I.

Establish clear expectations for procedures/routines within the classroom. A. Before the bell rings: 1. Traditional Class: Create routines for getting materials to students, e.g. passing out papers or having a central location for students to get them as they enter. 2. Digital Classroom: Have a learning management system set up where students go daily to get their opening activity. B. CLASS BEGINS ON THE BELLresearch indicates the first ten minutes are crucial for determining the climate and focus of the entire period, so set the tone: Opening activity is readyposted and/or materials are passed outso that upon the bell you turn on, or point to, your directions, and students begin. (Work to create engaging focus lessons which pose an interesting question based on an image, video or idea that is relevant to the days lesson.) Option: You may want to explain your objective for the day as well as introduce the days agenda prior to the opening activity. Whatever you decide, roll should be taken during the anticipatory set or some other activityspend no time calling roll. C. Explicitly teach expectations before you begin. This is true whether you are teaching collaboration or digital citizenship, whether passing out or back papers, writing in a journal, sharing with a partner, discussing a topic as a class, taking notes, transitioninginto groups, into books, into a test, etc. This will need to be done at the beginning of the year and reviewed frequently until it is routine. While the explicit instruction, including modeling, will initially take time, it saves time down the road! D. Write clear directions: Information to Address in Directions: Model Directions: Academic/learning objective You will be getting in groups to factor polynomials using the quadratic equation. Student behavior/participation While in your group, use an academic volume and positive body language: lean forward and Talking among students contribute. Use a 12-inch voice. If you need to leave your seat or need help, raise Students obtaining help your hand to get my attention. Out-of-seat behavior Finally, if you finish you need to Behavior when work has been You will have fifteen minutes to complete the task. completed (adapted from Marzano) Review/quiz students on directions Now lets review my expectations: Susan, please BEFORE beginning repeat the learning objectiveJose, the voice you will be using? Jaspreet Stay Ahead of the students by being clear and organized: A. Be clear on your learning objectives/expectations for the day and keep focused on them. 1. If you are using an activity to teachknow EXACTLY how and why the activity will contribute to the learning and explain it to the students. (No activities for the sake of the activity.) 2. Do not waste time on sidebar conversations, bird-walks or off-task and/or irrelevant comments. Return students attention to the learning objective when they attempt to distract you; encourage them to stay focusedminutes are limited. B. Stay ahead of the students: In a traditional classroom have your materials in organized pilesin folders, labeled with post-it notes, organized so that students are not waiting for you. In a digital classroom, have your folders organized and labeled clearly, using a consistent format, so that students can easily find what they need. Use classroom time wisely by passing out what you need, or opening the folder you need, or uploading the video you need next as students reflect or discuss the piece you are finishing. Again, stay ahead.

II.

C.

Create contingency plans in advance for dealing with students who do not follow directions moving students, using humor, alternative activity. Be prepared for what is possible. III. Plan Well; Create Contingency Plans (read chart horizontally) Common Off-task or Plans for Preventing Off-task Plans for Addressing Off-task Activity Disruptive Behavior or Disruptive Behaviors or Disruptive Behaviors Off-task comments, put downs, side-bar conversations, shouting out responses Establish rules for discussion Create accountability piece (call on students by name; quiz them verbally throughout class; ask students to repeat and/or respond to what others have said, etc.) Clear objective of work to be completed and time limits (Be specific and mean what you say... lean toward less time than you think they actually need adjustments can be made later if students have worked diligently.) Clear objective, group and individual accountability, and time limits (i.e. All students must do work, but only one will be collected and assessed as a representation of group effort, or group quiz but you decide who takes it) Walk around as you deliver information, monitor notes, break up lecture with student response pieces based on material presented (i.e. journal response or predictions & share out, or oral quizstudents cover notes and you ask Qs, etc.) Explain every detail of what you want to happen and how you want it to happen, quiz students orally on what they will do first, second, etc. Set time limits and have written directions posted on screen or poster board. Remind students of rules use humormove students include the off-task/disruptive students name mid-sentence as youre teachingthank those who are meeting expectations. Walk around throughout partner work to monitor remind students of learning objectivePosition yourself to face most of class at all times. Ask individuals questions as you walk around checking their responses for understanding. Walk around throughout partner work to monitor, remind students of objective; if necessary remove student from group and possibly give student an alternate assignment. Include the off-task/disruptive students name mid-sentence, call on students by name to face forward, etc. Polite but firmAsk students questions based on lecture throughoutsummarize, compare to a concept previously learned, etc. WATCH all students and address those who have failed to meet the expectations 1. What I expected to see 2. What I saw 3. What will happen next time... (May want to repeat action now to demonstrate you mean what you say and will settle for nothing less (Having a standard is good!)
Prepared by Annette Brown

D.

Discussion

Partner Work

Off-task conversations talking to students in partnerships other than their own

Group Work

Off-task conversations talking to students in groups other than their ownpassive or nonparticipation

Lecture

Students mindlessly copy notesand/or talk and pass notesand/or do not take any notes

Students waste time moving and/or passing too leisurelydo not follow directions Transitions