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5. Know when to be silent. This is something that I have personally been working really hard on. During morning meeting especially, I have been very conscientious about not repeating what a student says, so my class is learning the importance of listening to one another. Instead of repeating what a student has said, I will ask the student to repeat it in a louder voice. I really feel this allows the student to have a "voice" in class.

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I had a fourth grade teacher that made me want to be a teacher, because of her love of teaching and her classroom was safe and inviting, but more importantly, her tone. She wasn't sarcastic, or condescending. I wasn't afraid to ask for help when I needed it. She had clear expectations, and was consistent, so she didn't raise her voice, or yell.

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When reading about the T-Charts, I immediately thought of the role playing we consistently used at the beginning of the year, and we have done when introducing something new, or reviewing an area we are struggling with. For example, when I introduced Morning Meeting, we went through what will it look like, and what will it sound like, and actually practiced it. (What will it look like when someone else is talking? eyes on your classmate, hands on your lap, voices are off). When someone is sharing, and you were going to say the same thing, instead of blurting or shouting it out, what will it look like-using sign language for me too. This has been great for my students, and me.

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The use of T charts is very powerful in teaching academic skills and after reading this section, I realized this is even more powerful to use when teaching more abstract concepts like "listening" or "cooperation" since these are behaviors/actions. I also made a connection that when students help create what it looks like and sounds like, then it would allow teachers to have concrete language when using reminding language as well as direct modeling or acknowledging  notices when students are using the expected behavior. I can see how this will build student capacity in being aware of their actions (ownership is powerful).

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This goes back to question one for me, and how I have really been working hard on not repeating what my students share. Another area that is hard for me, is slowing down my speaking pace. I have always been a fast talker, and I really have to remind myself to slow down, and speak slowly when I'm teaching. I struggle with this at times, because I'm so excited about what we're learning or doing. I like to think that I do a good job of listening to what my students have to say, using eye contact, and not jumping right away to say something when they are finished speaking.

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Keep up good teacher language-Jen Leslie 

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Keep up good teacher language-Jen Leslie 

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I really liked the part in this chapter that said when we mean what we say, and say what we mean, our students can trust us. I feel that is so important, and something that I really can say I do consistently. My students know that when I say something, I mean it. They know I will follow through with what I said. I really liked the sentence about my words carrying the most weight when my students can see I back them up with action.

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I have been working on telling instead of asking with my students and at home with my own kids. In this chapter, I really liked the section on tone. I think that this is very important and something teachers should all be more conscious of. I also thought, "Leave out warnings" was very interesting. I often tell students we will practice more if they need it. I thought that I should be giving them "warnings"/chances.

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I do not have any memories of specific teacher tone as a student. I do know that I wanted to be a teacher because of my 3rd grade teacher, Miss Lass. I don't remember what she said but I do remember how she made me feel. While I do not have specific memories as a student, I do have very specific memories about teacher tone as a parent when my own children were in elementary school.

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This question made me think of Fly Five (SEL curriculum we are piloting). As a teacher, I have taught my students about abstract concepts. However, Fly Five gives us specific scenarios and builds upon them. There is role playing, discussions, work with peers, etc. that helps children understand what these concepts actually are and look like in action.

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I think that I have done a great job of providing wait time this year. I have a couple of students with processing issues. I have been very conscious about making sure they have opportunities to share and answer with all the time that they need. I also try to listen to students and make them feel hear. I think that this is very important to building relationships with students. Two things that I need to work on are refraining from repeating directions and resisting temptations to use voice overs. I often repeat directions and what other students have to say. I do make lists on the board for instructions and go over it with kids. This visual is helpful and a good strategy, but I do need to work on only saying things once.

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I  provide wait time and follow through with what I say I am going to do. I think that this has helped overall student behavior. We also discuss consequences and outcomes vs. punishments. If there is a behavior issue, I explain to the students why it is an issue, how it impacts others, and how it ultimately impacts them. I also am very conscious and do not use sarcasm with my students. I have heard other adults in school use it with children. I think that as adults, we should all reflect on this. For my NB certification we had to record ourselves and reflect. This was very powerful. I think all teachers should do it. It helped me to reflect at a much deeper level.

I need to continue to work on telling vs. asking, repeating directions and voice overs.

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It was eye opening to me how the book said that, "The skillful use of silence can be just as powerful as the skillful use of language. Silence allows for children's voices. It provides time for thinking, rehearsing what to say, and sometimes for gathering the courage to speak at all."

I have always known to provide wait time to my students after giving a question and then expecting responses.  I find it easy to wait until at least half of my class have their hands up to respond to the question that I have given.  My students know that I expect this of them, and know that I will wait until their hands are up.  In doing this, I raise the quality of my classroom discussions in all subject areas.

The book suggests to give a signal to your students before raising their hands. I have never done this, and would like to give it a  try.  Giving a signal helps eliminate students who are waving their hands around, which is distracting to students that are trying to think.  This will also help my students who do not have an immediate response, or have slow processing, to feel successful in participating in our class discussions.

Finally, I would also like to try to slow down my speaking pace. I know that I am a fast talker, and feel that I have so much to say during my lessons.  The book points out that when we talk fast there is too much information for the students to hear and it will sound garbled to them.  I want to slow down my words so that my students have time to process what I am saying and understand it.  I think this will be challenging for me to do, but am going to work at it to help my students.

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After reading this chapter about Teacher Language, there was a lot going through my mind. All of the guideline that the chapter talks about are things that we, as teachers, need to work on and keep in mind. The one guideline that stuck out to me was the first one, Be Direct and Genuine.
One of the parts of this that I need to work on is using statements rather than questions. I feel that I catch myself asking students to do things rather than telling them. By telling them, you are being honest with what you want them to do and they do find it more respectful when they are told.
I feel that guideline really helps become more respected by the students. When you gain their respect and trust, things in the classroom will run smoothly.

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I feel that the memories I have from elementary school are all positive. I felt safe and respected throughout my years there, that is why I felt that I wanted to become a teacher.  Teachers were always kind and caring about you and wanted the best to come out of yourself. Always willing to help and call you by your first name.They knew how to build that positive relationship with each and every student.
I do feel that once I got into high school though, I remember teachers being more sarcastic with students but I do feel that was a different time too.

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I have to agree with Sarah about using Fly Five to help with these concepts. Students are able to read and listen to a variety of different scenarios that help them visualize and think about. They are able to use skills to help solve the problem, think about the consequences, or even what someone should do in that scenario. Students being able to visualize what to do or what has happened will help them understand those different concepts.

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Guideline 2 Students Abilities and Intentions-Kellie Wagoner

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Guideline 2 Students Abilities and Intentions-Kellie Wagoner

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I made a connection with this guideline because after reflecting on my practices after I had to videotape myself, when I was a kindergarten teacher, for a book study that I was doing (unconsciously unaware at the time) that I really only called on certain kids consistently. I also found myself answering questions for them if it took to long. Once I noticed that and applying the strategy of "No OPT Out" from the book "Teach Like a Champion 2.0" did I notice student engagement and thinking change. This was a huge pivot in not only my teaching but also in parenting.

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I feel that I give wait time for my students. I feel that this is important for the students who have issues processing their thoughts and need that time to think about their response. I feel that something I also do is giving students times to share and listen to what they have to say. Students enjoy when you give them that time to share and when you listen to them. They also love when you respond to them and show that you were listening to what they were saying.
After reading the chapter, one thing that I want to implement is giving a signal to respond. I feel that I have many students who want to blurt out the answers, which makes it hard for the students who are still processing. Students won't feel rushed to raise their hands if time is given.

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I am going to continue working on being direct and genuine with my students. I feel that I'm not as direct as I should be and add in that sarcasm. I am going to build on this to make sure my students continue to trust and respect what I am doing in the classroom and what I am doing for them.

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George, a college professor (photography class) always looked for the good in everyone's work. During whole class critiques, students would post their photos and discuss. The professor knew how to inspire every one of us by pointing out strong points in each submitted photo. He did not have to point out anything that was done poorly, because he knew that the individual photographers could figure out, on their own, what they needed to do to improve their work. His positive comments led us to want to do more and better each time we picked up our cameras and/or headed into the darkroom--all prior to digital photography ;)

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Our current Fly 5 lesson, in 2nd grade, does a great job of presenting expectations in an 8 year old friendly way. Recently, we had a lesson on Cooperation that discussed respectful vs. disrespectful interactions. Students worked through different scenarios to decide if the interaction was respectful or disrespectful. Students held up cards to share what their thoughts were about the scenario respectful/disrespectful. This has carried over into other parts of our day, as I hear students applying the vocabulary appropriately to different situations. The T-chart is a great idea for future lessons, so students can physically place their cards and the chart can stay visible for reference.

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Students are often eager to share out their thinking right away, however, I use a strategy of having students put their finger on their nose, shoulders, etc. when they know what they want to say. This gives students, who require a little more thinking, time to gather their thoughts before anyone disrupts their thinking by talking prematurely.

Resisting the temptation to use voice-overs spoke to me, in that I do that a lot without realizing it. When a student shares, I have a habit of repeating the information partly to acknowledge that I heard them, but also to make sure everyone heard them. Since reading this part of the book, I've been practicing having the student repeat what they said, if it was not loud enough and I am acknowledging that I heard them without repeating what they just said.

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Focusing on action has been useful to me when presenting expectations from students. We created a list of classroom rules: Be Respectful, Responsible and Safe, with bullet points of examples for each. This part of the book is a good reminder, that our classroom rules list should be revisited several times throughout the year, and used as a reminder reference as needed. When we return from our Christmas break, I am going to tie in our Classroom Rules Chart with our Fly Five / CARES lessons as it is a good visual and a strong reminder of classroom expectations.

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Usually, I use the "keep it brief" strategy with students. In the future, I would like to focus on continuing this practice, but I will concentrate on how the student perceives these types of interactions. During our busy day, it is easy to be brief, but forget how to make eye contact, smile, be sure the interaction takes student confidence into consideration and encourage student engagement.

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Most of my elementary years were very difficult except my Kdg and 6th grade years. This question made me think of what made them hard and after reading this guideline, I know exactly why. However, I now realized what made my kdg year so fun. She always said and did kind things and always made me feel safe. She made me feel included and didn't marginalize me. She didn't say bad things about me or any other students. (Yes, kids really do know exactly what adults say. I still can hear the words when teachers talked about me). My kindergarten teacher is the reason I became a kdg teacher myself.

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Silence is truly beautiful! I use "think time" all the time and it is so powerful. Teaching kids to think about what they are thinking about really creates some powerful learning. I also use verbal and non verbal signals which really encourage student engagement as well as less behaviors.

I feel I need to work on the pace of my speaking but really more about organizing my thoughts before I speak. I tend to speak fast because my brain overthinks things and I try to do or say to much at one time. I know that "less is more" is a real thing and does impact learning.

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I would like to continue to work on using statements rather than questions. When we ask questions about whether or not they want to do something and they don't want to. That's on me because I asked them if they wanted to. I need to take time to think about what I want them to do and then say it as a statement instead of a choice. Don't get me wrong, choices are good, I'm thinking for example, Do you want to work with me now? Instead, I need to say, It's your turn to work with me. You get my attention for the next 20 minutes. Does anyone have a better statements to get kids to come with them or help them transition to small group, etc?

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Specifically the idea of teaching the kids to wait for a signal before raising hands. I'm curious if anyone has tried this. How did they implement it? I know it takes me a while to put words to my thoughts so I can relate to students that would benefit from more think time before others started to share. I also notice it is usually the same kids raising their hands to answer. I've tried partner chats before sharing as a class, but I like the idea of waiting before hands can be raised. It would lower pressure to have an idea immediately.

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I can't say that I remember the tone of voice teachers used. I remember the teachers that really seemed to care and took an interest in me as a person, not just a student. However, as an adult, I can't stand when people twist their words with their tone of voice. It drives me nuts. I don't know why kids would be any different.

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I can't say that I use T-charts often in music, but I verbally define abstract concepts with concrete behaviors. Often when a lesson goes astray, especially group work, I usually find I didn't properly prepare the kids with what exactly it would look and sound like and what they would do. I go back and model exactly what I want to see.

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I'd like to work on keeping it brief. I tend to over explain things. I have run silent band rehearsals and it is amazing how much better the students listen. I have heard about general music teachers running a silent class, but I'm not sure how they achieved that, but I could certainly limit how much I speak. That is a worthwhile experiment.

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My teachers who we in school respected and learned a lot from always seemed to be calm and in control. We knew from the tone there was wisdom , experience, and care for our future. I notice that people who speak in quieter tones and calmer seem to have better effect in a discipline situation as well. There was more power behind the control, the energy of the tone was in control and students sense when they are cared for and when it's fake.

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I personally hate silence, part of it is my nervousness in knowing where I stand in teaching, second: what does silence mean. When my personal kids are silent, they are usually up to something.
I think there are different levels of silence. There's the productive silence and avoidance silence. Productive silence gives a sense of peace and we discuss how it feels in class to have that feeling. Avoidance silences give a feeling of something needs to be fixed.
I know students of mine especially the extoverted ones feel uncomfortable in the silence. My students who are introverts, this is their time to shine.

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We have been implementing corrective reading. As I have been teaching it, I find myself using the language throughout the day. It naturally forces me to pause and think and model it for students. I see that students are thinking more and waiting for full directions. As an adult learner, I find I rush through directions or I respond without listening.

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I am a firm believer in less is more. To develop deeper connections, sometimes we micromanage. As we micromanage, we are taking away from good learning opportunities. Allow students to explore, give brief directions and let them problem solve. We like to hold hands to much and don't let them fail, which is when learned helplessness happens. Don't be afraid of kid failure, it's the best learning.

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I find myself constantly giving my students and children chances. Part of that is because I don't want them to miss out and it saddens me. But am I truly helping them or hindering. The kids will respect and learn from natural consequences, but it's okay for them to fail. We are here then to teach on what to do with that failure.

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I have been focusing on using statements, rather than questions with my students. I often find myself asking students to do simple tasks, whether it’s putting something away, or following classroom routines. If I am more direct with my students, I feel that there is less wiggle room for them to choose not to follow the expectation/direction. It’s hard to get used to, because at times I feel like I’m being impolite when just giving a statement to the kids.

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Becky Box - I also found the notion of not repeating students comments because they were too quiet or others were talking very interesting. ("voice-overs" as the book called them) Repeating what they say louder for those in the back was a strategy I thought I was using to GIVE them a voice - but in reality, we want them to have their own - not mine only louder.

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Becky Box - I also found the notion of not repeating students comments because they were too quiet or others were talking very interesting. ("voice-overs" as the book called them) Repeating what they say louder for those in the back was a strategy I thought I was using to GIVE them a voice - but in reality, we want them to have their own - not mine only louder.

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Becky Box - I remember strict, but fair, teachers at ERES when I was a kid! I remember feeling valued when my 3rd and 4th grade teachers asked me if I wanted to stay in from recess and correct papers! I think it's what sparked my interest in the profession so early on.

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Becky Box - I remember strict, but fair, teachers at ERES when I was a kid! I remember feeling valued when my 3rd and 4th grade teachers asked me if I wanted to stay in from recess and correct papers! I think it's what sparked my interest in the profession so early on.

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During my elementary school years, I had many teachers who spoke to their students in a respectful and safe manner. Their tones were calm, friendly, happy, inviting and they never raised their voices. I felt safe in school, and therefore ready to learn. I feel that if students don’t feel safe and respected at school, they will have a difficult time being ready to learn. Teacher tone, is SO important!

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Becky Box - I prefer to use modeling/role-playing when discussing expectations in various settings. T-charts are a nice concrete way of having the information visually in the classroom to refer to when necessary.

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Becky Box - I prefer to use modeling/role-playing when discussing expectations in various settings. T-charts are a nice concrete way of having the information visually in the classroom to refer to when necessary.

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In my 4K classroom, we do a lot of interactive modeling during our Morning Meetings to show what things look like, sound like, etc.  We also use lots of picture cues as reminders to show what is expected.

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Becky Box - Something that struck me as an interesting and potentially effective strategy is to teach students to wait for the signal before they raise their hands. I do watch the kids who need some more processing time and they can get frustrated or appear to lose interest in the question simply because they know they won't get called on because 8 other kids already have their hands up. I think teaching them to process the question and formulate an answer with their own thoughts for a couple minutes before shooting that hand in the air is a great idea that I hope we can implement in some classes.

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Becky Box - Something that struck me as an interesting and potentially effective strategy is to teach students to wait for the signal before they raise their hands. I do watch the kids who need some more processing time and they can get frustrated or appear to lose interest in the question simply because they know they won't get called on because 8 other kids already have their hands up. I think teaching them to process the question and formulate an answer with their own thoughts for a couple minutes before shooting that hand in the air is a great idea that I hope we can implement in some classes.

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I feel like I do a good job at providing wait time for my students. In my classroom, I would like to implement a signal for them before raising their hands…to allow them more think time. At times, I catch myself talking fast, I look at my group and see 15 4K students who are looking at me with a confused look on their faces. This is my reminder that I need to slow down!

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I will continue to work on using more statements, rather than questions while giving a direction, etc. I feel that by incorporating more statements in my classroom, I will see an improvement in my student behaviors.

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Becky Box - I want to make more of a conscious effort to display my unwavering belief in children's' abilities, skills and ideas. I think it is so important that kids are granted the time they deserve to be heard, listened to and respected. None of them wake up with the intention of trying to ruin our day! We have to believe all children want to do well and I believe that if they can, they will.

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Becky Box - I want to make more of a conscious effort to display my unwavering belief in children's' abilities, skills and ideas. I think it is so important that kids are granted the time they deserve to be heard, listened to and respected. None of them wake up with the intention of trying to ruin our day! We have to believe all children want to do well and I believe that if they can, they will.

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The guideline that I found to be the most intriguing was 'know when to be silent'. In the short section about the importance of knowing when to be silent, I learned so much and reflected so much on my own day to day teaching. Providing wait time for students is a strength of mine. I remember being that student that needed that wait time to think or get the courage to speak up. That's why I provide that for my students. However, resisting the temptation to use voice overs is still something I am working on to improve. Sometimes I repeat what the student says because I want to make sure everyone heard and other times I don't even know why I do it. It is a habit that is sometimes hard to refrain from. This became eye opening to me and I will now work hard to refrain from using a voice over and allow the students voice to have it's own power because it matters!

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When I think back to previous teachers and I think about the way they made me feel, I am glad to say that majority of them did make me feel respected, safe, and ready to learn. Their tone was upbeat and fun. They genuinely seemed happy to be there teaching! Even if that wasn't the case, they never let their students see otherwise. These teachers that stand out to me, encouraged me to try knew things and pumped me up and made me feel like I could do anything I set my mind to. These teachers were also very caring. They checked in often on not only school related things but home related things as well.

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The first strategies that I thought about when I read this section on understanding abstract concept were, interactive modeling and role playing. I think taking the time to do the interactive modeling process and then discussing what it looked like, sounded like, felt like, etc. is so important. Especially for young students. During the first few weeks of school I did a lot of interactive modeling with my class, followed by a discussion about what they noticed (could use t-chart here). Then, I gave them the opportunity to role play the scenarios. I think this really helped them understand the concepts.

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This goes back to question one for me as I thought this section of the chapter was the most eye opening for me. The parts of knowing when to be silent that I think I already do well on include, providing wait time, model pausing before responding, and slow down my speaking pace. I feel like these have always come natural to me. These were things that my supervisor for student teaching often pointed out as some of my strengths. The ones that are a bit more challenging for me include, refrain from repeating directions and resisting the temptation to use voice overs. These are things that I don't do intentionally to degrade my students. Sometimes I don't even realize I'm doing it. I know now that by improving these things in my teaching, I will be teaching my students responsibility and the importance of belonging knowing that what they say matters and it matters when it comes from them and not me just repeating them.

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Being a first year teacher I am still figuring out things in the classroom. Especially behaviors and teacher language that goes with it. This is only chapter one and I can already see how these guidelines are going to help me grow as a teacher. Another guideline in here that I know I need to improve on is being direct with the behavior I expect. I will admit that I do point out behaviors I want to see, in hopes that the students doing the unwanted behavior will stop. I need to work on being more direct with those students and the behavior I expect from them, rather than point out the behaviors of other students.