Annette Brinkman
Brinkman-Forlini-Williams, LLCStudent-engagement.netObservertab.com
Teaching YOUR Expectations
A ppreciate one another’s expertise
E ngage fully in all learning experiences
I nvest in your own learning
O pen your mind to new ways of thinking
U nite in purpose – improving student learning
Group Norms
How is this like being a teacher?
Learning Task: Warm-Up
Think of a student from your past who did everything you could have ever hoped for during instruction…
• what specifically did this child do independently, intrinsically?
• what behaviors did he/she exhibit that you wished ALL of your students exhibited – especially ______.
Partner Time!• Find FOUR individuals who are NOT at your
table.
• Choose a space and EACH of you sign your name on the other person’s sheet.
• Tell each person one behavior your “wonder student” exhibited.
(Example: You walk over to someone you do not know. You sign THEIR sheet on the “birthday” space and they sign YOUR sheet on the “birthday” space.)
Percentile Decrease in Disruptions Robert Marzano
FACTOR% DECREASE IN DISRUPTIONS
Rules & Procedures 28%
Disciplinary Interventions 32%
Teacher/Student Relationships 31%
Mental Set 40%
What percentage do you want to
decrease disruptions in your
class?
The BIG 8!
Brinkman-Forlini-WilliamsClass Acts, 2010
The Quest: Active
Engaged
Learners
Expectations that Support Active Engagement: Long-term and Short-term
Identify Expectations
Teach Expectations
Support Expectations
Define:
Procedures Rules Habits
Define:
Procedures Rules HabitsFunctional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom.
Trouble Time Procedures Beginning and Ending the School Day
Transitions●Leaving and returning to the room●Use of the bathroom●Use of the library and resource room●Use of the cafeteria●Use of the playground●Fire and disaster drills
Use of Materials and Equipment●Distributing and collecting materials●Storage of common materials (yours, mine, ours)●Use of the drinking fountain, sink and pencil sharpener.
Group Work●Movement in and out of the group●Expected behaviors of students in the group●Expected behaviors of students not in the group●Group communication with the teacher
Seatwork and Teacher-Led Activities●Student attention during presentations●Student participation ●Talking among students●Obtaining help ●Out-of-seat behavior●Behavior when work has been completed.
Trouble Times
In your group, brainstorm procedures you use to manage these Trouble Times.
Be prepared to share some of your best ideas.
Define:
Procedures Rules HabitsFunctional things that have to be done in a classroom such as passing in papers, getting drinks, & going to the restroom.
The non-negotiables you are willing to enforce – usually involves safety and controlling the masses.
• What are the rules in your classroom?
• Write them down.
Define:
Procedures Rules HabitsFunctional things that have to be done in a classroom – such as passing in papers, getting drinks, & going to the restroom.
The non-negotiables you are willing to enforce – usually involves safety and controlling the masses.
Intrinsic behaviors you want students to exhibit even when you are not there – such as self starting, using a 12 inch whisper, etc …
Possible Classroom Habits
• Be a Self-Starter
• Be on-task
– Direct Instruction
– Group Work (labs, etc…)
• Be an Active Listener
• Link: Finish one thing and start the next
Building The Foundation
1. Identify critical habits your students need to support the learning you wish to offer.
2. Invest time and effort to thoroughly teach those habits.
3. Follow the 4 steps of letting them know.
4. REFINE: Praise those who exhibit the habits and reteach those who don’t.
• Explain: Looks Like/Sounds Like• Demonstrate: Wrong Way/Right Way• Practice: Right Way• Refine: Never Ending …
Four Steps to Teaching A Habit
Procedure adapted from the US Air Force
Looks Like: Sounds Like:
Look at task
Put stuff away
Start reading or writing
Keep reading or writing
Pencils scratching
Quiet
Pages turning
Hall noise
Step One:Self-Starters
Looks Like/Sounds Like
An example from a 5th grade classroom.
Note:• Signed by the
students• Laminated (once
completed)
Looks Like: Sounds Like:
Step OneKinder ChartAttention
Step Two:
• Demo: – wrong way– right way
• Debrief after each demo:– what did ___ and ___ do
correctly?– what do ___ and ___ need
to refine?– prioritize 3 most important
things off chart
Step Three:
• EVERYONE practice the correct way.
Steps One-Three:
• Why?• What modifications do
you need:– age of students?– your personality?
Step Four:
REFINERefine
RefineRefine
Refine
Level One: Proximity/Cues Reinforce and Refine
Use the “Looks Like Sounds Like” chart to create social cues for self-starting
•Specific
•Descriptive – contain the expectation
Purpose:
• Reinforce students who are exhibiting that habit
• Clarify the specific expectations of that habit
• Bring kids back into the fold who are blowing it!!!
Looks Like: Sounds Like:All my “stuff” is
prepared – pencil,
notebook…
Looking at the starter – figuring it out
Writing
Not talking to my neighbor
Solve problems without drawing
attention to myself
Pencils moving across the paper
Silence
Self-Starters
Looks Like: Sounds Like:1. All my “stuff” is
prepared – pencil,
notebook…
2. Looking at the starter – figuring it out
3. Writing
4. Not talking to my neighbor
5. Solve problems without
drawing attention to myself
6. Pencils moving across the paper
6. Silence
Level Two: AssessmentSelf-Starters
Level Three: What about individual students who DON’T exhibit the habit?
Looks Like: Sounds Like:All my “stuff” is
prepared – pencil,
notebook…
As I enter, move towards my desk
Looking at the starter – figuring it out
Writing
Not talking to my neighbor
Solve problems without drawing
attention to myself
Pencils moving across the paper
Silence
Level III: Individual Conversation
Looks Like• Look at task• Put stuff away• Start reading or writing• Keep reading or writing
Sounds Like• Pencils scratching
• Quiet
• Pages turning
• Hall noise
Moving Silently with Intent…Third-Point Conversation
Teacher Student
What do you use to motivate students?
• Free homework pass, extra recess, get out of quiz free pass, extra bathroom pass.
• Compile a free and low cost list of options at your table.
What happens if you DON’T refine?
What about individual students who DON’T exhibit the habit?
Improving Student Learning
• Know where they’re going
• Know where they are now
• Know how to close the gap
Stiggins, Arter, Chappuis & Chappuis (2004).
Classroom Assessment for Student Learning: Doing it right/Doing it well.
Read and Ponder
• Read one teacher’s journey with teaching habits…
• What could you transfer to your students?
Transfer Chat
• What habit do you need/want to teach next week?
• What will you do to refine your habit?
• How will you find time to work with individual students?
Geneva Elementary 2000
We are here to teach children the behaviors we want to see.
Not to crucify them for the behaviors they came with.
Supporting your classroom habits and expectations!
Cementing the Habits
Cueing
Cueing:
A positive cue given to assist students to identify & internalize appropriate social behavior.
CueingProximity
AttentionPrompt
Signals TimeLimits
Expectations
Tasking
Voice
Cueing
Use the “Looks Like Sounds Like” chart to create positive cues for self-starting
•Specific
•Descriptive – contain the expectation
Purpose:
• Reinforce students who are exhibiting that habit
• Clarify the specific expectations of that habit
• Bring kids back into the fold who are blowing it!!!
Positive Cues:
8 vs. 80
CueingProximity
AttentionPrompt
Signals TimeLimits
Expectations
Tasking
Voice
Yelling across the room for Jimmy to get in his seat
Quietly asking Johnny to get on task
Berating Timothy for not raising his hand for the umpteenth time
Card pull system
Percentage of Children Who Achieve Success with Varying Levels of Home and Classroom Support
High Home Support Low Home Support
Highly Engaged Class
Somewhat Engaged Class
Low Classroom Engagement
100%
100%
100%
0% 60%
25%
Snow, C. (1991). Unfulfilled Expectations. Harvard University Press