Teach Like a Champion

By Doug Lemov
Strategy Notes
Strategy and definition Notes
Chapter One: Setting High Academic Expectations
1. No Opt Out (pg 27-34) Formats:
If a student is unable to 1. Teacher gives answer, student repeats
answer a question, 2. Another student provides answer, student repeats
follow a sequence until 3. Whole class answers, student repeats
he/she answers it. 4. Teacher provides cue* (correct thinking process),
student repeats
5. Teacher questions another student for a cue*, first
student uses it to find the answer
*It’s more rigorous to use a cue to find the answer
than to repeat. But don’t slow down too much to
cue, keep momentum by using other formats.
2. Right is Right (pg 35-41) Four categories of Right is right
Students need to answer the 1) All the way:
question correctly and  never say “right, except you need…”
completely  Positively say what they’ve done then expect them
to take it all the way. “There is a little more to
that…”
 Or repeat answer and place emphasis on what is
wrong or incomplete about the answer.
2) Answer the question
 Make sure the question is answered, not
something correct on the same topic
3) Right answer, right time
 Don’t skip ahead because one student did/can-
doesn’t help whole class
 “My question wasn’t about the solution it was,
what do we do next?”
4) Use technical vocabulary
 Get students to use precise technical vocabulary
(volume: “takes up” vs “occupies”)

3. Stretch it (pg 41-47) Types of stretch it questions

 Follow up correct 1. Ask how or why
answers with  “How’d you get that?” “How’d you know to use?”
questions that 2. Ask for another way to answer
extend knowledge  “Is there a simpler way to…”
 Great for 3. Ask for a better word
differentiating  cold  freezingfrigid
instruction 4. Ask for evidence
 find two sentences in the story that show ___.
5. Integrate new skill with previously learned skills
 example pg 44
 6. Apply the same skill to a different setting
 Booksmovies
4. Format matters (pg 47- Format expectations
51) 1.Grammatical format
 Students should always  Yes, teachers should correct student’s grammar!
answer in a  1.Identify the error with emphasis on error and allow
grammatically correct student to self-correct
complete sentence that  2. If student does not self-correct, teacher quickly
can be heard. begin the correction and the student finishes.
2.Complete sentence format
 Give a sentence frame (before student answers or
after student answers in incomplete sentence)
 Ask question and specify want answer in complete
sentence
 Student answers, teacher reminds complete
sentence (orally or with hand motion), student
corrects.
3.Audible
 Students can’t show respect to classmates if they
can’t hear each other
 Author recommends cueing students with “voice”
instead of “louder” (louder is more negative, states
that something is missing. Voice reminds students to
use a strong voice)
4 Unit format
 In math and science always ask for units (ex: area of
a rectangle, 12 ___)
5. Without Apology (pg Make it accessible quotes to use instead of apologizing (pg
51-55) 53-54)
Teachers should be excited  “This material is really great because it’s really
about what they are challenging”
teaching.  “Lots of people don’t understand this until they get
 Don’t say it’s boring. to college but you’ll know it now, cool.”
 Don’t blame the  “This can really help you succeed”
curriculum/test.  “This gets more and more exciting as you come to
 If it’s boring to the understand it better.”
teacher he/she should  “We’re going to have some fun as we do it”
reflect on why it’s in the  “ A lot of people are afraid of this stuff, so after
curriculum. you’ve mastered it, you’ll know more than adults”
 Never assume some  “There’s a great story behind this”
students can’t do  “This is one of the things you’re going to take pride
something. in knowing”
 “When you’re in college you can show off how much
you know about...”
 “Don’t be rattled by this. There are a few fancy
words but once you know them, you’ll have this
down.”
 “This is really tricky. But I haven’t seen much you
couldn’t do if you put your minds to it.”
Chapter Two: Planning that Ensures Academic Success

6. Begin with the end (pg Plan backwards

57-60) 1.Plan units then lessons
When lesson planning, start 2. Use a well framed objective to define the goal of each
with the objectives not the lesson. What do you want students to do at the end of the
activity. Then plan an lesson?
activity that gets students to 3. Determine how you’ll assess effectiveness in meeting goal
the objective the best and (daily)
fastest way. 4. Decide on activity
 The activity is planned last, never say “What are we
going to do tomorrow?” instead say “What will my
students understand tomorrow?” (because the
objective is first)
7. 4 M’s (pg 60-63) 1.Manageable
The four M’s make an  Objectives should be an achievable goal for each day
effective objective.  Break a large standard into a series of daily
1. Manageable objectives that meet the larger goal
2 Measureable 2. Measureable
3 Made first  Was the objective achieved that day? Holds teacher
4 Most important. accountable for what he/she can control
 Best teachers measure objective with an exit ticket
 Controllable, teachers can’t control whether a
student liked something but can control the way
they explain their thinking
3.Made first
 Objectives are designed to guide an activity, not
made later to fit a planned activity
 Standards should be broken down into a series of
daily objectives then plan the activity
4. Most important
 Objectives should be focused on what’s most
important to help students (on the path to college)

8. Post it (pg 63-63)  Students will be more aware of their daily goal and
Post objectives in the classroom this will help them work intentionally toward the
for students and visitors to see goal
 Visitors can offer more useful feedback.
9. Shortest Path (pg 64-65)  Don’t do an activity unless it meets directly to an
Choose activities that meet the objective
objectives fastest  The shortest path doesn’t have to be one activity,
champion teachers switch among a series of reliable
activities
10. Double plan (pg 65-66)  Keeps the students actively engaged
Plan for what the teacher  Ideas: choral response, notes to fill in, give students
 does and what the students goal to think about while listening
do each step of the lesson  Idea in lesson plans: use a T chart one column
teacher, other students (until good at planning for
both)
11. Draw the map (pg 67-  Teachers should be able to circulate freely, without
69) saying excuse me
Classrooms should be set up to  The walls should help, not harm by focusing on
best meet objectives important tools
 Think about student interactions when planning
seating (author suggests individual desks in paired
columns all facing the front of the room figure 2.1 pg
68)
Chapter 3: Structuring and Delivering Lessons:
I/We/You is actually 5 steps.
1 I: I do
2. We: I do, you help
3. We: you do, I help
4. You: You do…
5. You, do and do and do and do…
It’s not necessarily better to get to the “we” as soon as possible. Progression to independent
work depends on the manner, sequence and rate of cognitive work being released to students.
Teachers should check for understanding often.
I/We/You technique overview (pg 73-74)
I techniques: 12-15 (hook, name the steps, board=paper, circulate)
We techniques: 16-18 (break it down, ratio, check for understanding)
You techniques: 19-21 (at bats, exit ticket, take a stand)
12. The Hook ( pg 75-77) Hook ideas:
A short introduction to a Story: brief story that leads directly to the material
lesson Analogy: connects to students lives
Doesn’t have to be everyday Prop: eg clothes that a character in a story would wear
just the first lesson on a Media: Careful to not be distracting
topic. Status: Greatest
A good hook is short, yields Challenge: difficult task
to more teaching, is
energetic and positive
13. Name the steps ( 77-82) 1.Identify the Steps
Break complex tasks into Less than 7 steps, sequential, provide the map
manageable steps 2. Make them sticky
Song, story or mnemonic device to remember what to do
3. Build the steps
Students help build the steps in solving a problem (teachers
should not do this impromptu, this should be carefully
planned that the teacher helps the students get)
4. Use two stairways

14. Board=paper ( pg 82-84) This helps because it takes years to be able to “take notes”
Use graphic organizers. on a blank paper
 If students take notes
have the board and
paper match
15. Circulate (84-88) 1.Break the plane
Move around the room Show students it’s normal for you to walk around. It’s also an
during all parts of a easier way to be subtle when addressing behavior.
lesson 2. Full access required
Saying excuse me to a student gives them ownership of the
classroom and takes away teacher control. Keep passage
ways wide and clear
3. Engage when you circulate
Give a thumbs up, “I like it”, put hands on shoulders
Provides accountability and the teacher can check for
understanding
4. Move systematically
Move around the room getting to every student but move
unpredictably. Don’t just walk near problem students.
5.Position for power
Remain facing as much of the class as possible. Leverage
student blind spots. It’s a powerful position to stand over
someone’s shoulder. She/he knows you can see her/him but
she/he can’t see you.

16. Break it Down (pg 88- 1. Provide an example

92) “ the definition of ___” no answer/incorrect “well an
Aid a student having trouble example is…” If that’s not working use No Opt Out
with the smallest hints 2.Provide context
possible so the student is 3. Provide a rule
doing the most of the work. 4. Provide missing or first step
-Lesson plan possible 5. Rollback
trouble spots or use Repeat incorrect statement with emphasis on what needs to
consistent types of follow up be changed
questions. 6.Eliminate false choices
17. Ratio (92-97) Participation ratio:
The proportion of cognitive Ask students “What do I do next? Why might I? “
work students do in the Methods for increasing ratio:
classroom 1.Unbundle
Students should be doing as Break ?s up among students to have them and work
much writing, analyzing, together to solve
thinking, talking as possible 2.Half statements
(not watching the teacher) Express ½ of an idea have students finish
Remember 100% ratio is not 3.What’s next
productive, need teacher to Product/process
guide 4. Feign ignorance
Pretend you don’t know, students narrate
5 Repeated examples
Ask for a second different example.
 6.Rephrase or add on
2nd drafts are better than 1st ask the student or a peer to
restate their answer to be more clear
7.Whys and hows
Ask students to explain their thinking
8. Supporting evidence
Support an answer with evidence
9. Batch process
Students respond to each other (like volleyball 2-3 student
answers then the teacher gets the ball) *be careful if
students are too young (best in HS) *teach habits first
10.Discussion objectives
Use objectives to steer convo.
18. Check for 1.Gathering data
understanding (97-104) Data sets: Ask similar ?’s to many students, each answer is a
Gather and respond to data point of data (wrong, wrong, wrong, right is not good)
right away Statistical sampling: Ask ?’s to two lows, two mediums and
two high (cold call)
Reliability: make sure answer isn’t a lucky guess by asking
more of the same type of questions or how and why
Validity: make sure ?s measure objectives. Ask ?s they’ll
need to know later
Types of questions: Ask a less yes/no questions. Thumbs
up/down can be unreliable in data collecting
Observation: standardize what you’re looking at –same
worksheet, slates or fingers (beware of copying)
*be sure what you are observe as data test the objective
2. Respond to data (quickly before it’s worse and harder to
figure out the problem)
Actions in response to data: reteach: different approach, the
problem step, explain difficult words, slower pace, different
order, to students of concern, more repetitions/practice
19. At Bats (104-105) -Go until they can do it entirely on their own. Multiple
At bats=the most practice formats, bonus/extension/push to next level.
possible on a given topic
20. Exit ticket (pg 106) Quick collected ticket 1-3?s
Students give an exit Yield data-focus on one part of objective
ticket to show Great do nows-start lesson by re-teaching
understanding
21. Take a stand (pg 106- Only effective if: Ask students to defend their positions often
108) Used with correct and incorrect answers
Have students take a stand Classroom culture need to allow disagreements and
to decide whether an incorrect answers (build culture by thanking students for
answer is correct or not making us think)
Chapter Four: Engaging Students in Your Lessons

22. Cold Call (pg 111-125) Must be done correctly to use

Call on students 1 Predictable: it’s better as a preventative medicine than a
 whether or not they cure. Use when students are engaged not when you are
have raised their hands losing their attention. Their behavior will change in
4 reasons to use anticipation. It’s more positive to use it every day than to use
1 to check for it as a gotcha punishment.
understanding 2. Systematic: all types of students(not punishment) think of
2. increase speed it as their chance to shine
3 distribute work (not 3.Positive: the goal is to get students to answer correctly.
just the hand raisers) Plan exact ?s in advance to avoid low student success rate
4.Shows authority Scaffold: Increase difficultly. Start with review because it
draws students in and they gain confidence.
*Author argues this is the best Other ways to use:
strategy in the book 4Hands up/hands down
*Hands up can be good because
-still allows volunteers
-can be used as data for who knows it
-can cold call people with hands down for easier questions
then move to volunteer for harder
* Hands down is good because…
-shows teachers control of the classroom
-reduces calling out (calling out is corrosive to learning
environment)
-students who do want to are less visible
It’s good to make it a habit to use both
5 timing the name
The best timing is question (pause) name, this way you are
likely to have all students answer the question in their minds
first.
Sometimes precalling names (before questions) is good to
warn/ready students so they can succeed. This method could
be useful for EL students.
Precall is good to use for switching from whole group to
individual again.
6 Mix with other techniques. It’s good to mix cold call with
choral call and response–good to make sure students aren’t
hiding in group answers
Also good to mix with pepper.
It’s ok to explain to students why you use cold call.

23. Call and response (125- 5 types of call and response:

131) Repeat: repeat answers and review
Teacher asks a question and Report: on answers
the whole class responds in Reinforce: a good individual answer or new info
unison Review: earlier info
Good for: Solve: harder but good if asking a question with a single clear
Review answer that students can successfully solve in real time.
It’s energetic ***Call and response is only effective if the teacher uses a
Reinforces behavior and reliable and consistent signal and makes 100% participation
teacher authority (if used the rule. There needs to be a clear signal to say it is coming
correctly) or students won’t know when to participate, then you lose
Does not: the ability to use these questioning techniques.
-Can allow free loading A signal can be:
Students can move lips and Count based: good b/c
fake it, to prevent this try Gives time to think
adding a motion or gesture Exactly on cue
to the response Can be gradually shortened from one two ready you to 1, 2
-Is not an effective check for later.
understanding Group prompt: “class” “everybody”
-It only reinforces behavior if Non-verbal prompts: only recommends using if teacher is
it’s crisp (be careful of good at staying consistent.
students dragging out Shift in volume (veteran teachers only)
answers, answering late or In cue specialized: a specific response for students. “why are
in a silly voice) Try it again if we here” “to learn to achieve”
so.

24. Pepper (131-134) Pepper is different than cold call

Fast-paced group review 1.Can take hands, calling on volunteers quickly
activity to reinforce familiar 2. Quick fundamental questions (such as review) never
information. Pepper is about discussion
speed, teachers rarely stop 3.It’s a game can call on students in a unique ways
to discuss answers but may -pick sticks: unpredictable makes it fun
ask a student to correct one. -head-to-head: two students stand up, the student who gets
the answer correct stays standing and competes against a
new challenger. Be careful not to waste time engaging in but
I said that.
-Sit down: students earn their seats by answering a question
or use it (as stand up) for example lining up for lunch.

25. Wait Time (134-137) -need to train students to wait, not goof off
Wait for students to -teachers can narrate wait time (I’m waiting for more hands,
answer (2-5 seconds) I’ll take answers in 10 seconds)
26. Everybody writes (137- 6 benefits
141) 1. Teachers can review answers before a discussion by
Give students time to circulating.
think and reflect by 2. Cold call-what did you write?
writing before 3.Every student can be a part of the conversation
discussing. 4.Improves quality of response-processing thoughts in
writing refines them
5.teachers can steer students in a direction (ex: write as a
character, use vocab words)
6. Students remember 2x more if they write it down
27. Vegas (pg 141-143) Vegas design principles
The sparkle (music, Production value: vary tone and pace (ex: when a teacher
dancing rhythm) related reads a story)
to the days objectives. Like a faucet: teacher has the ability to turn it on then off
(ex: cheering on a classmate)
Same objective: supports daily objectives (doesn’t distract
 from it)
Chorus line: Everyone has to know the rules, everyone is
doing the same tune and steps at the same time.
On point: students should not be singing too loudly,
overdoing a dance. Vegas needs to be vigilantly managed
(see techniques 36-39 and 43)

Chapter 5 Creating a Strong Classroom Culture

The five principle of classroom culture. All five principles must be in place for a vibrant
classroom culture (using some without the others will not work).
1.Discipline
The process of teaching someone the right way to do something. Teach step by step what
learning behavior looks like (takes a lot of planning and practice)
2.Management
Reinforcing behavior by giving rewards and consequences. It’s important that management
doesn’t stand alone, instead is combined with the other four principles of classroom culture.
Teach students how to do things correctly; don’t just establish consequences for doing them
wrong.
3.Control
To cause someone to choose to do something you ask regardless of consequences. Teachers
with control succeed because they understand the power of language and relationships. Ask in a
way that makes them want to, in the eyes with a firm voice. Use specific commands; ask
respectfully, firmly, kindly, and confidently.
4.Influence
Inspiring students to believe in themselves want to succeed and want to work for intrinsic
reasons. The biggest driver of student success is when they want it for themselves.
5.Engagement
Students are busy doing productive, positive work. They are too busy to goof off. Eventually
they will see themselves as productive positive people.
28. Entry Routine (pg 151- Students should know what to do when they arrive. It should
152 ) be practiced and predictable every day.
Make a habit out of what’s -where to sit
efficient, productive and -where to turn in homework
scholarly. -where to get materials and what to work on
29. Do Now (152-153) Four criteria to ensure Do Now remains focused, efficient
Student should always and effective
know what to do when 1.Students should be able to complete it independently
they enter a classroom. 2.Short time limit 3-5 min
Do Now is a short 3.Should involve pencil and paper because it’s more rigorous
productive activity for and engaging and also holds students accountable
students to complete 4.Should preview the day’s lesson or review a recent lesson
upon entry.
30. Tight Transitions (pg Teach transitions
154-157) -numbered narrated steps, later just use numbers,
Transitions should be quick eventually just say the transition (eg “line up”)
and done without narration -point to point movement, give students a location or action
by the teacher. Practice to get to and stop.
doing it right every time
until everyone knows the Goals: speed and orderliness
ONE way to get from there Practice transitions against the clock, use a stopwatch. (we
to there. did this in 15 seconds yesterday let’s try for 13 today”) Most
Tight transitions save hours transitions should take less than 30 seconds.
of instructional time. Messy
transitions are invitations to Transitions should be silent or students can sing/chant
disruptions and conflicts during transitions. Singing and chanting keeps the mood up,
that corrode the classroom focuses students on the task and avoids distractions.
environment.
Transitions are an ideal time for group responsibility and if
students don’t follow the rules of the transition they will
ALWAYS find they will do it again (technique 39).

It’s important to have transitions for moving materials as

well as when students move. Teach students the correct way
to pass papers, distribute materials to groups.

31. Binder Control Have a required format for organizing papers so everyone is
Care enough about what using the same system.
you teach to build an You can also assign a number to all materials to refer to
organized system of storage. later. “You’ll need note pages 35-37 to study for the test”
32. SLANT (158-159) SLANT is an acronym
SLANT is an acronym to Sit up Listen Ask and answer questions Nod your head Track
teach behaviors that the speaker
help students focus. It Acronyms serve as short hand. Teachers can quickly use the
doesn’t matter what you acronym as a noun “Where’s SLANT?” or a verb “Make sure
teach if students are not you are SLANTing”. It can be broken apart when necessary.
actively listening. Teachers may want to develop non-verbal signs to reinforces
and correct SLANT without interrupting (hands folded, point
to eyes..).
33. On Your Mark (pg 259- How to ensure students are on their marks
161) 1.Be clear about what students need to start class, make it a
Students should be small list that doesn’t change.
ready to learn at the 2.Set a time limit, eliminates arguments about “I was about
start of class (including to..”
materials out) 3.Use a standard consequence: Have a small appropriate
consequence you can administer without hesitation (loss of
privilege…)
4.Provide tools without consequence (pencils, paper). Have a
can of sharpened pencils or stack of paper for students to
help themselves within the time limit. It’s unfair to give
consequences for not having a pencil but it is fair if they did
not prepare on time.
5.Include homework: Make turning in homework part of the
on your mark routine. There should be a separate
consequence for not completing it.
34. Seat Signals (161-163) Criteria:
Use seat signals to Students must be able to signal from their seats
 minimize time spent Students must be able to signal non-verbally
discussing bathroom, Signals must be specific but subtle enough to prevent a
tissues etc. distraction
Teacher should be able to manage requests and response
without interrupting instruction (nod yes or no or 5 fingers
for 5 min)
Establish rules for when students may ask. Good things to
have signals for: bathroom, pencil, tissue, out of seat
Possibly have a different emergency bathroom signal that
students have to “buy” for example 10 math problems or
time cleaning the classroom.
35. Props (163-165) Criteria of Props. Make sure it’s taught correctly so it doesn’t
Public praise for waste class time
students who 1. Quick: Teacher should cue prop in one second and it
demonstrate excellence. shouldn’t last more than 5 seconds then the transition back
Teach classmates to to lesson is immediate. (do it again until correct and on
deliver 2-5 sec props to point)
build classroom culture. 2.Visceral: make sure props involve some kind of movement
(stomps or claps) this makes them less tiresome
Ideas on page 164-165 3.Universal: Everyone joins in. Teachers need to set and
(example: roller coaster enforce this expectation
(hands up a ramp) chug 4. Enthusiastic: The tone is fun and lively.
chug chug(hands fall 5.Evolving: Let students suggest ideas for props.
down ramp) woo, woo,
woo)
Chapter six: Setting and Maintaining Behavior Expectations

36. 100 Percent (pg 167- 3 Principles

177) 1.Least invasive form of intervention
There is only one acceptable 1-6 are order from least invasive to most invasive. Teachers
percentage of students following should use the form that works for the moment.
your instruction: 100% 1 Non-verbal gesture: gesture or eye contact while doing
otherwise authority is subject to something else (teachers often disrupt lessons more than
interpretation, situation and students, non-verbal helps stop this)
motivation. 2 Positive group correction: quick reminder to the group
3 Principles: about what they should be doing “You should be..” “we
1. Least invasive form of are..” As attention is on the brink.
intervention 3 Anonymous individual correction: Be explicit not everyone
2. Rely on firm, calm finesse is there “We need 2 people” “fake name, please check
3.Aviod marginal compliance yourself”
4 Private individual correction: Quietly and confidently “I’ve
asked everyone to…I need you to be doing it too”
5 Lighting quick public correction: “Name I need your eyes,
looks great back row, thank you name.” Your narration
should emphasize that it’s getting better.
6 Consequence: Consequence is the last resort. Ideally a
teacher should solve non-compliance quickly and
successfully with the least disruption. It makes a teacher
 strong when she only occasionally uses external
consequences. If need to give consequence give with least
emotion possible.
**ignoring misbehavior is the most invasive form because
it’s more likely the behavior will continue and expand.
2. Rely on firm, calm, finesse
Command obedience not in exercise of power but in
purpose. The purpose is to have all students succeed.
Universalize expectations instead of pick on students “that’s
not how we do it in here” or “I need everyone’s eyes”
3.Emphasize compliance you can see
- Invent ways to maximize visibility: pencils down and eyes
on me.
-Be seen looking: ask for compliance and look for it
consistently. Scan the room and narrate “thank you…”
-Avoid marginal compliance: Eyes on you means they stay on
you. Students should do it right don’t leave it to
interpretation.
-Leverage the power of unacknowledged behavior
opportunities: Practice following teachers directions can be
fun and students don’t know they are doing it. For example
technique 23, Call and Response, is fun and students will
begin to associate following direction with positive feelings.
37. What to do (pg 177-182) Four primary characteristics of what to do:
Tell students what to do 1.Specific: Effective directions are specific. For example “Pay
and how to do it. attention” is not specific. “pencil down, eyes on me” is
Distinguish defiance specific.
(choosing not to follow 2. Concrete: Clear actionable task (break down steps) that
directions ) from student can complete. Eliminate gray area to better
incompetence (not understand student’s intention.
knowing what to do) 3.Sequential: Effective directions should describe a sequence
of specific actions
Observable: Pay attention is not observable pencil down
eyes on me is. The teacher should be able to see it and if the
teacher can see it the student is more likely to do it.
Clear directions help the teacher distinguish from
incompetence and defiance. Respond to incompetence with
teaching and defiance with consequences. You must be able
to distinguish between the two.
Repeating what to do with more specific directions can be
used in crisis situations. (first…, next…)
38. Strong voice (pg 182- 5 principles of strong voice
191) 1.Economy of Language: fewer words are better than more.
Using the five principles Use words to best focus students on what is most important
of strong voice will put and no more. Be clear, crisp and stop talking.
you in a position to 2.Do not talk over: If what you’re saying in truly important
establish control, all students have the right to hear it. If what you’re saying is
command and authority not important maybe you shouldn’t be saying it to the whole
 (that makes using class. Don’t talk until you control the floor (necessary for
excessive consequences teaching) there should be no other talking or rustling. It may
unnecessary) be necessary to start a sentence, stop, stand still to
1.Economy of Language communicate that I can’t move on until it’s quiet.
2.Do not talk over 3. Do not engage: For example: if a student is pushing
3.Do not engage another students chair tell him specifically where to put his
4.Square up/Stand still feet. Don’t listen to “but I..” “it’s not on the chair” Also don’t
5.Quiet power engage with students who do not raise their hands. Never
say “right but raise your hand” always say “in this class we
raise our hands” Otherwise you lose ability to control
conversations.
4. Square up/Stand still: Show you are committed
to following through with your body. Face student with both
shoulders and both feet, make eye contact. If you are doing
something else it shows the directions aren’t important.
5.Quiet Power: Get quiet and talk slower when you want
control. Exude poise and calm. The instinct is to talk faster
and louder but this shows nervousness.
39. Do it again (191-195) Do it again (aka do it better) is effective for seven reasons:
If students fail to 1.it shortens the feedback loop: The shorter the time
successfully complete a between an action and feedback the more likely the
task, doing it again behavior is to change. Do it again is immediate.
correctly is the best 2.It sets a standard of excellence not just compliance. Good
consequence. can always be better. Replace acceptable with excellent
Do it again should be starting with small things then in all things.
positive. Narrate good, 3.There is no administrative follow up: The consequence is
better, best. done as soon as the goal is reached. It is free standing and
You do not need to wait can be used in any classroom.
until the end of a 4.There is group accountability. Individuals can be asked to
routine. Fix the mistake do it again but it’s effective as a group. Peers hold peers
right away (push in accountable.
chairs before lining up). 5.It ends with success. Do it again doesn’t end with
punishment. It helps engrain what right looks like.
6. There are logical consequences: Doing it again helps
students see what they did wrong and what right looks like.
7.It is reusable: You can reuse it ten minutes later. Add a
stopwatch and challenge then do it again becomes better!
40. Sweat the details (pg Put systems in place that keeps the classroom orderly.
195-196) Check homework for neatness, names and no rips. Teach
To reach high standards students exactly where to put things in their binders. Teach
you must create the students exactly how to raise their hands and remind often.
perception of order.
41. Threshold (pg 197-199) Greeting at the door
As soon as students 1.Establishes a personal relationship
enter the classroom 2. Sets expectations
they should be following
expectations. Students should follow expectations of firm handshake, eye
Teachers should greet contact and clear voice or they should go back in line and try
 students at the door. again.

42. No Warnings (pg 199- Take action don’t get angry

201) 1. Act early: do the students a favor by catching off task
Don’t give warnings, behavior early and using a minor intervention to correct it.
correct the behavior 2. Act reliably: be predictable consistent.
right away. Warnings 3. Act proportionally: Start small if the situation is small.
discuss outcome of Giving a warning is not taking action.
further bad choices. Don’t necessarily need to give a consequence every time.
Teachers get angry Can use what to do or do it again.
because they waited too Stamina issues are not defiance issues. It’s fine to remind a
long to address and student who is slipping off task.
issue or did not use Consequences should be scaled and delivered reliably and
consequences fairly. Teachers should map out responses and sequences.
consistently. Issue consequences:
Calmly and focus on the now. Show me your best from here
on out and move one.
Be incremental. When possible take things away in pieces.
Keep incentives in play.
Be private when you can but public when you need to. The
class should not see a student appear to get away with
something.
Chapter Seven: Building Character and Trust

43. Positive Framing (pg 6 Rules for Positive Framing

204-210) 1.Live in the Now
Correct students in a Talk about what students can do to fix and to succeed from
positive and constructive now on. “Show me STAR” is better than “You weren’t
way showing STAR”
2.Assume the best
Assuming ill intention(defiance) is judgmental and makes
you appear weak. Assume all students will do as you ask.
Offer improvements not judgments. “This is how we… “is
better than “You weren’t…”
3.Allow plausible anonymity: “Some people did not follow
directions the whole way, let’s try that again? Group
responsibility
4.Build momentum and narrate the positive: Narrating the
negative makes teacher seam weak and the negative normal.
Students want to hear a story that’s good and getting better.
“I need 3, now 2, thank you” is better than “I need 3 oh no
now someone else isn’t doing it, we need 4.”
5.Challenge: Have competitions to prove what they can do.
Against groups, the clock, age
6. Talk aspirations and expectations: It’s useful if your praise
sets a goal larger than your own opinion. Talk college etc.
Ways to avoid negative:
Don’t ask rhetorical questions: “Do you want to join us
 David?” Instead say “thank you for joining us on the rug
David”
No Contingencies: Don’t say “I’ll wait” unless you will, the
point is that you won’t. “We need you with us” is better.
44. Precise Praise (pg 210- 3 rules of thumb:
213) 1.Differientiate acknowledgement and praise:
Positive reinforcement Praise is for going above and beyond, the unexpected.
should be used three Acknowledgement is for when expectations are met
times more than Acknowledgement can simply be explaining what the child is
negative but it needs to doing correctly or saying thank you. Praise is saying
be used correctly. “fantastic job John” Don’t praise students for doing the
expected. Praise at the wrong time sends the message that
the teacher is surprised expectations are being followed (so
they aren’t really expectations)
2. Praise loud, fix soft
Good news should be public
3. Praise must be genuine
Don’t praise someone just to get someone to listen
45. Warm/strict pg 213-214 Ways to make warm/strict effective:
“Because I care about -Explain to children why you’re doing what you are (see 48
you, you must serve the Explain Everything) “We don’t do that because…”
consequences” Be caring -Distinguish between behavior and people: “Your behavior
and strict. is..” not “You are…”
-Demonstrate that consequences are temporary: Once the
consequence is over, forgive quickly “After you’re done I
can’t wait to have you come back and show us your best”
-Use warm nonverbal behavior: Hand on shoulder or eye
level when discussing behavior issues
46. The J-Factor (page 214- Five categories of J-Factor
218) 1.Fun and games: competitions between students or
Finding the joy in the work between students and teachers
of learning. 2.Us (and them): we belong to an important us, have unique
Vegas (#27) is J-factor but J- language, songs, traditions in the class
factor is not always Vegas. 3. Drama, song, dance, fun: raise spirits, create group
Vegas reinforces academics, identity and power up memory
J-factor creates classroom 4. Humor/laughter: Creates Happiness, there’s no recipe to
culture. this powerful tool
5. Suspense and surprise: routines are powerful but add
surprise to lessons (for example, hiding vocabulary words to
build suspense)
47. Emotional Constancy Expect everything from students and have a plan to deal
(pg 219-220) with it, calmly.
Teacher emotions should be Don’t say “I’m disappointed in you” is the expectation to
controlled and predictable please the teacher? It’s better to say “ I expect better of
so students can learn to you” or “In this class you are expected to do your best”
behave
48. Explain Everything (pg For example: Explain why you cannot talk about this more,
 220-221) because there’s not enough time.
Teachers should explain the Get students attention then explain why you need it (if you
logic behind all rules and do it while they are not paying attention it sounds like
expectations to students. pleading). Or explain in advance, “I expect your attention
every time…”
49. Normalize Error (pg Don’t make excuses or chastise wrong answers don’t say:
221-223) “We already talked about this..” or “That’s ok that was hard”
Wrong answers are a Instead work to fix wrong answers quickly (using 1 no opt
normal, healthy part of out or 2 right is right strategies)
learning. Make it normal Don’t label answers as wrong or right (at worst say “not
to get an answer wrong quite)
then right. When an answers is right, don’t flatter and fuss, praise them
for working hard (not being smart)