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