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 Achievement First – New Staff Training 

 Achievement First – New Staff Training . Classroom Routines & Expectations. Read, Baby, Read!. (Stomp-Stomp-Clap) … 4X You’ve got to Read, Baby, Read (Say What?) You’ve got to Read, Baby, Read The more I read, the more I know The more I know, the smarter I grow

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 Achievement First – New Staff Training 

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  1.  Achievement First – New Staff Training  Classroom Routines & Expectations

  2. Read, Baby, Read! (Stomp-Stomp-Clap) … 4X You’ve got to Read, Baby, Read (Say What?) You’ve got to Read, Baby, Read The more I read, the more I know The more I know, the smarter I grow The smarter I grow, the stronger my voice While speaking my mind or making my choice You’ve got to Read, Baby, Read (Say What?) You’ve got to Read, Baby, Read You’ve got to Read! And Graduate COLLEGE! - Harriet J. Ball

  3. MINDSET: • GTWBAT believe deep in their bones that they need to create a detailed, written, comprehensive PLAN for their classroom culture. • ACTIONS: • GTWBAT articulate WHY routines must be planned – and to what level of detail they need to be planned. • GTWBAT plan in detail the WHAT and WHY for an expectation/routine. • GTWBAT create an effective lesson plan that teaches students – in great detail – exactly how to do a routine/expectations. Aims

  4. From the Essentials • Both teacher and scholars demonstrate a palpable sense of urgency and purpose in the classroom. For scholars, this means that they eagerly “jump” to it, readily volunteer with little to no prompting, andexecute the routines efficiently. • Scholars experience no down time waiting for the teacher as every minute of instructional time is maximized. • Scholars and teachers share in the responsibility for the routines in the classroom that drive the pace of the lesson. • The teachers are able to “sweat the small stuff” without having an impact on lesson pacing, through the use of efficient verbal and non-verbal cues. • Expectations have been taught so clearly and consistently that the teacher gives very few reminders. • Teacheralwaysprovides rationale for scholar behavior. • Rationale is appropriate for the situation (can be teacher authority, extrinsic, or intrinsic). • There is no need to ask scholars to “Do it Again.” • There are few to no instances of off-task behavior. • It doesn’t feel like a lot of work to get the class to 100%.

  5. Agenda Getting pumped up The Teacher In Action Vegas, Baby! Spring Training Super Clear Picture What & Why – A Plan Some Resources A few thoughts (if time) Get to Work! Back Together This is the ROOM

  6. A Frightening Conclusion I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized. -- Haim Ginott, Between Teacher and Child

  7. The Teacher … The Teacher is the Key Variable

  8. PLAN on having a Great Class Culture Do you want to be the right kind of variable? Do you want to be the teacher with the great classroom culture? PLAN

  9. Vegas, Baby!

  10. Viva, Las Vegas!  (Thanks to Dave Levin. ) A useful way of thinking about school culture is a Las Vegas Casino. Why? From the moment you step through the front door, everything (and there are a whole lot of things in this everything) is designed for one simple reason – to have people spend their hard -earned money. And the casino operators have become incredibly effective at creating a ‘culture’ that achieves their goals. How do they do this? Successful restaurants do the same. How will you? At Achievement First, we are constantly striving to create systems, structures, routines, rituals, etc… that simultaneously maximize school-wide consistency from class to class AND maximize the individual creativity and achievement of teachers and students. For us, it is critical that everything about the school always remains focused on achieving the highest possible quality of management, instruction, and discipline so that students can develop the academic and character skills they need to succeed. What are the ULTRA-SPECIFIC elements that we will need to create the kind of school culture we want? ____________________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

  11. Viva, Las Vegas!  ____________________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

  12. Management – Get Ready for Spring Training

  13. Effective Management Managementis a working proactive plan designed to minimize the number of classroom / schoolwide interruptions and problems Discipline is what you do when these interruptions and problems occur anyway. Your schools will have clear discipline systems, and they will go over those with you in the next two weeks.

  14. 95%

  15. Clear Picture – High Resolution!

  16. SUPER Clear Picture I have a VERY CLEAR picture in my head of what I want my classroom to sound, look, and feel like. And I mean VERY clear. And, very comprehensive (all classroom elements).

  17. SUPER Clear Picture Create a written detail for every element: WHAT it looks, sounds, and feels like (and what exactly the teacher and students will be doing) WHY we are doing it this way

  18. Let’s Look at the School & Classroom Culture Planning Tool

  19. Example Super-Clear Picture Routine / Expectation Hands down while others are speaking What When another student is speaking or answering a question, hands should go down, and students should track the speaker. Once the speaker is done, hands can go back up. Why When students have their hands up while others are speaking, it signals that students are more interested in "making their point" than listening to others. Since good listeners track speakers and try to really understand what is said, one way to show this is to keep your hand down until the speaker is done.

  20. Example Super-Clear Picture Routine / Expectation Holding open doors for the line What The first student opens doors, standing in front of the door (holding the door open with his/her back) to hold it open for others. The student holding the door stands as close to the door as possible in order to give the other students ample space to pass (no "accidents" of tripping over feet, etc.). Students say "thank you" and "you're welcome" in a normal, non-silly, regular volume voice. The door holder becomes the end person in line. WHY • 1) It is a polite thing to do to hold doors open, 2) It is more efficient if one student holds the door, and it's faster if this student simply joins the end of the line, 3) By holding the door in front of the door, the teacher can still see the door holder, 4) It's polite to say please and thank you.

  21. Not clear enough … In your long history as a teacher (read: in some cases not that much ), where has a lack of having a clear vision, teaching & reinforcing this vision with your students, and being clearly in charge hurt your classroom culture? What did you do differently to make it better? … or What do you plan to do to make it better?

  22. Super-Clear Routines 

  23. Teach routines explicitly I will teach and reinforce expectations and routines to my class so that they know how to reach this clear picture. I will start the year strong. My first few weeks of school will be super-heavy on teaching these routines.

  24. Let’s Look at the AF Routine Planning Tool

  25. Teaching a Routine (see: TEMPLATE) Aims Student Investment / Hook Step-by-Step Modeling by Teacher Guided Practice Independent Practice Written / Oral Assessment (1-Steps, 2 Why) Performance Assessment (Do it Correctly One Last Time)

  26. Teaching a Routine Aims • SWBAT list the steps of entering the classroom. • SWBAT explain why it’s important to enter the classroom this way. • SWBAT enter the classroom successfully following all the steps. Student Investment / Hook • 1) We have a TON to learn, and time is better spent reading and learning math than transitioning into the class. • 2) The door to the class is the threshold to the kingdom of learning; we need to make sure that we have a way to enter that focuses all of us on learning. • 3) We are often coming from lunch or PE or something else where we are fired up, and we need a clear, calm routine to get us back to Earth. • 4) We want to be respectful and not disturb other classes.

  27. Teaching a Routine Step-by-Step 1) Line Expectations: Walk from the previous class in line order (following all line expectations). 2) Mr. Jenkins at door: Mr. Jenkins will stand with his back to the doorway so that he can see the hall and the room … Mr. Jenkins will have your Do Now/Quick Questions on the board. 3) The line leader will stop at the doorway. 4) Silence in halls: For the entire transition, all students in the hall are silent (not quiet, silent), facing forward with hands to the side, off the walls, and moving up as the line moves up. 5) Shake hand / Hungry: Mr. Jenkins will shake each students hand (following handshake expectations, including eye contact); Mr. Jenkins will say, “Ready?” and the student will respond, “Hungry for Knowledge” … Mr. Jenkins may say something else to the student … all other students in line remain silent. If your handshake/greeting isn’t up to Mr. Jenkins’ standards, he will either ask you to do it again or go to the back of the line. Both should be done immediately and without any drama. 6) Enter, sit, QQ: After shaking Mr. Jenkins’ hand, the student will go directly to his/her seat, set up his/her desk (according to desk set-up expectations) and start the Do Now/Quick Questions. There are NO questions to Mr. Jenkins at this time, no special requests … just work; if you are truly stumped, assign yourself independent reading. 7) All work silently / no questions: All students at their desks are silently working. There is no reason to interact with a neighbor (no “I need a pen, what does that say,” etc.); again, assign yourself IR if you have an issue. 8) Mr. Jenkins enters: After all students have entered, Mr. Jenkins will enter. Then, all Do Now/Quick Question expectations apply and the other parts of class will start soon.

  28. Teaching a Routine Modeling by Teacher Start in the classroom with students sitting at desks. Go over all the steps (on the overhead), standing at the “doorway” (imagined) and using one student as a model of what to do. Guided Practice 1) Ask for a volunteer group of 3-5 students try it. I am still the teacher in the skit. Ask students to explain step-by-step what to do. Ask the rest of the class to pay attention to see if they missed anything. Ask for critiques. 2) Do the same for another couple of groups of 3-5 students. 3) Ask for additional WHY reasons since they now know the routine.

  29. Teaching a Routine Independent Practice • Entire class practices the actual routine by going out of the class (emphasize the leaving class routine). The students should do the entire thing 2-3 times. Critique along the way, and ask for student critiques. Don’t make them explain the step-by-step while they are doing it – more “dress rehearsal” Written / Oral Assessment (Why, How) • Two question exit ticket: 1) List the steps of entering the classroom, 2) Explain three reasons WHY it’s important to enter the classroom this way.

  30. A few more thoughts (I can’t help myself)

  31. Be in charge I will be in charge of my classroom. - First Day / First Instruction - Mr. / Mrs. - Visibility (see all students) - Control the Door / Greetings - Rituals designed by ME - Confidence - Insist not Ask

  32. Make the INVESTMENT

  33. Make the INVESTMENT! • Classroom management is a high-yield investment. The extra time and effort it requires, especially at the beginning of the year, is repaid many times over in the long run. • You cannot expect students to behave in a certain way unless you have taught them how. • We must teach behaviors (shaking hands, passing in papers, taking notes, lining up, raising hands, entering rooms, sitting with focus) as explicitly as we teach academic skills. • We cannot ASSUME that students have the behavioral skills to handle tasks. We must teach these skills explicitly.

  34. Never Lose!

  35. Putting it all together

  36. Cue the Video. All of this in action  Let’s look at a semi-good teacher trying to set expectations with his class. 0:18 to 15:41 Expectations and routines Greetings Shaking Hands Chairs in/out Passing out papers Questions to consider What are the expectations for students? How were those taught? What possible student errors were anticipated? How were those taught? How were student mistakes corrected / high expectations maintained? How clear were the motivation / rationale for different expectations? What could have been better? What is your style? How are you going to make this happen in your classroom?

  37. Cue the Video, Part 2 • 4:20: Door Entry Routine Middle • Where are the teachers standing? • What are the keys for teacher actions, student actions? • What could go wrong? How did the teacher anticipate? • What could be better? • 5:15: Door Entry Routine Elementary • What does the teacher do to help students follow the routine? • How can it be better? • What is the tone / feel?

  38. Cue the Video, Part 2 7:16: Transition to Small Group Reading • What are the SPECIFIC student expectations – mouth, body, hands? • What are the Steps of this routine? • How long does it take? How does the teacher keep it fast – what is she doing? • How can it be better? • 9:28: Elementary Start-of-Day – Hype then Focus • What are the SPECIFIC expectations for students – body, mouth, hands? • Where is the teacher? What is he doing to enforce the expectations? • Where is the co-teacher? • How can it be better? • 10:48: Middle Start-of-Day – Hype then Focus • What are the SPECIFIC expectations for students – body, mouth, hands? • Where is the teacher? What is she doing to enforce the expectations? • How can it be better?

  39. Cue the Video, Part 2 • 12:04: Class Exit Elementary • What are the SPECIFIC student expectations – mouth, body, hands? • What are the Steps of this routine? • Where is the teacher? What is she doing? • Where is the co-teacher? What is she doing? • How can it be better?

  40. Reflection

  41.  Now, You Work 

  42. Start Forming Your Picture 1) Create two rows of the Classroom Procedures plan, including the WHAT, WHY, and HOW for each row. __ Is the WHAT described in clear, easy-to-follow detail that includes what it looks and sounds like? __ Is the WHY described in a clear, compelling way? 2) Share / critique with another teacher or a wonderful AFer 3) Create ONE detailed plan using the AF Teaching Expectations and Routines template (Word Document) 4) Share / critique with another teacher or a wonderful AFer.  __ Was the aim clear, bite-sized, measurable? __ Is it clear WHY this routine is important? Do I have a clear, compelling way to share that with students? __ Have I mapped out Step-by-Step in clear detail what this looks, sounds, and feels like? __ Am I modeling this in a clear way? __ Is there time for Guided Practice? __ Is there enough Independent Practice? __ Do I have a written and/or oral assessment ? __ Does it include the steps? The Why? __ Do I have a final Performance Assessment? Do I insist on them doing it right a final time?

  43. Some Ideas • Throwing away trash • Moving from the rug back to desks • Going to the bathroom • Lunch line • SLANTing • Student Organization / Desk Set-up • Raising Hands / Getting the teacher’s attention • Setting up header on student work • What good independent reading looks like

  44. Deep in your bones?

  45. MINDSET: • GTWBAT believe deep in their bones that they need to create a detailed, written, comprehensive PLAN for their classroom culture. • ACTIONS: • GTWBAT articulate WHY routines must be planned – and to what level of detail they need to be planned. • GTWBAT plan in detail the WHAT and WHY for an expectation/routine. • GTWBAT create an effective lesson plan that teaches students – in great detail – exactly how to do a routine/expectations. Aims Check

  46. The First Days of School, Harry Wong With All Due Respect, Ronald Morrish “Realizing the Vision” from One Day, Wendy Kopp No Excuses, Abigail and Stephan Thernstrom (chapters 2 and 3) “The Power of Context” from The Tipping Point, Malcolm Gladwell Required Reading 

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