M.+McPherson

=Pre-work for the second webinar=
 * 1) __What are the 6 steps Lemov identifies in getting 100% of your students on task? __
 * 2) Notice how scholars respond to your directions
 * 3) Make sure you have everyone’s attention
 * 4) Making sure they’re following ALL of the directions
 * 5) Teach the correct way of doing routines
 * 6) When necessary, intervene to ensure 100% compliance, but use the least invasive form of intervention
 * 7) Explain your directions so students understand that purpose of their compliance is to learn
 * 8) Stay calm and impersonal so students see that you are fair in your systems/procedures
 * 9) Check for Understanding so students know exactly what they are supposed to be doing

__2. Watch the following 2 videos and analyze which steps of the procedure the different teachers are using __
 * 1) Least invasive form of intervention: Minimally invasive form of intervention, correct with hand gestures to maximize instruction, private correction, private correction that focuses on the correction
 * 2) Emphasizing positive, whose eyes she has. Also, used anonymous group correction from classmates instead of calling students out. Explained the purpose behind her directions, and behind student compliance.
 * Focus technique#2: Threshold (technique 41 in the book) **
 * 1) __What do you notice in the way Mr. Livingston is greeting his students at the door in the video below? __
 * 2) He is actually in the doorway, blocking students from getting in until after they talk to him. He used personalized greetings, addressing the students by name and asking them how they are feeling, which helps build relationships. He also gives them directions for where to sit and what to do next.
 * 3) __ If threshold needs to happen every day, what are the implications for the beginning of the class routine (entry procedure, do now...) __
 * 4) <span style="font-family: Arial,sans-serif; font-size: 10pt;">The routines of Entry and Do Now need to be completely understood and reinforced as kids do not get into the classroom as quickly due to the conversations with their teacher. If the scholars know what they are supposed to be doing, the teacher can focus on threshold instead of managing behavior in the classroom, because students know what they should be doing.
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">Focus technique#3: No warnings (technique 41) **

__<span style="font-family: Arial,sans-serif; font-size: 10pt;">The name of this technique should probably be different. I suggest we call it "Take gradual actions". What are the 3 keys of effective responses to students misbehavior. You should act ......................., ........................... and .......................... __

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Act: early, reliably/consistently, and proportionately/fairly


 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">Focus technique#4: Positive framing (technique 43) **
 * 1) __<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are the key elements of this technique? In which ways does narrating the positive help in creating a strong classroom culture? __
 * 2) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Don’t focus on the past events or behaviors that the student can’t change, instead talk about the solution or what the student can do now
 * 3) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Give students the benefit of the doubt. Scholars are not always malicious in their intent to misbehave, as misbehaving can show that a scholar is unsure or your directions were unclear. Instead, trust the students and think the best of them; it will lead to positive improvement instead of a negative culture of judgment.
 * 4) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Allow students anonymity. This goes along with using the least invasive form of intervention. Give students a chance to correct their behaviors without being onstage.
 * 5) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Embrace Big Mo. Teachers need to build momentum by focusing on and normalizing the positive. As your attitude focuses on the positive, the students feel like they are getting better, which builds positive culture and energy in the classroom.
 * 6) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Challenge your scholars. Scholars love competition, so use it to your advantage to compete to have the best behavior or compliance in your classroom.
 * 7) <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Frame your expectations. When you see something good, tell how it relates to your big goal. For me, I could say something like “Wow, I can see from the great discussion that we are making history by effectively and respectfully communicating!”
 * 8) __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Think back to Institute. Identify a moment when you could have used positive framing to address a situation. Be prepared to share during the webinar. __

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">When I lost my voice, I was focusing on disciplining the kids who were acting up instead of normalizing behavior using behavior narration or emphasizing the kids who were doing what I asked of them. As my voice wore out, I assumed the kids knew that they were hurting my voice and assumed the worst in them, instead of realizing my directions were really unclear because I had started without everyone’s attention.


 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">Focus technique#5: Warm/Strict (technique 45) **
 * 1) __<span style="font-family: Arial,sans-serif; font-size: 10pt;">What are actions you can consciously take to find the right balance between warm and strict? What are some unconscious elements that can get in the way of this balance? How could you work on them? __
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Actions  ||  <span style="font-family: Arial,sans-serif; font-size: 10pt;">Barriers   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Explain why what you’re doing is important  ||  <span style="font-family: Arial,sans-serif; font-size: 10pt;">Perceived lack of time   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Focus on the behavior not the person  ||  <span style="font-family: Arial,sans-serif; font-size: 10pt;">Difficult for repeat behavior problems   ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Post-Consequence conversation to redirect the scholar’s behavior to the positive  ||  <span style="font-family: Arial,sans-serif; font-size: 10pt;">Just getting caught up in the day to day   ||


 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">Focus technique#6: Cold Calling and strong voice (technique 22 and 38) **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">1. __What are the benefits of establishing a cold calling (and/or random calling) from the beginning? What can be some of the unintended consequences of this technique? How can you overcome them?__ <span style="font-family: Arial,sans-serif;"> <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Benefits: It’s a good way to consistently check for understanding. It increases speed and pace of classroom. Cold call also gives everyone the chance to participate, and reinforces the teacher’s authority.

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Unintended consequences: Scholars who know the answer feel like the teacher never calls on them while scholars who do not know the answer may feel picked on. What do you do when a student does not know the answer?

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Overcoming them: Give the eager students other ways to help in the class. For both eager and unsure students who really know or really don’t know the answer, you can later focus on their behavior through positive reinforcement and precise praise to bring them back into the class.

__<span style="font-family: Arial,sans-serif; font-size: 10pt;">2. In the following video from Mr.Lungarini's classroom, what do you notice about the way he uses his voice and calls on students? What impact does it have on the class? __

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">He authoritatively calls on students, but then engages them with specific questions. He also gives students a chance to clarify their thoughts as he restates what they were trying to say. Students who may have been disengaged now have the freedom to talk, and they know that Mr. Lungarini genuinely cares about what they have to say. Furthermore, there are no oo’s or any crazy scholar techniques to try to get his attention, which allows him to get to the questions and content more quickly. = = =Pre-work for the first webinar=
 * __1. 5 Most Critical Class Routines__**


 * 1) Entering the Classroom Procedures
 * 2) I expect everyone to shake my hand as they come into class.
 * 3) Then, you will pick up your packet for the day at the table by the door.
 * 4) Next, you will walk to your seat quietly and get out your homework and supplies that you need for class that are listed on the board.
 * 5) After that, you will put your backpacks against the back wall of the classroom and return to your seat quietly.
 * 6) Finally, you will place your homework in the upper left of your desk and begin work on your Do Now on the board and write down your goal of how you are going to make history today.

2. Homework Expectations and Procedures
 * 1) I expect everyone to do their homework every time to help us become responsible scholars.
 * 2) I expect everyone to take their homework folder home to keep track of homework so it will not get lost or damaged.
 * 3) I expect homework to be finished, neat and complete before class begins.
 * 4) Before class, you will place your homework in the upper left of your desk.
 * 5) I will pick up homework during the Do Now, and I will return homework from the day before at the end of class.

3. Discussion Expectations
 * 1) I expect everyone to respond
 * 2) "I don’t know” is not an effective answer to a question because it shows you have accepted defeat that you will not know the answer. In real life, if you don’t know something, you will have to research, ask a colleague or supervisor for help, or find the answer for yourself, and that is what I expect for my scholars in my class.
 * 3) I expect everyone to show respect
 * 4) I expect my scholars to show respect for each other by engaging in successful discussion habits such as letting others speak, taking turns to talk, and not interrupting or talking over other scholars, as every voice deserves to be heard
 * 5) I expect my scholars to respect each other’s answers and opinions, even when they disagree because in life they will encounter many different people and perspectives they will disagree with. My scholars will frame their statements in the following manner: “I respectfully disagree with your statement because…”
 * 6) I expect answers to be supported with evidence and reasoning
 * 7) I expect everyone to be engaged
 * 8) Even when others are speaking, I expect my scholars to //actively// listen, follow along in text, or take notes about what the other person is saying to ask clarifying questions or agree/disagree with the statements presented

4. Group Work Expectations
 * 1) I expect everyone to work with the people at their table using 12 inch voices.
 * 2) I expect everyone to participate.
 * 3) Reasoning: We all have unique talents and skills; therefore, we all need to contribute to projects, both in and out of class. Our projects will be stronger with everyone participating, and everyone should have their voice shared and shown in the final product. Furthermore, in real life, projects are team-based, and working collaboratively is a vital skill.
 * 4) I expect everyone to show respect by engaging in successful professional habits such as letting others speak, taking turns to talk, and not interrupting or talking over other scholars, as every voice deserves to be heard.
 * 5) I expect everyone to keep on task.
 * 6) Follow directions the first time.
 * 7) If I give a worksheet with guiding questions, I expect those questions to be discussed and answered by the whole group, not just certain individuals.
 * 8) I expect conversation to be relevant to the assignment. Class time is not time to socialize.

5. Scholar’s START Position
 * 1) Sit up Straight
 * 2) Track the Teacher
 * 3) Ask and Answer Questions
 * 4) Respect
 * 5) Think before Talking


 * 2. __3 Most Common Requests__**

Bathroom-To silently signal you need to use the bathroom, hold up Crossed Fingers. I will only allow this during independent work time. I do not allow bathroom breaks during a quiz or exit ticket.

Need a pencil-To silently signal you need a new pencil, hold up your broken pencil and I will replace it if it’s during instructional time. If it’s during independent work, I will nod yes or no if you can get it yourself.

Tissue-To silently signal that you need a tissue, hold your nose and I will give you a tissue during instructional time, or nod whether you can get a tissue during independent work.

**3. __Quotes__**

**Discipline:** Good leadership consists of showing average people how to do the work of superior people.

John D. Rockefeller

**Management:** Effective leadership is putting first things first. Effective management is discipline, carrying it out.

Stephen Covey

**Control:** A man does what he must - in spite of personal consequences, in spite of obstacles and dangers and pressures - and that is the basis of all human morality.

Winston Churchill

**Influence:** Leadership is the art of getting someone else to do something you want done because he wants to do it.

Dwight D. Eisenhower

**Engagement:** Tell me and I forget. Teach me and I remember. Involve me and I learn.

Benjamin Franklin


 * __4. What are big goals that you want to set for your scholars this year at Ranson? (Year bound, middle school bound, high school bound..)__**

My big goal is to give my scholars a relevant history classroom, so they understand that history is not just learning about the past, but applying what we learn to the present. Thus, our class motto will be “Let’s Make History,” which we will say before doing independent or group work.


 * Year-bound:** I want all of my students to pass the EOG in Reading, be able to communicate effectively, and make a B or Better on my final exam.


 * Middle-School Bound:** I want them to begin to discover themselves, their unique passion, and their dreams that they will build on in the future as they make history.


 * High-School Bound:** I want them to be able to have the option to continue the IB program or do AP classes to help them compete in highly rigorous classes and get into college. I want my students to have the basic skills of critical thinking and diligent work habits to not just get through high school but to thrive throughout high school.


 * __5. What connections will you make between the content you will teach and success in school, other content areas, in high school and in life?__**


 * Success in School:**

My scholars will be critical thinkers by engaging with rigorous texts, articles, and other media from different perspectives about historical events and cultures. My scholars will analyze events and civilizations in history and evaluate how they are relevant to today by making connections to both global and local current events, and to their life experiences and beliefs. I will encourage group work, small and large group discussion, and role-playing different historical events to promote critical thinking with my scholars.

My scholars will be diligent workers. I want my scholars to own their learning, to be a self-starter, and to develop effective systems for themselves to fully complete their assignments on time and in their entirety. I will not accept “I don’t know” as a response, because in life, if you don’t know something, you ask questions, research and get help from classmates, colleagues or supervisors. I will value scholars who ask questions and take risks as they epitomize diligence to their learning, because making mistakes and encountering failure is a part of life that should challenge us to persevere, not discourage us to give up. I want my scholars to see the purpose in what they are doing, so I must ground myself in reasoning and relevance as I teach. I want my scholars to realize that to accomplish our class goals and their personal dreams, they need to do work consistently to their fullest ability.


 * Other Contents:**

By exposing my scholars to many texts and articles, and by introducing more vocabulary, my scholars will be able to improve their reading fluency. By encouraging relevant discussion of articles about events in history and requiring evidence-based responses, I will improve my scholars’ reading comprehension, so that all of my scholars will pass the EOG Assessment in Reading.

By explaining the writing process of developing a thesis statement and five-paragraph essay, and showing multiple examples of exemplar papers about historical topics for my scholars to examine, I will provide my scholars with the background exposure and necessary skills to compete with other 7th graders in the district. I will create project-based assessments that require my students to write and apply their opinions to the articles we read


 * In Life:**

My scholars will develop their own voice and become effective communicators in their speech and writing. To encourage communication, I will ask my students regularly in class discussions, and at the end of exams how they are going to make history. To make history, my scholars need to be able to understand what they believe and express it to society. I expect my scholars to engage in rigorous, relevant, and respectful discussions about ancient civilizations and current events. Expressing clear and concise opinions is a vital life skill, and will change the way my scholars are perceived in society.

My scholars will become responsible, influential citizens. This is the time in their lives when my scholars will begin to realize their decisions have an impact, and they are making history. I want my scholars to have the self-efficacy to believe they can achieve academically, but also that they can have an impact in their community and the world. As global citizens, my scholars will be informed on ancient civilizations and current events, being able to respect and respond to individuals from different cultures in our globalized world. I will regularly involve current events in classroom activities and Do Now’s to ensure my students are prepared to interact in our ever-evolving society. My scholars will begin to discover their role in history as I expose them to different career paths of individuals from history and today, helping my scholars discover their passion.


 * __6. How do you plan on investing the students in these goals? (How will you inspire and motivate?)__**

I will ground our big goal of Going for the Gold to be the best history class in Charlotte middle schools by getting “B or Better” on our final exam, “Serve as Citizens” through community service projects, and “Explore our Earth” as we become informed about civilizations and current events. Any time we begin work, I will say “Let’s Make History,” and my scholars will respond with “B or Better,” “Serve as Citizens” and “Explore Our Earth.” To further emphasize this, I will give gold star stickers to my scholars for producing A level work, demonstrating good citizenship in our classroom or community, and for being informed about global current events, as those are ways that my scholars can begin to make history today. Furthermore, I will reiterate the goal of making history by asking students regularly in discussion and at the end of exams how they will make history, to help them engage in goal-setting and be purposeful in their pursuit of that goal that uniquely motivates them.

I expect my scholars to make A’s and B’s. I will award gold stars to papers that are ‘A’ worthy, and silver stars to ‘B’ level work, consistently encouraging my students to go for the gold. I will also create a board for Gold Medal Scholars, who have received ‘A’s on their weekly exit tickets. I will be data-driven, using these stars to help track scholar performance on a daily basis from summative exit tickets given at the end of class.