Establishing an effective classroom culture is essential to good teaching. I feel our teachers do an exceptional job at this concept! Using "discipline" to teach students what successful learning behavior looks like compared to the process of administering consequences and punishments should be part of a teacher's planning at the beginning of the year. Establishing effective "systems" is key to maintaining a positive culture for the remainder of the year. Understand the power of language and relationships in establishing "control." This has always been a priority for me - good relationships are a huge factor when working with kids. If they trust you, they'll respond to your system, especially the knuckleheads! They will internalize and be "influenced" and be "engaged" in your instruction. The techniques described that I've witnessed are Entry Routine and Do Now - having students to "dailies" and other types of warm-ups are a great example. Tight Transitions were always tough for me - I always seemed to run out of time at the end of class to execute an effective closing activity. You want Binder Control? We got Binder Buddies!! Thanks, Donna! Some of the videos show SLANT - it seems to work! I also like Seat Signals - I think that technique will work best with the knuckleheads! At my old school, we did Props, even with teachers at staff meetings. It was pretty cool and the kids loved it! The teacher would give props to a student and the class would clap three times then yell "bam!" and point at the student - fun!
While reading Ch. 7, I kept thinking about the Schools to Watch Conference in Sacramento hearing Dr. Ruby Payne - she was commenting on whether or not it was important that students liked their teachers. She described how middle/upper class parents would respond if their child came home and said "I don't like my teacher!" They would say "It doesn't matter if you like your teacher or not. Just focus on doing a good job." Conversely, in lower income families, she discovered in her research that kids from those families would purposfully not do the work and fail because they didn't like or respect the teacher. Maybe "respect" is a better word for it. "I'm not doing her work! I don't like/respect her!!" Crazy huh? But reflecting on my teaching and admin experience, I believe I've been able to get more out of the knuckleheads BECAUSE they trusted me! I wasn't easy on them, I promise (Warm/Strict)! But they responded to me! I didn't yell. I talked to them. I reasoned with them. I tried to Normalize Error. I explained why I was home suspending them instead of just "disciplining" them. And I was positive with them (Positive Framing), I praised them (Precise Praise), and made an effort to have Emotional Constancy - every day was a new day, a new beginning to start fresh. I try every day to tell our students "Nice to see you!" Especially the knuckleheads! I believe it makes a difference in establishing a strong, school culture!
Thanks, folks - I look forward to reading your comments!!
When I read through the book earlier in the year, I found that I actually identified most with these two chapters, because they contain three hallmarks of my classroom management technique. The first two are called "entry routine" and "do now," respectively (Chapter 5). The other is called "Warm/Strict" (Chapter 7).
ReplyDeleteI spend the first week of school TEACHING the students how I want my class to begin each day. I put it in my syllabus as well. I have it so that all students are quiet, on task and WORKING at the bell. There are many names for it; my first master teacher called it "bellwork," but this book calls it, "do now."
Finally, I like the term "warm/strict," which I will use instead of what I've been calling my style (kiss/slap - which is actually soemthing else). It's funny, because it comes out in the feedback I get from students (and I get A LOT of it, having had two of my own children mixed amongst students in this district for lo these many years). Some students know me as one of our strictest teachers here, and they think I am stern and " all about my rules," but the students who have occasion to partake of the one-on-one time I offer, know me as warm, engaged with them individually and, dare I say it, even patient (I was NOT known as patient in my younger years in the travel industry). The thing is: you DO have to be both. It doesn't work to only be one, which we sometimes see in our colleagues. I had two Master Teachers when I was a student teacher at our high school many years ago. They've both noved away now, but, one was ONLY warm, and the other was ONLY strict. I made it a goal for myself back then to ombine the best of both to be my own style.
Reading Chapter 5 reminds me of my master teacher, who taught me so many valuable strategies about conducting a classroom. Routine, I have learned throughout years of teaching, could be a catch 22! If not used properly, students would be bored and disconnected from inner enthusiasm. However, following routine will rid children of the guess work anxiety. I have also learned that when children are guided and patiently explained to about what is expected of them (could be achieved through Routine), they appreciate and consider this as “being pampered.” This could lead to the teacher’s being like by the students!
ReplyDeleteIt is of imperative concern to remind myself of the main objective of being in the classroom; to teach and transmit unto students as much information as possible. This includes mostly academic information, and not limited to social, behavioral, as well as information regarding the norm of the society we belong to. It is of one’s fine character and extraordinary skills to be considered amiable and congenial by one’s students; however, discharging the main objective of teaching needs be kept intact and preceded.
Ch. 7 – Technique 44 ‘Precise Praise’
ReplyDeleteThis technique is particularly important for me as it is one that is very crucial in teaching specific skill sets, especially in the physical domain. I refer to it as ‘Positive Specific’, but it is essentially synonymous with Lemov’s title of Precise Praise’. The meaning being you as the teacher are not just acknowledging an action, but also adding positive reinforcement along with precise detail of the success. Technique 44 breaks this down into two areas to focus upon.
1. Differentiate acknowledgment and praise – There are three basics to understanding the differences between acknowledgment and praise and why they should indeed be separated.
a. Praising or begin specific about a student’s actions provides affirmation of that student’s attempt and the exact action that lead to the particular success.
b. By being positive specific, it demonstrates to the student that you are not only paying attention to the activity, but you are very much paying attention to that individual student and their efforts for success, as miniature as they might seem. This can be a very reinforcing to a student’s lifelong learning process.
c. The application of precise praise quite simply let’s the children understand and believe that you simply know what the heck you are doing and talking about. We all are aware of a child’s capacity to sniff out BS, and if you are providing them with detailed feedback, they will have little doubt of you subject competency.
2. Praise (and acknowledge) loud; fix soft – Using the right time and tone makes a big difference on how well this technique will work.
a. Loud – be loud for work that is attainable. Essentially if you are being positive specific, you can be loud and upfront with it.
b. Corrective and/or non-specific feedback should be used low and slow.
~Jason Vermillion
This chapter (Chapter 7), I think even more than the others I've read reminded me of Teaching with Love and Logic... I am a big fan of that whole series of books, and it has translated directly to my demeanor when working with students. Especially when my specialization is the English learner population here at CCMS, as we know, some enter our building each day carrying with them all sorts of family/poverty/underschooling issues. It is my job to let them know that I respect them as an individual, not as part of my preconceived notion of their culture. It is my job to show them I have high expectations of them, and will be there to help guide them through the challenges they will be facing in their daily school experience. In addition to 'challenging' (page 208) them, they need to know I will do my best to understand where they are coming from, all the while maintaining the 'warm/strict' persona they've come to know. Chapter 5 was great for me to read right now, at this point in the year. Since I will be returning full-time to the classroom next year, I realize this is something that I will definitely need to 'brush up' on... Dealing with 85 minutes of classroom routines & instructions is something I haven't had to do in a few years. I've already considered using the Standards Plus curriculum for my Do Now activity in fall, which I feel is a fabulous use of that important time and these great resources available to us ELA/MATH teachers! Transitions are something that many of our newest ELs have difficulty with, as some are literally JUST getting a taste of what a classroom in the US is like - this is something I will most likely be struggling with when school starts up. I've seen SLANT in action (more at the K-5 level) but I am a huge fan of it. I think it would actually be a fabulous district-wide philosophy to adopt (even for our ADULT students attending faculty meetings, etc). Using 'props' is something I've also seen in action recently and I think EVERY teacher would see the benefit of it if they did it in their class once or twice... Talk about the J-factor - it really makes even eighth graders crack a smile when they have to do some of those things! I love it!
ReplyDeleteI'm all about the J-Factor! I realized early on in my teaching career that if I was going to sustain years in the classroom, I had better find a way to make it relaxed and fun for both me and my students. As we all know, teaching middle schoolers can be ultra-challenging and a lot of hard work if we are going to do it right. It doesn't have to be a perpetual dog-and-pony show for the J-Factor to be present in your classroom. I just try to have genuinely fun moments in the class and hope that students really feel like they belong to the group (and hopefully feel part of something special). We do some goofy things ... like having student do "the Wave" at the last couple of minutes of class to remind me to pass out homework. Or I might sing a little operatic tune (it does NOT sound nice!) while "encouraging" a student to get out his/her materials (it's amazing how quickly they start to move when you're singing over their shoulder :). Or I might speak a little German just to get their attention. And I'm always telling "life" stories with a touch of humor... just something to connect with them and increase the comfort level in the classroom. Happy kids = more potential for learning.
ReplyDeleteThanks for your post Jon. As always the reading reinforces some things I'm already doing, Tight Transitions, and reminds me of systems to which I should return, Entry Routine and Do Now. I used to grammar do nows from Holt, but I found I spent a lot of time trying to make them more effective. I like what I've seen from Standards Plus. It's simpler, more direct, and designed to go more quickly. I plan to use next year.
ReplyDeleteI also want to comment of what you said about students 'liking' you. I've witnessed this as well. I feel my classroom management has improved over the years and I think this has a lot to do with respect. A couple years back, I promised myself to not dislike any of my students, to see them all as people. Since then, I've noticed an improvement in the way they treat me.
I know we all watched the Harry Wong video about the first days of school during one of our new teacher orientation days. In it, Harry Wong talks about the importance of greeting the students at the door to the classroom. I tried an experiment last year where I purposely sat in the back of the classroom on my computer while the students entered the classroom. They came in talking, wandered around the room, took a while to find their seat, and only began working after the bell had rung. It took me a minute or two to get them focused. The next day I stood at the door and welcomed each student by name into the classroom. I observed students going straight to their desks, getting out their dailies and most were working before the bell rang. The Entry Routine discussed in chapter 5 is key!
ReplyDeleteI agree with your observations 100%. The location of the teacher is important, not only at the start, but in the middle, and at the end.
DeleteThe technique of Chapter 5 that really resonated with me was #28 Entry Routine. The author prefaced this technique with a discussion of the Five Principals of Classroom Culture. While reading this section of the chapter, my mind kept drifting back to an incredible workshop that I went to twice during my BTSA Tenure, Rick Morris and New Management. There is not a class or professor that has influenced me more as a teacher over the last seven years, with exception of course to the CUE and iPad Workshops, than did New Management. Entry Routine refers to the activities at the begin the class whether the students are aware of them or not. On page 151, the author states that it "is about making a habit of what is efficient, productive, and scholarly after the greeting and as students take their seats and class begins." My entry routine is necessary for me in beginning the class in an organized way that benefits both the students and myself.
ReplyDeleteAlthough this part may not be scholarly, the entry routine for my students when they get to my classroom is the song "Jeopardy." Its about a minute and a half and the students are trained to know that when this song plays, they need to immediately look to the board where I have a box labeled "On Your Desk" and take out what is written inside. This usually the homework assignment, textbook page to turn to, and to get out time trackers to write down the homework.
Other entry cues involve a drum beat to be quiet and another to signal one person to pick up needed paperwork for each table from my bookcase.
The success of these techniques were evident to me this year when I slacked off implementing them in September. I thought they were over used and I needed a change in my routines. Result, kids hanging out at the door when the bell rings and the constant annoyance of having the tell the kids how to start every period of every day. This was reminded when I went back to my old system in the past month.
I strongly believe in the Warm/Strict technique and holding students to high standards in their character, accountability, sends the message that having high expectations is part of caring for and respecting someone. Technique #45 is the key to building a solid rapport, soon as you make the connection with your students you send the message that “responsibility educates” (Wendell Phillips) and you can have fun and work hard! - KT
ReplyDeleteI agree with Dave in the entry Routine. I think I have this down and the kids know the routine, not that they always follow it! What I also liked in Chapter 5 was the way to teach discipline.I want to try to teach more the habits to be a successful student next year. I am going to start with SLANT next year and continue on how to enter the classroom and what to do once in the room. I feel like I have done a good job of teaching my students what to do once they are in the room but it is the before and transition to the room that I will work on next year.
ReplyDeleteMy two-cents worth -- I have come to believe that if you take care of the principle of engagement in a classroom culture, discipline, management, and control fall into place. I no longer think much about those; they don't energize me. Engagement does and is fun. The SLANT approach, including eyes on the speaker, powerfully supports engagement.
ReplyDeleteI really love the idea of every day is a new day to an extreme. Sometimes within five minutes,I say,"I believe in second chances. "Would you like . . ?" or "Let's try that again." Kids always seem so relieved. We don't have to stew in some mistake together. We can re-do, recoup, and move on with fresh positive energy.
Chapter 5 gave some helpful tips on improving the classroom culture. Next year, I will begin clas with students copying the agenda and homework in their timetrackers. Students need to learn how to be good students and this little routine will help create exceptional students. I will also have students pass their papers across instead of from the back to the front. That suggestion makes sense since it's difficult to keep turning around. I like teh idea of leaving packets...on a front table. Let's not waste time. Chapter 7- Students need to feel engaged! I try to include humor, movement, games in every lesson so that students look forward to my class.
ReplyDeleteI think that the ideas about Warm/Strict and Positive Framing work hand in hand. It is definitely something that I adhere to in my classroom environment. It is always about letting the students know what I expect in the classroom. I am not a yeller, nor am I a punishment type of teacher. The end result that I want would be the student wanting to live up to my expectations and feel that they deserve my respect and trust. If something happens that disrupts this, I address with my students instead of letting it get me mad. It seems that middle school students respond better to calm explanations than angry tirades. As I explain to my students, “mean” is not the same thing as “strict”. Strict is structure, expectation, and respect; mean is irrational, angry, and belittling. I always try to see the best in my students and have each know that their expectations of themselves are as important as my expectations for them. That lead to the kind of class environment that I strive for, one filled with humor and a comfortable culture, but one that also makes the students work hard.
ReplyDeleteTechniques 28 and 29 (Entry Routine and Do Now) are super important for my classroom management. By (hopefully) November the students have the routine down of "getting their warm-up book, sit in their assigned seats (usually in alphabetical order), getting homework out and be ready for the LCD to turn on for their Warm-Up. This takes some time. Some students forget the warm-up book but for the most part students understand the routine. As Kelley stated, Harry Wong, stated all of this in his book. Students need routine. They need a sense of direction and focus. Having the class start smoothly will help with the rest of the time you have with them.
ReplyDeleteChapter 5
ReplyDeleteGetting clarity on the definition of discipline was helpful. There is so much truth in that often I am managing behaviour before I trained the students to meet the classroom expectations for that behaviour.
Chapter 7
Focus on the positive versus calling out and harping on the negative I think it will keep me and the classroom environment positive. It also will give the students the attention who really deserve it. Hopefully it will quiet those who like the negative attention.
i definately follow "on your mark" and "tight transisions". both techniques foster a serious, no nonsense attitude in the classroom. i often look around the class and ask "who is the last person writing?"
ReplyDeletei have issues with "props" and "seat signals". keeping "props" quick and simple can be good, but the same positive reinforcement all year will run out of steam. "seat signals" provide an overwhelming opportunity for abuse. they also could be considered demeaning for older students.
I think the main point of these chapters is creating a classroom culture. Students need to know what to do for each class period, and understand the consequences of getting the job done or not. I have found consistency to be the key element in creating this culture. That being said, the spirit behind our implementation of these techniques is crucial, especially for Middle School students. Students know when we care about them and respond to that.
ReplyDeleteThere are a couple of ideas in chapter five that I would want to try. They seem quick, effective and easy to use. Also, I feel they will really help with class management. First of all, I think seat signals are a great idea. I introduced a couple this year and they really only caught on with two of my classes. I will have to be even stricter next year in order to make these a staple in my classroom. I like the idea of a seat signal for bathroom pass and pencil sharpener.
ReplyDeleteFurthermore, I would like to initiate PROPS in the classroom. I think the goal here is for it to be short and sweet. We use to clap in my classroom but too many kids were clapping too long or using the time to goof off. I need a PROP that’s short and sweet.
I think classroom culture is big. It needs to be positive but the kids also need to respect you. This is all vital for the classroom.
I use also use “Entry Routine” and “Do Now” as much as I can. I has helped with classroom management and allowed the students to stay on task longer. I also believe its very important to set up a routine in the classroom. It not only saves time but also ensures that students maintain their good behavior. And the most important routine of the day is the first few minutes of a class. It pretty much set the tone for the rest of the class day.
ReplyDeleteChapters 5 and 7 concentrate on classroom culture and values, those aspects of classroom teaching that are so important but difficult to quantify and do not show up on high stakes tests. First, I really like Lemov's definition of discipline as a "process of teaching someone the right way to do something." As a younger teacher and a person who did not know he wanted to teach, discipline was sort of a dirty word to me. Discipline always reminded me of control and order, not teaching. This definition highlights the positive action involved in discipline, teaching, as opposed to discipline as the suppression of behavior.
ReplyDeleteIn terms of culture and values, one thing I want to work on this upcoming school year is to be a better teacher of organization and "Binder Control." So many of my students really struggle with this part of school, but its importance cannot be overstated. I also like SLANT and teaching kids how to listen, not just expecting them to do it when I say "Listen." I struggle daily with students not bringing materials and read Lemov's idea for "On Your Mark." I have actually tried having pencils and paper available for students in the back of class but one student took all of them when he went to get one without supervision. I now hand them out individually. I wonder if Lemov's idea for having them available before class on the teacher's desk would work.....monitoring would just be critical. I do like the consequence for asking after class has begun!
Furthermore, Lemov spoke about positive framing in Chapter 7. One mistake I often make is asking rhetorical questions. I need to work on this worthless habit. Lastly, I enjoyed Lemov's discussion of praise. In education classes, I always heard PRAISE PRAISE PRAISE. I like that Lemov questioned this tendency and spoke about making sure it was meaningful and worthy of praise. Sometimes we just try to find the positive no matter the situation to the detriment of he student and the classroom culture.
Chapter 5 makes me think back to my beginning experiences as a teacher. This chapter alone has more practical information than I got in any teacher candidate class or during student teaching. Discipline, showing students what behavior is expected, step by step, is excellent practice. Behavior problems and teacher frustration are reduced. The "Seat Signals" technique makes me think that both teachers and students tend to talk too much to get anything done.
ReplyDeleteChapter 7, "Explain Everything" is about the mission in the class. The author makes a good point: get control of your class first; then you will be able to explain everything. The idea of "mission" is related to what the author calls "Big Mo" or positive momentum ("This class matters"). Finally, separating acknowledgment of successfully meeting an expectation from praise struck me as something to reflect upon. How do I speak to particular students? Is my verbal support helping the student toward mastery of the contact?
This book reminds me of the Bell Curve in that it runs a gambit of pedagogy from the patronizing to the most useful. I will try to focus as the book suggests, on the positive components.
ReplyDeleteIn chapter 3 “Structuring and Delivering Lessons” we are reminded of the hook and the importance of physically circulating throughout the classroom, as well as using nmemomic devices to solidify lessons into student muscle memory. If you are not using these strategies, you must have missed teacher school…When Tracking Info and student comprehension, the author delves into more useful territory. Redirects, At Bats and students learning how to be students were also significant ideas.
In Chapter 4 the Cold Calling with hands is a great idea and without hands is more complicated but generates a positive learning environment. Keeping it positive creates an environment and good will throughout and respecting what other students contribute is also significant. With questioning in more complex order it is wise to remember not to alienate El’s or students with disabilities. Call and response is hard with big classes. Everybody writes is an excellent idea.
In Chapter 8 Positive rhythm and Do Now are good solid suggestions. Bright Lines and Every minute matters are excellent time management suggestions, as is the segment called working the clock.
In Chapter 9 we return the tools like cold calling in conjunction with blending Critical Thinking skills-Stock Questions prepared in advance is a great suggestion as is the segment on fixing errors. We all need to keep Maslow’s Needs Ladder in consideration that some of our students are distracted by hunger and outside threats which interferes with their success.
Most of the DVD back up examples are very small classes though there is much to be gleaned from this book.
I am looking forward to trying SLANT this year and spending a little more time teaching the exact behaviors that I expect from my students. We used SLANT in a class where I did my student teaching and it seemed to work well for 5th graders, so I'm thinking it will also work for 6th graders. SLANT stands for Sit up. Listen. Ask and answer questions. Nod your head. Track the speaker.
ReplyDeleteSome people mentioned seat signals, which I have heard of as classroom sign language, and I have liked using a restroom signal. It's so much easier to know why a student is raising his/her hand, and you can skip the whole exchange of a student asking you to go to the restroom and answer yes, or in a few minutes or no more quickly. I tried using other signals this past year, but they did not catch on as well as the restroom signal did, but maybe I will try again. Does anyone else use seat signals that are highly effective?
I already know classroom culture can make or break your ability to teach. It is a great reminder both chapter 5 and 7 about how I need to really foster a culture of vision, engagement, character, and trust this upcoming year. It seems in the past I have started working on this about a month in to school lbut I am looking forward to starting it from day one with everything to both ensure the most efficient and productive use of this year. What I always forget about or don’t spend enough time enforcing is showing through body language that students are engaged. . . I think I have a great skit in mind to bring this point home for my classes this year. Reading this chapter also reminds me I want to redo my policy with bathroom . .. so I have some homework to find a more effective way that can monitor and create a culture of let stay in class if at all possible. I also really liked the build character and trust chapter I think reading it I already do a lot of them without even being trained to do games, music, humor or surprise my students. I have been able to get them to do a lot in the past by building up their trust. . . but it is a great reminder stay positive. . . with students.
ReplyDeleteI really enjoyed reading chapters 5 and 7 due to the fact that they had a lot of simple techniques that we can implement into our classrooms everyday to get students to understand that there are rules in place for their safety and education. For example, chapter 5 gives us the technique of the entry routine. I have the students lineup outside of my classroom and I do not allow them into my classroom until everyone is by the wall and behaving. This signals to the students that my class rules have started even before the bell rings and they enter the door. Once the students are in, I make them do a warm-up (Do Now) so that they know that there is no chit-chatting allowed and class has started. This year I am going to try to implement the "Seat Signals" technique due to the fact that I had a lot of students raising their hands for things other than answers or questions to the lecture that took time away from learning (comments about pets and elementary school were the most popular)...
ReplyDeleteChapter 11- I love giving students my "Scientist of the Month" award. It's an award I give to one student per period per month that has shown great effort in my classroom (or a great improvement). I came up with the award about month into the school year last year due to the fact that I needed some sort of positive re-enforcement in my classroom, not just negative. Every single student in my classroom wanted one of the awards and they worked really hard to get them. If a student (or students) misbehaved I reminded the class about the scientist of the month award and that really got the student(s) to get back on track. I also love how the author talks about how you can be a strict but warm teacher- I try to be that teacher with my students and I think my students understand.
It's critical that students have routine and structure in place. They have to know what to expect. Entry Routine and Do Now are great things to establish. I also like SLANT. I think the overarching idea here is that there are structures in place. Kids need structurs for every single thing that goes on. NOTHING can be left to chance! I've found that treating my students like they're in elementary school works surprisingly well. They're not adults, so I don't treat them like adults. I treat them like they're children. And I respect the profession. There's a pedagogy and it should be treated as such. I think that we forget, are overworked, or treated as glorified babysitters...and we forget that WE are the professionals. If we respect the profession, then I doubt we can help but create a respectful climate in the classroom. If we respect the profession, then we are instituting structures and methods that serve the needs of the students. It's when we forget to respect the pedagogy of teaching that we start to blame, yell, and silently go crazy...
ReplyDeleteI like what Donna M said about the J factor.
I too feel it is important to have a strong, welcoming classroom culture. I found that many of these techniques I already use but the book gave me some clarity on how to fine toon some things. I always use to have my students pass the papers back down the row and it does frequently cause problems. I am now going to pass them sideways down the row which hopefully will eliminate the person in front dropping them on the person behinds desk. Our team is going to implement SLANT but I think we will use the shorter STAR which might be easier to learn.
ReplyDeleteIn Chapter Seven, the “Positive Framing” technique caught my attention. It seems obvious that approaching things from a positive perspective is the best way to handle most situations when working with students. As time passes through out the year though it becomes harder for me to maintain this positive perspective because I just become more and more impatient with behavior issues. This is a good reminder that it is important to not let a certain student or certain students disrupt the positive flow that I would like to create in my classroom.
ReplyDeleteCh.5 and the importance of a solid classroom culture really resonated with me. It made me think about the Olweus Anti-bullying program we are going to implement this year. I think if students feel comfortable with their peers and teachers they will be more likely to succeed in the classroom. The "classroom meetings" we are going to hold on Tuesdays will hopefully help in creating a safe, positive, and understanding environment in our classrooms. But for this to be completely effective every adult on campus needs to buy in on this. We want the class culture to carry over into a positive school culture as well!
ReplyDelete