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1. Make sure to avoid getting anyone in trouble before routines have been instilled.
2. Breaks can actually help students to self-regulate
3. Silent-signals avid antagonizing students in front of everyone. Tap on the head or the shoulder can be it if proximity doesn't work. If the taps don't work you can whisper to them what you would like them to do.
4. Reinforce positive behavior by restating the desired behavior and reward when followed by whole or most of the class with a fun activity.

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Last week we learned how to make parents our partners.

As a first-year teacher, I felt I was a good teacher if I handle out misbehaviors on my own. I would only call home as a last resort.

As a second-year teacher I have started communication with them early- specifically positive communication.

The goal is to have consistent interactions to create positive reinforcement cycle.

You can call home and touch open the following points:
1. Share one positive thing about the student’s behavior or academic performance
2. Share areas of concern about the student, such as recent attendance issues, failing grades, or missing assignments.
3. Ask the parent or guardian if there are specific things the school or class could do better.
4. Reiterate why it’s important to address the student’s academic, attendance, behavioral, or social-emotional issues
5. Ask the parent or guardian why the student might be experiencing challenges at school
6. Discuss ideas and action steps for working together to get the student back on track
7. Share more about yourself and your experiences to build trust with the family

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Ask students to answer the following questions:

Wish - What is something you wish to acheive?

Outcome - How will making that dream come true make you feel?

Obstacle - What is something that is something that is stopping you from making that dream come true?

Plan - What is something you can do to avoid that one obstacle? If the obstacle still arises what can you do to overcome it?

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I increase student engagement by showing applications of the topics they are learning via cool videos or by creating a story or real-life scenario they can relate to.

I'll change name from problems to my students' name. I also have students make voices to impersonate characters from the problem. It get students to pay attention and also have a good time.

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As I am explaining a mathematical procedure, I stop after every step to ask students if they understand the process so far. Students respond using their thumbs.

A thumbs up means “I have a good understanding.”

A thumb to the side means “I still have some questions.”

A thumb down means “I don’t get it.”

If a get a few side-thumbs and/or down thumbs I will reexplain that step, or ask a student that understood to explain it.

This method is a far better method than asking if anyone has questions. Students can either be too shy or confused to ask.

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When she gave corrective statements she didn't yell. The kids really do feed off of the teacher's energy. She provided positive statements throughout the class, to the whole class and individuals. Taking into consideration Maslow's Hierarchy, it's really important that us teachers create a safe space for students, so they can feel confident and motivated to learn.

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Every time she gives an instruction she assesses if they are following along and compliments who is. As she walks around to correct, she doesn't make them feel embarrassed when helping them since she does it O2O.

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One of the challenges of good classroom management is that it's often practically invisible- it's happening off stage or on the margins of the stage; it's usually built into habits and expectations. When it works it's hard to see the moves that make it possible. When you can see the behavior management moves, it's sometimes all you can see and the larger culture of positivity and productivity gets lost.

But the video I'd like to share today is, I hope, an exception.

It's of Rebecca Olivarez' math class at Memphis Rise Academy in Memphis, TN.

I'm going to show it in two parts.

First, here's a longer segment of Rebecca's lesson when students are working hard to solve math problems, largely on their own, but where in Rebecca observes their work, interacts supportively with individual students, gathers data carefully and then fixes a common misconception among the class. The classroom is an optimal place to learn. Students feel safe, successful and known, and they learn a lot.

Here's the clip:

How does she do it? How is she so successful at getting everyone productively and positively engaged?

One key is something my colleague Darryl Williams calls the "'What To Do' Cycle."

The best teachers we've studied use this cycle, or a variation of it, with consistency throughout their lessons to build a warm, supportive culture of follow-through. The 4 key components are:

What To Do Directions: Give clear concrete observable directions for the task you want students to do.

Be Seen Looking: Look deliberately for follow through after you direction. Make sure that students see you lookingso they know it matters to you and they know you'll notice whether they do it.

Narrate the Positive: Acknowledge (but don't praise) students as they begin to do it: "Thanks, Chris, for getting started right away. Thanks Jasmine."

Correct When Necessary: Use the Least Invasive form of correction such as Positive Group Correction (Make sure your pencil is moving) or Anonymous Individual Correction (Still need two see two students writing).

Here's the equation: WTD -> BSL -> Narrate -> Correct When Necessary (using Least Invasives)

Consistency is important. When you do it consistently you can be subtle and fast.

In light of that here is a re-cut of Rebecca's video above showing the the three times she uses the What To Do Cycle within this short segment.

As you can see, one of the keys to her successful classroom culture is her attentiveness to her direction giving. Each time: clear, crisp observable direction, scan for follow-through, acknowledge productive follow-though, correct if necessary (by now, it rarely is).

As in:

WTD: "Find this statement in your work and box it."

BSL: Rebecca scans from the doc cam (using a Swivel) to ensure students are following through

Narrate: "Thanks, Mario for doing this."

Correct: Positive Group Correction: "I should see pencils moving."

Now you know the secret. 🙂

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The 'What To Do' Cycle and Other Secrets of Positive Classroom Culture (w/ video) - Teach Like a Champion

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One of the challenges of good classroom management is that it's often practically invisible- it's happening off stage or on the margins of the stage; it's usually built into habits and expectations. When it works it's hard to see the moves that make it possible. When you can see the behavior management moves, it's sometimes...