teach (and practice) like a champion - amazon s3 like a champion relay national principals...
TRANSCRIPT
Teach Like a Champion
Relay National Principals Fellowship
The Expanded 100
We Study Teachers
Bright Spots What Goes Right Matters Most
Page 7
What is the difference between behavior and culture
Behavior vs Culture
Page 2
Behavior vs Culture
bull Culture is broader how we do and think about things
Itrsquos what we want to happen rather than what we
donrsquot
bull Strong culture canrsquot happen without strong behavior
but building it is more than eliminating poor behavior
bull Addressing behavior has to be grounded in culturemdash
this is who we are Referencing culturemdashthis is what
we are seeking to becomemdashcan help frame your
language in addressing behavior
bull Culture includes everybody Kids and adults
Behavior vs Culture
Page 2
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
We Study Teachers
Bright Spots What Goes Right Matters Most
Page 7
What is the difference between behavior and culture
Behavior vs Culture
Page 2
Behavior vs Culture
bull Culture is broader how we do and think about things
Itrsquos what we want to happen rather than what we
donrsquot
bull Strong culture canrsquot happen without strong behavior
but building it is more than eliminating poor behavior
bull Addressing behavior has to be grounded in culturemdash
this is who we are Referencing culturemdashthis is what
we are seeking to becomemdashcan help frame your
language in addressing behavior
bull Culture includes everybody Kids and adults
Behavior vs Culture
Page 2
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Bright Spots What Goes Right Matters Most
Page 7
What is the difference between behavior and culture
Behavior vs Culture
Page 2
Behavior vs Culture
bull Culture is broader how we do and think about things
Itrsquos what we want to happen rather than what we
donrsquot
bull Strong culture canrsquot happen without strong behavior
but building it is more than eliminating poor behavior
bull Addressing behavior has to be grounded in culturemdash
this is who we are Referencing culturemdashthis is what
we are seeking to becomemdashcan help frame your
language in addressing behavior
bull Culture includes everybody Kids and adults
Behavior vs Culture
Page 2
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is the difference between behavior and culture
Behavior vs Culture
Page 2
Behavior vs Culture
bull Culture is broader how we do and think about things
Itrsquos what we want to happen rather than what we
donrsquot
bull Strong culture canrsquot happen without strong behavior
but building it is more than eliminating poor behavior
bull Addressing behavior has to be grounded in culturemdash
this is who we are Referencing culturemdashthis is what
we are seeking to becomemdashcan help frame your
language in addressing behavior
bull Culture includes everybody Kids and adults
Behavior vs Culture
Page 2
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Behavior vs Culture
bull Culture is broader how we do and think about things
Itrsquos what we want to happen rather than what we
donrsquot
bull Strong culture canrsquot happen without strong behavior
but building it is more than eliminating poor behavior
bull Addressing behavior has to be grounded in culturemdash
this is who we are Referencing culturemdashthis is what
we are seeking to becomemdashcan help frame your
language in addressing behavior
bull Culture includes everybody Kids and adults
Behavior vs Culture
Page 2
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
bull Insert Kesete
What makes Kesete effective
Kesete Thompkins
Page 2
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
bull Insert Kesete
ldquoPersonalityrdquo is often technique in disguise
Kesete Thompkins
Page 2
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
We are Performers
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Loud and Proud
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
bull Soft copies of binder
bull PowerPoint
bull All video clips (and more)
bull Video analysis talking points
bull All practice activities with facilitator directions
Two Hats
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Getting Meta
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Expanded 100 Agenda
Compliance You Can See
bull Be Seen Looking Practice
Least Invasive Interventions
bull Non-Verbal Interventions Practice
Least Invasive Interventions
bull PGC and AIC Practice
bull PICPIP Practice
Firm Calm Finesse
The Art of the Consequence
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoBackpackrdquo Bingo
bull 3 Rounds
bull Go through your ldquobackpacksrdquo and find an item that fulfills each of the categories
bull You can use anything in your bag EXCEPT for CellphonesTablets
bull STAND and shout BINGO when you have all of the items
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoBackpackrdquo Bingo
bull Round One Find
ndash Something confiscated from a student
ndash Something yoursquod like to give a student
ndash Something yoursquore reading that makes you a better leader
ndash Something yoursquore reading that is utterly without educational value
STAND and shout ldquoBINGOrdquo When you have it Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoBackpackrdquo Bingo
bull Round Two Find
ndash Something that shows yoursquore a music
aficionado
ndash Something that shows you have two left feet
ndash Something that shows that you live for the
dance
ndash Someone who is willing to show off their best
dance moveshellip
STAND and shout ldquoBINGOrdquo when you find evidence
of all 3 Be ready to share your evidence
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoBackpackrdquo Bingo
bull Round Three Find
ndash Something that could be considered modern
art
ndash Something that shows yoursquore an athlete
ndash Something that shows yoursquore an intellectual
ndash Something that shows you love pop culture
STAND and shout ldquoBINGOrdquo When you have it Be
ready to share your evidence
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is rigorous and effective about Maggiersquos teaching
in this clip
At first glance this clip has nothing to do with 100
Maggie barely addresses behavior at all but in some
ways this is the most important 100 clip yoursquoll see
today Why
Maggie Johnson
Page 3
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Setting The Table
Page 8
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100
Getting 100 depends on three key principles
1 Emphasize Compliance You Can See
2 Use the Least Invasive Form of Intervention
3 Rely on Firm Calm Finesse
Key Idea Ensure that 100 of students are with you
for teaching and learning 100 of the time 100
of the way
Page 3
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 Compliance You Can See
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What will you look for
What are
What does this video have to do with our work
today
Page 3
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What will you look for
What areWe Are Looking For
(Passes from Team
in White)
So We Misshellip
(Moonwalking
Bears)
Example
Getting through
the lesson
Off task behavior ldquoWho threw thathelliprdquo
Off task behavior
Students meeting
or exceeding
expectations
ldquoMichaela sit up
pleaserdquo (While
Michaelrsquos eyes go
wide with insighthellip
Big Misbehaviors Little Misbehaviors Constantly putting
out big fires
Page 3
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Four Keys to Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 4
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
How are Kerri and Michael both Building Radar and
Being Seen Looking
Michael Rubino Kerri Rizzolo
Page 4
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
My Dance Moves Yow
Page 5
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
The Invisible
ColumnThe Swivel
The Disco
Finger
Be Seen Looking Dance Moves
Page 5
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
The PoliticianThe
Tiptoe
The
Quarterback
The
Sprinkler
Page 5
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Dance MovesWarm-Up
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is effective about Arielle and Seanrsquos use of
RadarBe Seen Looking
Arielle Hoo Sean Gavin
Page 5
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Compliance You Can See
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Page 6
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Lets use this clip to solidify our common language
What evidence is there that Patrick is Be Seen Looking
Building Radar and using Visible Compliance
Patrick Pastore
Page 6
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Show me
SLANT
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Show me
SLANT
150⁰
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoPastorersquos Perchrdquo
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective To practice and automate your use of Radar
and Be Seen Looking by delivering observable directions
and following them with a BSL Dance Move
Be Seen Looking Mini-Practice
Page 6
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Be Seen Looking Mini-Practice
Give one of the observable directions from the
list below
bull ldquoPencils in the groove and eyes on merdquo
bull ldquoEyes up hererdquo or ldquoTrack merdquo
bull ldquoI need all fingers on the word lsquothersquordquo
bull ldquoBooks are in your laps eyes on merdquo
bull ldquoNovels out Open to chapter 3rdquo
Step 1
Step 2
Choose one of the Be Seen Looking moves
listed in your binder (feel free to use a
personal adaptation)
Page 6
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Be Seen Looking
Mini PracticeModel
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Compliance You Can See
Page 6
Make
Compliance
Visible
Draw studentsrsquo attention to the fact that you are looking
Increase your chances of seeing it
Pencils in the tray vs Pencils
down
Be Seen
Looking
Build Radar
Address
Marginal
Compliance
Students are always asking if we
will accept the bare minimum
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection
What does Marginal Compliance look like in your
classroom or school How can you effectively address it
Page 7
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Denarius Frazier Linda McGriff
Whatrsquos one thing you would want a developing teacher to
take away about addressing Marginal Compliance from
watching Denarius and Linda
Page 7
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
An Action Step
On August 8th I will do 10 minutes of BSL practice
with each member of the 6th grade team at
individual check-ins
Specific deadline Measurable action Participants and
setting identified
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
If You Only Have an Hourhellip
Awareness Test ndash Moonwalking Bear
(3 minutes) Focal Question How does this clip relate to the classroom
httpwwwyoutubecomwatchv=Ahg6qcgoay4
Topic 100 -- Compliance You Can See
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
amp Practice
Build Radar and Be Seen Looking Technique Notes
(3 minutes) Workshop binder on your flash drive
BC100GR7RizzoloOne pair of eyesClip2463
Grade 6RubinolsquoAs a decimalrsquoClip1868 (7 minutes) Workshop binder on your flash drive
Radar and BSL Practice ndash 2 rounds (20 minutes)Round 1 BSL Dance Moves warm up ndash workshop binder After Round 1
technique notes for Make Compliance Visible show Grade 6PastorelsquoCrisp
sound of a riprsquoClip1430 then Round 2 BSL Mini-Practice ndash workshop
binder on your flash drive
In lesson plan for tomorrow mark two moments to deliberately move to
Pastorersquos Perch BSL Make Compliance Visible Practice (15 minutes)
Observations Next Week Radar BSL
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 Non-Verbal Intervention
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 8
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
How many Non-Verbal Interventions do you see in this
clip of Ashleyrsquos teaching What is effective about
Ashleyrsquos Non-Verbal Interventions in this clip
Ashley Hinton
Page 9
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Here is Lucy using Non-Verbals in a seventh grade
literary discussion Whatrsquos effective about her Non-
Verbal Interventions
Lucy Boyd
Page 9
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Describe the Solution
(What to Do)
Less is more
Two most important
things
Strong Non-Verbal Interventions Are
Emotionally Constant
Done While TeachingCombined with
Circulating
Positives Too
Page 9
Catch it Early
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Interventions Warm Up
Warm-Up
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective Practice your non-verbal self interrupt to ask
a student to sit up
Duck Duck Goose
Page 10
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Teacher
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Slouch
Slump
etc
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoDuckrdquo
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoDuckrdquo
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoDuckrdquo
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Self-
Interrupt
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Self-
Interrupt
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoDuckrdquo
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoGooserdquo
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Sits
down
Becomes
teacher
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
ldquoDuckrdquo
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Success Points
Teacher uses non-verbal signals that describe the
solution clearly showing students whathow to correct
posture
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Student to the teacherrsquos left
slouch Then count to three in your
head before complying
Teacher Continue around the table
and give a confirmation glance to
correct
Duck Duck Goose ndash Round 2
Delayed
reaction
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
When a student has hisher head down your non-verbal
intervention has to be different Watch what Lauren
does in this situation (and what she had to do
beforehand)
Lauren Latto
Page 10
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Duck Duck Goosendash Round 3
Head DownStudent to the teacherrsquos left put
head down on the table so you canrsquot
see the teacher
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
bull Teacher Turns back to table
bull Student to the teacherrsquos left Point
to someone else at the table to
slouch
bull Student assigned to slouch Wait
three seconds after teacher turns
around to begin slouching
Duck Duck Goose ndash Round 4
Teacher
Turns Back
Page 10
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
No Opt Out Practice Tracker
Round 1
Try It Out
Round 2
Delayed
Reaction
Round 3
Head Down
Round 4
Teacher Turns
Back
3 Minutes 3 Minutes 3 Minutes 3 Minutes
Duck Duck Goose Practice Tracker
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective To practice your non-verbal interventions in
the context of a ldquolessonrdquo in order to be able to use non-
verbal interventions with ease while teaching
Non-Verbal Intervention Practice
Page 11-13
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Intervention Practice
For each of the student behaviors listed
on the sheet describe a non-verbal
intervention you could use
Your interventions should be simple
positive and unambiguous
Step
One
Page 11-13
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Intervention Practice
Step
Two
Role play using these non-verbal
interventions while you teach
Two students will alternate off-task
behaviors counting for 3 seconds
between behaviors
Page 11-13
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Non-Verbal Intervention Practice
Coach delivers feedback
bull ldquoIt was effective when youhelliprdquo
bull ldquoNext time tryhelliprdquo
Use Feedback Cheat Sheet
Teacher role plays again integrating
the coachrsquos feedback
Step
Three
Step
Four
Page 11-13
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
LessonPledge of Allegiance
I pledge allegiance to the flag
of the United States of America
And to the Republic for which it stands
One nation under God indivisible
With liberty and justice for all
Non-Verbal Intervention Practice
Next Step Back at Your Schools
Practice with a portion of your lesson plan
Page 11-13
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
If You Only Have an Hourhellip
Grade 3HintonMontageClip1961 (6 minutes) Define ldquonon-
verbalrdquo then give the focal question Workshop binder on your flash drive
Topic 100 -- Least Invasive Form of Intervention Part 1
Anchor Clip
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Least Invasive Form of Intervention (7 minutes)Workshop binder (Strong Non-Verbals are) on your flash drive
Grade 7 BoydlsquoAdd a little morersquoClip2078 (4 minutes)Workshop binder on your flash drive
Duck Duck Goose Non-Verbal Intervention Practice
(15 minutes) Workshop binder on your flash drive
Non-Verbal Intervention Practice (Workshop binder) then
identify 3 specific non-verbal interventions to teach explicitly and use with
students(13 minutes)
Observations Next Week Non-Verbal Interventions
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Lunch
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Plug and PlaysSave time Dive deep Ready-to-use teacher training modules on specific TLAC techniques
Visit wwwteachlikeachampioncom for more information
Behavior and Culture
Joy Factor System and
Routines
Strong
Voice Going
Formal
Developing and
Maximizing Radar
Private
Individual
Correction
Art of the
Consequence
Strong Start
Engaging
Academics
Art of the
Sentence
Turn and
Talk
Format
Matters
Show Call Circulate
Reading
Close Reading
Bursts
Explicit Vocabulary Implicit Vocabulary
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
QueenKing of the Universe
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
QueenKing of the Universe
84
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 Positive Group and
Anonymous Individual Corrections
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
Page 14
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Alex Bronson
Watch while Alex Bronson uses both a PGC and AIC
Page 14
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Transcript of Clip
ldquoBut guess what folks tracking me up here That is not
oohhellipshow me SLANT That is not a bee that is just the
flower Go ahead and take another look at itrdquo
ldquoWhy are they doing this Why are they trying to mimic
ants Need a couple more SLANTs Thank you so much
for fixing that Why are they doing this Nicholasrdquo
Page 14
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
SLANT
Sit UpS
L
A
N
T
Listen
Ask and Answer
Questions
Nod
Track the Speaker
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Positive Group and Anonymous Individual Corrections
bull Verbal reminder to the group
bull Describes the solution
bull Used early- when student attention
might be wandering
bull Tone shift + EOL
Positive
Group
Correction
Page 14
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Positive Group and Anonymous Individual Corrections
bull Verbal group accountability
combined with non-verbal
individual accountability to
intimate who the student is to the
student (eg eye contact)
bull Makes it explicit that not everyone
is where they need to be
Anonymous
Individual
Correction
Page 14
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
PGC AIC Montage
Jot down one thing you want to steal andor adapt
Page 14
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective To practice delivering multiple PGCs and AICs
in order to find the most effective and natural variations
PGC and AIC Call Your Shot Practice
Page 15
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Jot down a PGC and AIC that you could
use in your classPlan
PGC and AIC Call Your Shot Practice
Jot down one thing that you want to
work on Call Your
Shot
bull AcknowledgeThank
bull Add disco finger or
Radar
bull Maximize Economy
of Language
bull Cut off the AIC
bull Add positives
bull Tone shift on AIC
bull Whisper
Page 15
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
bull Work in pairs
bull Practice delivering your PGC and
AIC in sequence (PGC + Scan +
AIC)
bull Call Your Shots before each round
Work
o Ex ldquoIrsquom trying to shift my tone
down when I correct and then
return to an upbeat teaching
tonerdquo
Practice
PGC and AIC Call Your Shot Practice
Continue switching back and forth until time is called
Page 15
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Success Points
Teacher gives a clear Positive Group Correction with a
clear Be Seen Looking Dance move
Page 15
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
PGC and AIC Call Your Shot
Model
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 2
Technique
Notes
Solidify
with Clips
Plan amp
Practice
Action Plan
Positive Group Correction Anonymous Individual Correction
(6 minutes) Workshop binder on your flash drive
Grade 5 BronsonlsquoI need a couple SLANTsrsquoClip0323
BC100GRMGoldenheimVaughnMcGriffDuruZimmerliR
umphrsquoPGC_AIC montagersquoClip2513
(8 minutes) Workshop binder on your flash drive
PGC and AIC Call Your Shot Practice (20 minutes)Workshop binder on your flash drive
PIC vs AIC Reflection Identify one more time when you will do
todayrsquos practice with a colleague to build muscle memory (8 minutes)
Observations Next Week PGC AIC
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 The Private Individual
Correction
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Least Invasive Interventions
1a Non-Verbal Intervention (visual)
2 Positive Group Correction
3 Anonymous Individual Correction
4 Private Individual Correction
5 Off-Stage Public Correction
6 Consequence
These are not sequential steps
Use a
Whisper
to
Upgrade
1b Non-Verbal Intervention (voice)
Prevention Beats Cure Use Radar and BSL to minimize the need to intervene
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is effective about each of these Private Individual
Corrections What do they have in common despite the
two different situations
Jaimie Brillante Maura Faulkner
Page 16
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
5 Core Principles of the PIC
bull What to Do
bull Civility and Purpose
bull The Strong Voice Core
bull Itrsquos Still Circulating
bull Task for Class
Page 17
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective To practice planning the content and delivery
of a Private Individual Correction for a common
classroom scenario
PIC Mini-Practice
Page 17-18
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
PIC Mini-Practice
Plan and practice a PIC for a student who has (pick one)
bull Not taking notes during reading or discussion
bull Has head down because of an earlier consequence
bull Consistently raising his or her hand at inappropriate times
bull Smirking at a peer who has been actively participating in class
Scenario
Page 17-18
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
PIC Mini-Practice
Practice your PIC with a partner who is
your student Practice
The ldquostudentrdquo also plays the coach and
gives feedback using the Feedback
Cheat Sheet
bull ldquoIt was effective whenhelliprdquo
bull ldquoNext time tryhelliprdquo
Feedback
Page 17-18
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Success Points
bull Teacher uses Economy of Language and clear What
to Do directions
bull Teacher maintains privacy during correction while
scanning the rest of the class
Page 17-18
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Colleenrsquos ModelUse your Feedback Cheat Sheet
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Feedback Add a QBhellip
Amy Parsons
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Sometimes when you canrsquot get all the way to privacy a
ldquowhisper correctionrdquo can help What is effective about
how Jason does that in this clip
Jason Armstrong
Page 18
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Whisper Correction Speed Play
Page 19
One person will stand and lsquoteachrsquo from
their own lesson deliver a whisper
correction then continue teaching
Rotate around the table so everyone
has the chance to practice at least
once
Practice
Round 1 ldquoNeed you taking notesrdquo Or ldquoSitting up all
the way pleaserdquo
Round 2 Your Choice Call Your ShotCall your
adaptation
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Whisper Correction Speed Play
Teach Whisper
Correction Teach
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Whisper Correction Speed Play
Teach
Whisper
Correction
Teach
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is unique about how Maggie uses PICs in her
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Maggie Johnson
Page 19
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What is unique about how Steve uses PICs in his
classroom How and when might youyour teachers use
this type of PIC (known as a PIP)
Stephen Chiger
Page 19
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Objective To practice planning the content and delivery
of a Private Individual Praise for a common classroom
scenario
Private Individual Praise (PIP) Drill
Page 20
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
PIP Drill
Now practice a PIPPmdashPrivate Individual Praisemdashfor one of the following scenarios
bull Student whose comments drove discussion to special levels of rigor her homework was really good too
bull Some-time struggler engaged and diligent in note-taking
bull Student helps a peer who arrived late to catch up and understand the activity
bull Student who is revising her writing on her own to improve it
Scenario
Page 20
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Success Points
Teacher uses Economy of Language to praise actions
not traits
Page 20
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Colleenrsquos ModelUse your Feedback Cheat Sheet
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Building Relationships Reflection
How do Least Invasive Interventions impact our
relationships with students
Page 20
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
If You Only Have an Hourhellip
Topic 100 -- Least Invasive Form of Intervention Part 3
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
5 Core Principles of the PIC (7 minutes) Workshop binder on your flash drive
Grade 5 FaulknerlsquoHands off your facersquoClip0689
(6 minutes) Workshop binder on your flash drive
PIC Mini-Practice (20 minutes)Workshop binder on your flash drive Then balance PIC with PIPP
GR8JohnsonlsquoKeep it uprsquoClip2006 Workshop binder on your flash drive
Identify one more time when you will do todayrsquos practice with a colleague
to build muscle memory (2 minutes)
Grade 5BrillantelsquoEyes on the speakerrsquoClip1431
(6 minutes) Workshop binder on your flash drive
Observations Next Week PIC PIPP
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 Firm Calm Finesse
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Rely on Firm Calm Finesse
Purpose Not
Power
Before it becomes an ldquoitrdquo
Civility is in place ldquoI wonrdquo
ldquoWe need two people with usrdquo
Share the why
Universal
Language
Catch it Early
ldquoThank Yourdquo
Bright Face Smile - show everything will be OK
Page 21
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Page 22
Patrick Pastore Erin Krafft Emily Bisso
Watch how these teachers use Firm Calm Finesse to keep
the energy positive in the face of normal distractions
Using the common language what do you see
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
100 The Art of the
Consequence
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Consequence vs Correction
Some Rules of Thumb
Degree of
Disruption
Motivation
Persistence amp
Repetition
If a student is testing you or your classroom expectations err
on the side of consequence if it appears to be a good faith
errormdashcaused by distraction etc err on the side of correction
If the behavior is happening over and over repeatedly
correction is proving ineffective help the student to learn
with a consequence
The more the behavior disrupts the learning of other studentsmdash
eg calling out or disrespectmdashthe more it warrants a
consequence
Page 22
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Directions As you read each case study indicate
whether you would give the student(s) a consequence or
a correction and explain your rationale Use the Rules of
Thumb as guidance
Consequence vs Correction Case Studies
Page 25-26
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Illusion of Privacy
(Whisper
Consequence)
Art of the Consequence
Tag the Behavior
Bounce Back
Statement
Emotional Constancy
Purpose not Power
Maintain the Pace
Page 23
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Bridget McElduff
How does Bridget apply the principles of Art of the
Consequence (and PIC)
Page 23
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
What do Hilary and Jacobi do to successfully respond in
an emotional situation What else is effective about
their practice that you would want to bring back to your
schools
Jacobi Clifton amp Hilary Lewis
Page 22
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
Consider What part of giving consequences is most
challenging in your classroom or school
Plan Design a practice for yourself or school based on
that challenge
Page 27
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
If You Only Have an Hourhellip
Topic 100 -- Art of the Consequence
Anchor Clip
Technique
Notes
Solidify
with Clip
Plan amp
Practice
Action Plan
amp Practice
Art of the Consequence (7 minutes) Workshop binder on your flash drive
BC100CliftonLewisBlow up practiceClip2361
(6 minutes) Workshop binder on your flash drive
Consequence Call Your Shot Practice amp Consequence vs
Correction (25 minutes)Workshop binder on your flash drive
Script how you will deliver consequences for three different likely
behaviors this week Practice with partner (10 minutes)
Observations Next Week Art of the Consequence
Grade 5McEldufflsquoExaminersquoClip1930 (6 minutes) Workshop binder on your flash drive
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Reflection amp Action Planning
Before today I
never realizedhellip
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp
Questions Tweet at ushellip
Connect with us
Learn more visit
HilaryALewis TeachLikeAChamp
ColleenDriggs
wwwfacebookcomTeachlikeachampion
wwwteachlikeachampioncomblog
TeachLikeAChamp