attributes.body
You have to know your students individually to use interventions effectively. 1st, they need to be taught non-verbal cues. Progressively from there, each student will react or benefit depending on how receptive they are. One student wants public praise while another would die if his/her name is called out loud.

# data[].attributes.body
It is very important to make sure that you're not teaching over the students heads. Make directions clear, concise, easy to comprehend, and accommodate the different types of learners in the classroom.

# data[].attributes.body
The "death spiral" part of this is SO true about losing the attention of students. Mallori & I agreed that the noninvasive behavior corrections are great for continuing learning without having to stop and handle behavior issues.

# data[].attributes.headline
K Cook and C Lyon's Reflection: Systems and Routines

# data[].attributes.subject
K Cook and C Lyon's Reflection: Systems and Routines

# data[].attributes.body
Stay firm with routines- It seems to work best that way. Keep up with the reminders and reinforcement. Some students need more time to get the routines down.

# data[].attributes.body
Non-verbal interventions can be a life saver during lessons.  Many times they just need to refocus.  A simple tap on the desk as you are walking by or a glance to them know that you are aware of their behavior and it needs to change will do the trick.  We are asking them to do what they already know is expected of them, not teaching them new things.  The faster and quietest ways are some of the best ways to do interventions.

# data[].attributes.body
It is important that the students have a clear understanding of your expectations in the classroom and that they are aware that you are consistently observing the classroom environment.

# data[].attributes.body
Making sure the students know that your eyes are always watching is so important and using the stern, serious voice lets them know you mean business.

# data[].attributes.body
It is way more important to keep the class flcused and on task than it is to call out a kid in front of everyone. The nonverbal gesture is great.

# data[].attributes.body
When you have a difficult student causing problems in your classroom, we think it is best to not escalate the situation by calling a student out in front of their peers. It is best to speak with them privately, away from there peers.

# data[].attributes.body
Upon reflection one thing that stuck out was: Subtle redirection with nonverbal cues without interrupting instruction..

# data[].attributes.body
We learned 6 tips of Least Invasive Intervention. They are very helpful to practice in the classroom during our lessons. We liked how they are not giving attention and spending time on the bad behavior in classroom. Instead, they are quick strategies to end the bad behavior and encourage positive behavior and to get students back on track. We will both be focusing on using these strategies in our classrooms.

# data[].attributes.body
Excited to try out the be seen looking dance moves. Students need to know that you are paying attention to them and they see you noticing what they are doing.

# data[].attributes.body
It is important to use a strong voice, rather than our normal voices. The sound of a strong, stern voice demands attention.

# data[].attributes.body
Using our voice tones as a tool to get students' attention is an amazing idea!  Mallori & I both loved the technique of getting a slow, low tone to grab the attention of our students and keep them engaged.

# data[].attributes.body
Least Invasive Interventions are key in any grade level but in Kindergarten they are great. We have a hard time keeping their attention and stopping instruction to redirect can be very damaging to their focus. The quickest way to get their focus back is always best. They know what is expected and need quick and simple reminders.

# data[].attributes.body
We meet our kiddos at the door every class period. They know the expectation and do so the few minutes of class while we are doing attendance. It is good for both the teacher and student to have the established routine. Our procedures have become routine.

# data[].attributes.body
Using your voice and body language to gain control of your class is a good way to ensure that the students are paying attention.

# data[].attributes.body
What I have learned and been trying to implement in my classroom is that I have been saying things like "If you can hear my voice touch your shoulders" and keep going with that until all my students turn and look and realize that I mean it is time to get busy. I also do just stop talking and just wait for them to realize that are ready to learn and they get their focus back on the task at hand.

# data[].attributes.body
Clear non verbal cues are good for most but some students need verbal cues. Some need public praise, some done like it at all, they want to hide under a rock (COOK). Whatever works best in your class for the lowest interruptions.

# data[].attributes.body
Positive framing is a good reminder to keep an eye on all the students.

# data[].attributes.body
It is very important not to talk over your students.  It is better to change your posture to a more formal posture, freeze, and hold your pose for a second.  Drop your voice a little lower right after your self-interrupt.

# data[].attributes.body
Preventing behaviors that lead to student distraction is best accomplished using nonverbal signals and cues.

# data[].attributes.body
It is equally important to provide students with clear, concise expectations and state them in a positive manner.

# data[].attributes.body
It is imperative that students know they are consistently being monitored, even when direct instruction isn't taking place. That the instructor is not just trying to catch misbehavior but also productive behavior.

# data[].attributes.body
A strong voice rarely means a loud voice. Many times when instructors need to redirect misbehavior, a low but commanding tone is most effective.

# data[].attributes.body
Often seeking, finding, and rewarding desirable behaviors resolves many instances of misbehavior.

# data[].attributes.body
Setting and enforcing high, consitent expectations for students will lead to higher student achievement.

# data[].attributes.body
Planning student expectations while lesson planning fosters student centered learning. The instructor is not only planning their behavior but has goals in mind for their students throughout the lesson cycle.

# data[].attributes.body
Positive framing is such a natural and beneficial tool to use in education. I can simply state "Samantha' I love how you are always so quiet in the hallway." without correcting the students that were talking they quickly become on task because they want compliments as well.

# data[].attributes.body
Positive framing involves framing a qestution or situation in a positive way.

# data[].attributes.body
Through this module and through experience, I've seen that nonverbal cues are great to use to prevent and deal with behaviors before they become a major distraction in the classroom.

# data[].attributes.body
We discussed planning for errors in our lesson plans, and we do this by working the released Staar questions and looking at the answer choices given. We also look at misconceptions from our Think Up book and plan in advance the questions the students are going to ask. We plan on what we are going to have to loop back around to, and we use our warm ups to address trouble spots or things we need more time on. We are also focused on putting in more problems than we need in order of complexity so we can jump back and forth depending on the students' abilities.

# data[].attributes.body
We need to always assume the best. Students need to focus on accomplishing the task correctly, instead of feeling defenseless. In class, we are try to correct the situation without using student's names, for example "I need two sets of eyes on me." Positive framing will lead to student;s success, because the teacher is narrating the situation in a positive way. We talk about inspirations and goals with their goal index cards for tests in our classes. Positive framing will connect them to their goal.

# data[].attributes.body
In the music education field it's especially important that students feel that I'm seeing them and noticing what they are doing. It discourages misbehavior but it also helps students feel seen and paid attention to. Scanning the room is pretty effective when the students are all in one spot facing me, but a little more difficult when they are doing an activity that requires movement around the room or that I'm moving around the room for, to encourage productive behavior.

# data[].attributes.body
Using positive framing is very important to keeping a positive environment in the classroom, and that's what I want for my students. It might be easier to say "stop doing that", but in the long run using positive framing will have a better outcome and make the student feel a little less called out and like they aren't in trouble, but are noticed.

# data[].attributes.body
Small non-verbal cues and redirection can make the difference in the way a student reacts to behavior management.

# data[].attributes.body
Taking notice of small things lets your students know that you are always paying attention even when not instructing. By doing this, students are more likely to follow directions even when working independently.

# data[].attributes.body
I was happy to read and talk to my mentee about the "No opt out" technique. Many times when a student does not know the answer they think they get a free pass. I like the thought of coming back to them to respond after the answer has been established or scaffolding from an easier question. I like to build all students confidence by giving them an easier question if needed and then working up to the more challenging questions.

# data[].attributes.body
I loved the section of the chapter about the private individual precise praise. Often, students think we when come to whisper in their ear that we are correcting behavior or academic work. I like the thought of often giving praise this way so eavesdroppers will not think it is always negative and less likely be worried about what I am talking to that student about.

# data[].attributes.body
Using a confident voice and stance can make all the difference. Commanding a room with your tone and posture lets your students know you are serious about maintaining order during class.

# data[].attributes.body
Positive framing is a great way to make sure you bring attention to the students making good choices. You are also avoiding pointing out a negative behavior that could result in a disruption.

# data[].attributes.body
Double planning helps provide teachers with a good idea of what’s going to happen in the class, instead of “going with the punches” and not planning too specifically. I think this helps keep  focus, and prepares me for anything that might come up in the class.

# data[].attributes.body
Planning for error helps us to have a head start on figuring out what students may be confused about, especially if the subject is more tricky and we know exactly where the students will get tripped up. That way there’s less time wasted on trying to explain in different ways or not knowing how to handle the error. Plus, guiding the students to the right answer requires them to use their brains and not just rely on us to get the answers. Every now and then we may be inclined after seeing a student struggle to just kind of give them the answer, maybe subtly, but we may not give them enough time or feedback to figure it out themselves, so planning for error helps with this.

# data[].attributes.body
Each week we have to turn in lesson plans for what 'the teacher' is doing to our principal. As this part of the book reminds us, 'good' teachers should be planning for what the students are doing as well. One way to do this is to make a T chart for each day. I make one on my note pad as a guide that I use throughout the day, so that I can streamline my lesson and get the most 'bang for the buck'.

# data[].attributes.body
We both use popsicle sticks and an app to help us cold call our students whether or not they have their hands raised. By doing this we create a culture of engagement in the classroom, so that students have an incentive to pay attention and stay on task.

# data[].attributes.attachment_link.readable_text
The Transum name selecting application helps teachers choose students in a completely random way. Click on the select button to find one of the student names in the class list.

Saving Names

Click on the 'save' button at the top of the list of names to save them to a cookie on the computer you are currently working on. The names will then be available the next time you visit this page on this computer for up to 365 days. Please see the Privacy Policy.

Arrange Students

If you have saved the list of names in the class list on the right of this page you can also use:

# data[].attributes.attachment_link.description
This is a facility that will help a teacher by randomly selecting a student from the class.

# data[].attributes.body
We definitely take advantage of sentence starters in our Math class. When students are given a problem to discuss with a partner or in a group, having a list of sentence starters help to promote positive Math talk and gives all students a voice in the conversation. I have posted these in the classroom and made a page of these to put at each group for them to use.

# data[].attributes.body
Being consistent on What to Do is very important. Minimizing the words used and using the same words to do simple tasks allows you to effectively and efficiently complete the task(s) and get back to teaching/learning.

# data[].attributes.body
This concept of using a short concise sentence to explain something is great and it is something I can definitely attempt to do verbally in my classes. Doing this will encourage students to speak concisely and even get their point across quicker, and especially when I only see my classes for half an hour at a time, being concise is very important.

# data[].attributes.body
Cold calling helps students pay more attention not only because they never know when they might be called, but it’s also just a good way to make sure everyone gets a chance to be called on, that way the one student that always knows the answer isn’t the only one in the class being heard. I love how Mrs. Weaver and Mrs. Dawson use an app to help pick students to call on and I plan on checking out that app. I’m always trying to improve student engagement and this method of cold calling helps.

# data[].attributes.body
Positive framing is a good tool to show positive vides to your kiddos!

# data[].attributes.body
Routines help the kids just as much as they help us stay on task and organized!

# data[].attributes.body
Double planning helps keep the teacher focused and prepare to have to change your lesson in the middle of it.

# data[].attributes.body
Planning for Error helps us with knowing that the kids will make the mistakes, and it helps us make sure we teach them the proper steps and strategies to use to help prevent that.

# data[].attributes.body
We discussed the likely hood of errors when doing a lesson. I shared who I try and think like my students and be prepared for errors/questions that lead to errors.  Plan for these errors and needs for re-teaching.  CC-I do stop and re-teach in the moment when I discover students need it.
CC - Double plan - I take the time and make a note on my lesson plans to jog my memory for the lesson next year.  EB - I found it interesting to write notes in margins of your lessons. I am going to try this.

# data[].attributes.body
Actively scanning your room needs to become 2nd nature to teachers because it allows them to mantain good classroom management routines. For example, the Pastore's perch is a helpful position to use becuase it allows a teacher to have an 80 degree field of vistion of their classroom.

# data[].attributes.body
On our campus we have to have the following posted on our whiteboards daily:

*Printed lesson plans
* TEK name and number
*I CAN statments
*Product/Outcome

These items are reviewed daily with students at the beginning of class. This keeps the teacher and students on track with instruction and learning.

# data[].attributes.body
In our curiculum, common student misconceptions for each TEK are outlined for teacher to follow during lesson planning.

We also include on our whiteboards essential questions to assist in a potential reteach if needed.

# data[].attributes.body
We use Art of the Sentence when we hand students an index card, and give them a prompt from the content of the day...

This become a formitive exit ticket, which requires content vocabulary.

# data[].attributes.body
If teachers inplement a Cold Call method in the classroom on a regular bases, it inproves student understanding, engaged, accountibility, pacing, and ensures high participation ratio.

# data[].attributes.body
Exit tickets are a great way to assess what students have learned in the class in depth. I will be doing more of this in class to help assess what the students have learned, and to keep myself accountable for what I’m trying to teach them. If they can’t tell me what they learned in general, there won’t be a good way to test the rigor of what they know. The students get to do a lot in music, but they do learn concepts that they may not even realize sometimes.

# data[].attributes.body
Show Call is a great way for students to get to demonstrate what they know, and I like seeing what students get excited to demonstrate what they know, usually consisting of a solo on an instrument. Being positive in the show call is very important so that the students don’t get embarrassed if they make a mistake and can feel confident when they do have the right process and answer.

# data[].attributes.body
Stretch It gets the students thinking more in depth about their answers and how they could see things in different perspectives to get the same answer. It can be simple to stretch, or it might require a little more prodding from the teacher. Either way, it gives the students a deeper knowledge of the subject matter.

# data[].attributes.body
The Art of the sentence. We love to use Think Pair Share. this has the kids work problems and be prepare to use their words to share their thoughts. and praise their partner for a good job explaining something!

# data[].attributes.body
Exit tickets help us double check our kids understandings. It helps us prep for small group in class later, helps us with what to go back over, or what they just understood!

# data[].attributes.body
We have used Popsicle sticks, the wheel of names, and other ways to call on students. They know that when we use these items they have to be prepared to be called on and it helps with being engaged and participation.