1. Teach Like a Champion Establishing positive behavior and culture, and building student engagement in your classroom
Lauren Stuff:
Gina Palermo:
Tessa Levitt:
Katie McFarland:

2. -Agenda for the Day- Morning Afternoon TLaC Background Info
Systems and Routines
Check for Understanding
Everybody Writes
Action Planning
Strong Voice Format Matters Joy Factor Action Planning

3. What Will I Walk Away With?
Objectives:
Learn and practice techniques associated with improving classroom behavior and culture, and engaging students in their academics
Take action to plan ways to begin implementing these techniques in the classroom
NYS Teaching Standards Addressed in this workshop:
Standard I: Knowledge of Students & Student Learning
Standard IV: Learning Environment
Standard VII: Professional Growth

4. Backpack Bingo
At your table, compile items that fulfill the various prompts for each round
If your table finds all the items, EVERYONE must stand up and shout “BINGO”

5. Round 1: A book you are reading (for pleasure or for purpose)
Something you would NEVER give away
Something you would GLADLY give away
Something that has been in your bag for OVER a year

6. Round 2: Something that you are currently using in your classroom
Something that you took from a student, and have yet to give back…
Something you use EVERYDAY and can’t live without
Something that was a gift to you

7. TLaC: What’s all the buzz?
-Zenaida Tan-
-TLaC: The Foundation-
Lemov as a teacher was given lofty professional development, but never the chance to SEE or PRACTICE implementation of what he was learning
The “techniques” are meant to be thought of as an action, an action that with greater practice comes greater gain
The techniques may seem mundane and commonplace, but they work. They may seem to be things you’ve used at some point in your career, but Lemov has given these ideas a name, and reinforces the value of continued use of the techniques
“The principal and even teachers who don’t teach my daughter know her name. Everyone in the building strives to engage, push, and support our children.” – Uncommon Schools Parent

8. -Tight Transitions- No time to waste!
Creating a Strong Classroom Culture
-p. 154 in TLaC text-

9. What makes up “Systems and Routines”
What makes up “Systems and Routines”? Effective procedures minimize disruptions and maximize instructional time. Strive for consistency and efficiency so students can focus on classroom activities.
Quick is King
Low Narration
Plan What You Want
No Interruptions
Systemize Culture
Shared Ownership
Systems and routines are a form of discipline, they teach students the right way to do things. Chances are, if your students aren’t doing what you want, you haven't taught them, or you’ve told them, but not given them the opportunity to practice. I takes time to get used to practicing routines to automaticity, but its one of the most effective thins you can do to build classroom culture. Good systems and routines create the perception of orderliness in your classroom, which makes other types of off task behavior less likely to appear. Good systems and routines tell the kids that you are prepared, know hat you expect and have high standards. Tighter downtime also provides them with fewer opportunities to be of task. The time you take to practice routines to automaticity will be made up in the time you gain from having smoother transitions.
There are some rules to consider when thinking about effective routines:
Quick is king - The faster the transitions the better. The goal is to get the fastest possible tight version, then practice it to speed it up
Low narration – Once the students know the routine, you should use simple or non verbal cues.
Plan what you want – plan what you want the kids to do ahead of time: what they will do, where, in what order, how it will be done, what the cues will be, what the possible problems will be
No interruptions – Don’t allow interruptions, ever! Once you allow an interruption, it can become part of the routine
Systemize culture – Celebrate these small accomplishments n getting routines down. The more your celebrate, the more routinized they become.
Shared ownership – Students should have a role in classroom routines and feel like they own it.

10. Watch and Learn While watching, take note of the components of tight transitions that the teacher addresses.
How long does it take to pass out papers in a typical classroom?
On average, how many times a day do teachers have to pass out papers or materials?
Clip 1
Doug McCurry
Clip #1403
“Back in 10”
6th Grade
What rules of
systems and routines
does Ms.Segal follow as she
practices with her class?
Clip
Marisa Segal
“Fastest We’ve Done”
6th grade
Taking extra time to learn a transition can led to extra minutes in the long run.
30 sec: Turn and talk to your neighbor:
How long does it take to pass out papers in a typical classroom?
On average, how many times a day do teachers have to pass out papers or materials?
This is a routine that can be practiced. Here is a video clip of a teacher practicing this with their class.
Quick, low narration, obviously planned and practices, no interruptions, shared ownership and systemized

11. Time to Practice!
Stand up. We are going to do an activity. Make a circle around the room. We are going to start here and pass the papers out and then back. How fast can we do it? I am going to time you.
OK, we are going to do it again and see if we can beat our time.

12. Structuring and Delivering Your Lessons -p. 97 in TLaC text-
Check for Understanding 1.0 Just as good drivers check their mirrors every five seconds so they constantly know what is going on around them, teachers should constantly check for understanding!
Structuring and Delivering Your Lessons
-p. 97 in TLaC text-

13. What makes up “Check for Understanding 1. 0”
What makes up “Check for Understanding 1.0”? Checking for Understanding 1.0 means intentionally gathering data and acting on it. The second part is harder to do and at least as important! CFU = Gather Data + Act On It Now
There are two methods for gathering your data:
Via Questions
Via Observation
Just like good drivers check their mirrors every few seconds, teachers should constantly be checking for understanding and acting on misinformation or errors. This technique is better described as check for understanding and do something about it. Teachers are intentionally gathering date and then acting on it. This builds the idea of high achievement. There are two ways to gather data, via questions and via obsrvations.

14. How can you gather data via questions?
Grouping answers: Group the responses together to analyze data
Sampling: Asking students across the spectrum of likely skill to yield better information about who has mastered what.
Reliability: Ask follow-up why and how questions in order to ensure the good result is replicable.
Validity: Align to the rigor and style of what your students will be accountable for.
Checking for understanding requires you to think of the answers to your questions as data. Consider two teachers who ask students to name a chief cause of the civil war. In each case, three students answer incorrectly before a fourth answers correctly. One teacher see the answers as a story, a narrative of the class’ progress towards understanding. The other teacher sees the answers as four separate data points. She thinks, only one out of four students knew the answer. I better re-teach before moving on. She is using grouping data to drive her instruction.
Another way to ask questions is sampling. This means asking iterations of the same questions or similar questions to a smaller group of students and using those answers to represent the larger group. Teachers may already be doing this, the technique lies in how you think about the answers you receive. Instead of asking a single question, you should reflect on your questions in groups. By thinking of your questions as data sets, you come to realize that wrong, wrong, wrong, right is a bad sequence, not a good one. It also tells you that wrong, right is not enough data. You should keep asking questions until you know if you are dealing with wrong, right, right, right, or wrong, right, wrong, wrong.
You can also ask questions across a statistical sample, two typically low performing students, two middle and one high. This will give you data on how far the class mastery has spread.
You also need to make sure the answers to your questions are reliable, not a false positive. Ask follow up and why questions until you are sure your students would get it right several times in a row, not once.
Finally, you have to make sure your questions are valid and measure the rigor of what you are holding your students accountable for. You questions should sound like or be as hard as what you are expecting them to be able to do. You’re likely to ask fewer yes/no questions and trying to stretch the answers you do get.

15. How can you gather data via observations?
Looking for What?: Look for number and type of errors, tracking them so you can organize and refer back to the data.
Affirmative Checking: Establish check points where mastery needs to be achieved before moving on.
Standardize the Format: Engineer the place on each student’s paper where answers are to be written.
“Slates”: Give your students a place to write down their answers and show the teacher.
Observations is the second way to check for understanding. Students often answer correctly verbally but not in writing. Observation allows you to see written answers before you sign off.
Instead of circulating to see how close to finished students are, look for the number and type of errors they are making so you can refer back to them later and help this drive your instruction.
Another way to use observation is affirmative checking or establishing checkpoints where students have to touch base with you before moving on.
You can take this a step further by standardizing the format and traveling with an answer sheet or providing clear spaces for work to be done or answers to be written. An example of this would be asking students to write a one sentence summary of each page on a post it when reading a novel. You could choose a page and collect the post its from all and compare the summaries to gather data.
Finally, slates are a great way to show the teacher. Have student complete work on a mini white board or scrap paper and then hold up their work for you to see. You can scan the room and quickly assess if you should move on or re-teach.

16. Watch and Learn While watching, take note of the components of Check for Understanding that the teacher addresses.
Clip
Bob Zimmereli, “Here’s the deal”
7th grade
Think-Pair-Share: 2 minutes
How does Bob structure his lesson materials to Check for Understanding and what is effective about the way he implements his check for understanding?
How does he approach re-teaching?
3:30:30 – 3 minutes setting up expectations, 30 second interactions with students during independent work, 30 seconds surveying the room before going to work with another student for 30 seconds.
Bob is having his students work on a math problem. However, Bob knows that the content can be tricky, so he instructs his students to stop and raise their hands after they complete problem number three and after they complete two problems. Bob instructs his students to do this so that he can check the progress of his students and address any potential misunderstanding that they may have.
Bob then walks around and checks his students’ answers. He notices that his students are forgetting to combine like terms. After he realizes that many of his students are making this common mistake, Bob re-teaching the problem step [combining like terms to the whole class.
He explains the common error and launches into a sample problem.
Bob did a Check for Understanding when he observed the students’ written responses, and used his CFU to make sure his students to continue making this common mistake. Bob’s feedback is really focused and specific.

17. Structuring and Delivering Your Lessons -p. 97 in TLaC text-
Check for Understanding 2.0 Its OK not to know, but it’s not OK not to try!
Structuring and Delivering Your Lessons
-p. 97 in TLaC text-

18. What makes up “Check for Understanding 2. 0”
What makes up “Check for Understanding 2.0”? Create a culture where making errors is normal so you can identify and re-teach student misunderstandings.
5 Steps to Teaching the Error:
1.Create a Culture of Error
2.Expose and Analyze Error
3. Error Excavation
3.Student Accountability (Revise and Track)
4.Re-Teach
Create a culture where making errors is normal, it’s a team effort and once we expose errors, we can learn from them and re-teach. You are consistently identifying errors and re-teaching student misunderstandings. There are five steps to teaching the error. We will talk about each one of them briefly.

19. Step 1: Create a Culture of Error
Show that getting it wrong is a normal, positive part of the learning process.
Normalize Error
Specifically encourage students to take
risks when they’re not sure.
Praise Risk-Taking
Delay revealing whether an answer is right until you have discussed.
Withhold the Answer
First you need to create a culture of error. In a culture of error you go well beyond simply normalizing error. You need to shift your lens from simply checking for understanding to actually striving to expose errors in student thinking. This can be a powerful teaching tool and teachers do this by shifting their mindset and language. Making errors is normal, embrace that wrong is OK! Teach your students to be risk takers and then praise them when they do. Before giving the answer, make sure that all possibilities are explored. Also, be aware of those unintentional cues that an error is wrong or right, facial expressions, head nods, etc.
Manage the Tell
Be aware of unintentional cues that reveal whether an answer is wrong (or right).

20. Watch and Learn While watching, take note of the components of Check for Understanding that the teacher addresses.
Cut 1: What’s the meaning of a wrong
answer in Jason’s class? How does he
establish it?
Cut 2: Here Jason takes a different
approach to wrong answers. What’s he
doing here a why?
Clip
Jason Armstrong
Clip #1649, “Intros”
Clip #805 “Answer D”
6th grade
We are going to watch two clips. Think about how Jason handles a wrong answer in each clip. Take note on p 66 of your packet.
Clip 1: Intros
In this Teach the Error clip, there are 2 cuts in which Jason is building a Culture of Error through his approaches to the wrong answers.
In the first cut, Jason is reviewing the answer choices to a multiple choice problem with his students. Rather than just asking his students for the correct answer, Jason focuses on the exploring his students’ thinking behind the wrong answer. He says, “I don’t care if you think it’s right or wrong, I just want to hear what people think for answer D.” Jason is creating a culture of error in his class, notice how he manages his tell.
In the second cut of the clip, Jason asks his students for the answers to number two. Here he is taking a different approach to wrong answers, he says, “I suspect there is going to be some disagreement here, so I might hear a couple different peoples’ answers.” Jason is taking a different approach to wrong answers.
He is Normalizing the Error by allowing his students the opportunity to share their different answers. He responds neutrally to all his student answers regardless of whether the answer is right or wrong. He writes two different answers on the board, and gives the students one more opportunity to share their wrong answers before he moves onto solving the problem. In this classroom, there is no reason to be afraid of the wrong answer. Because in this class, wrong answers are a fascinating thing.
Clip 2:
In this Clip, Jason is Checking For Understanding with his 6th grade math class. He withholds the correct answer and has the students explain why for all the answers so they can determine which one is correct and why it is.
Turn and talk to your neighbor about how Jason creates a culture of error. 1 minute and be ready to share.
He makes errors seem like they are good. Students are comfortable having errors and figuring out why they are wrong or right.
Culture of Error: How do Jason’s approaches to the
“wrong answers” in these two problems combine to build
a “Culture of Error”? How would you describe that culture?
What is the message he is sending about answers that aren’t
the right ones in his class? What might the effects of this be?

21. Step 2: Expose and Analyze Error “Withhold the answer and/or extract a variety of responses when excavating.”
Type
Assess and Move
Light Excavation
Deep Excavation
Action
Identify the only right answer
Alternative response
Wrong choice analysis
Compare responses
All responses,
Range of possible answers
Typical Statement
“Check it if you got it; fix it if you didn’t”
“Did anybody get something other than what Dan had?”
“Here’s an answer a student gave? What do you think?”
“Let’s look at two possible answers here and see which one makes the most sense.”
“Ok, What other answers were there? I want to look at a variety of possible responses.”
The next step to teaching the error is expose and analyze the error. Look at the mistakes that were made and analyze the error. This chart shows you three types of errors and how you can handle them. You may be able to assess and move on, asking the students to check their answer and fix it if its wrong. You may need to do some light excavation by asking more questions to illicit a different response or analyzing if an answer choice is correct and why. Finally, you may need to do some deep excavation to really get at the answer and explore all possibilities.

22. Watch and Learn While watching, take note of the components of Check for Understanding that the teacher addresses.
Compare the two clips of a teacher checking for understanding in the same classroom.
What are the differences between his approaches? When might you use one vs.
the other?
Belanger, 25%, 7th Grade
Belanger, “Good Morning Williams” 7th Grade
We are going to watch three different video clips. Each one models a different way to teach the error.
Show both Belanger clips and compare. What are the difference between how two approaches?
Clip 1
In this clip, Bryan is Checking for Understanding via observation. He is circulating and helping his students correct small errors in their math problems.
After each problem, Bryan goes over the answer whole group on the document camera. He asks his student Greg for the correct answer.
He then has his students start a new problem. Bryan is able to help his student and act on his CFU by telling her that she did not divide correctly in a part of the problem. This prevents her from having a larger mistake in the future.
He then goes back to the document camera and prompts his students to make sure they are including the words “markup” or “discounts.” This is an example of Bryan acting on the data he collected from his CFU.
This clip is an example of light excavation because Bryan is taking answers and moving on.
Clip 2
In this clip, Bryan does a quick Check for Understanding with his students in a joyful way. He asks his students to put up their answers, “rock, paper, scissors, shoot.” He collects his data when he scans his student answers. Then he moves into an explanation of the answers with his students.
Bryan has one of his students explain why the answer is a decrease in quantity. After the student explains his answer correctly, Bryan summarizes the answer to the whole group, and then asks another student {Elizabeth] to tell the class which answer choice they should have picked.
Bryan quickly gathers his data [hand signals], and then asks questions to see if individual students understood the concept.

23. Watch and Learn While watching, take note of the components of Check for Understanding that the teacher addresses.
When to go Deep
Take a closer look at one of the problems Jason is teaching. If students are asked to round to the nearest hundreds place, what errors are they apt to make? List as many misunderstandings as you can.
Clip
Armstrong, “247”, 6th Grade
Watch Jason teach the whole problem on rounding to the nearest hundreds place. What are the benefits and limitations to his approach?
In this Clip, Jason is Checking For Understanding with his 6th grade math class. As he is collecting answers on the board, Jason is able to be intentional about what he is looking for. He is able to figure out different student errors while quickly tracking them on the board.
His students are confused about whether the answer should be rounded to the hundreds or hundredths. Jason is able to address this confusion with a re-explanation. Notice how he has his students do the heavy lifting, he is guiding them to the correct answer through his questioning. After this explanation, Jason has his students defend their answer choices [from the four answer choices]. He doesn’t check for the correct answer, rather he checks for explanations of the correct answers. Jason is checking to see that the students have a conceptual understanding of the problem. Jason has his students take a stance on their answers before knowing if they are correct. This not only increases student investment, but is a more rigorous form of CFU because the students have to truly understand the math before they can defend it.

24. Watch and Learn While watching, take note of the components of Check for Understanding that the teacher addresses.
When might you make a decision to take each of these approaches with your students? What are the best practices for each way of teaching the error?
Assess and Move
Belanger, “25%”
7th Grade
Light Excavation Belanger, “Good Morning Williams” 7th Grade
Deep Excavation Armstrong “247” 6th Grade
When
Best Practices
(They have this sheet in packet)

25. Step 3: Accountability Students correct and or revise their work
Teacher says:
“Give yourself a check for every one of these steps that you got
correct. If you’re missing one, make a note to yourself.”
•“Circle answer B and write a margin note that explains that it uses
the wrong operation.”
•“Draw a line through the (insert grammar mistake) and re-write
it correctly in the space above/in the margin.”
•“Make your paper look like mine.”
•“Re-read your response. Add at least one piece of evidence from
our discussion to better support your answer.”
•“I’m coming around to check that you’ve defined ‘fortuitous’ in
the margin and your definition includes the word ‘lucky.’”
Revise the errors made independently or as a group and track as errors are corrected.

26. Step 4: Re-Teach Students apply their learning to a similar challenge
Teacher says:
“OK, let’s try one more to make sure we’ve got it.”
•“Now that we’ve looked at an example together, you’re going to
return to your own paper to show what you know.”
•“Great, now apply the same steps to a new problem.”
•“Try one more response. The parts of the response will be the same
as the one we just reviewed but the answer and evidence will be
different.”
There are many ways to re-teach:
Using a different approach
Identifying and re-teaching the problem step
Explaining difficult terms
Go at a slower pace
Teach in a different order
Use more repetitions

27. Your turn! Brainstorm two additional accountability phrases or actions and two additional re-teach phrases or actions.
Accountability
Phrases/Actions
Re-Teach
Phrases / Actions

28. Teach the Error Speed Dating Ready for some fun?
How might Teach the Error look different in elementary vs. middle school vs. high school?
What needs to be systematized or routinized in your class to make Teach the Error successful?
How would you adapt this to a subject where answers are subjective like reading and art?
How would you apply this in content
heavy subjects like Science or History?

29. Teach the Error Speed Dating1 2 3 4

30. -Break-

31. Engaging Students in Your Lessons -Page 137 in TLaC text-
-Everybody Writes- Step away from the teacher doing all the cognitive work…
Engaging Students in Your Lessons
-Page 137 in TLaC text-

32. “I write to know what I think” –Joan Didion
Everybody Writes
Set your students up for rigorous engagement by giving students an opportunity to reflect first in writing BEFORE discussing.
“I write to know what I think” –Joan Didion

33. What is “everybody writes
What is “everybody writes?” Get ALL students to participate by requiring a written response before group share
Why write?
Four Components:
Keep it tight
The Question Matters
Set Expectations and Provide Space
Build Habits
We will discussing the benefits of students writing before participating

34. How is using everybody writes more rigorous?
Video Analysis: While watching, take note of the components of strong voice that each teacher addresses. What do you see?
Elementary School
Jamie Davidson
“Resilient” 5th Grade
High School
Art Worrell
“Population Decline” 12th Grade
How different would it be if Ms. Davidson went straight into a discussion on resilience?
How is using everybody writes more rigorous?
What elements of Everybody Writes do you see and how do these moments make Mr. Worrell’s classroom more rigorous?

35. Lets Discuss Everybody Writes within our own practice: RIGOR
Writing is a rigorous activity within itself.
We talk all the time about making student work and our assessments more rigorous.
EQ: What have you done lately in your planning, instruction or practice to make your lessons, assignments, assessments or activities more RIGOROUS?
In groups of 4 or 6, come up with an idea of getting others together
15 minutes to discuss and share out

36. Everybody Writes Reflection
Using the template: Why and How Do We Write?, please reflect for a few minutes on an approach that you would most likely use and discuss why in the reflection column.
Sheet 90 for various approaches and the reflection of why your chose this particular technique

37. -Action Planning: Round 1-
Take some time to collaborate with your teams to determine how you will infuse these techniques in your classroom or school(s) as early as next week…

38. -Lunch-

39. King or Queen of the Universe

40. Setting and Maintaining High Behavioral Expectations
-Strong Voice- No more “because I said so,” give clear direction as to how you would like a task completed.
Setting and Maintaining High Behavioral Expectations
-Page 182 in TLaC text-

41. What makes up “strong voice
What makes up “strong voice?” Get students to do what you ask, without consequence. Signal authority!
Economy of Language
Do Not Talk Over
DO NOT talk when students are talking
“Self-interrupt” – stop your own words, mid-phrase
The fewer words the better
Show that you are calm and know what you want
Focus the mind only on the essentials

42. What makes up “strong voice
What makes up “strong voice?” Get students to do what you ask – w/o consequence. Signal authority!
Do Not Engage
Square Up/Stand Still
Move TOWARDS trouble
Face it with both shoulders, bend in to show you’re not afraid!
Use “formal” body language (hands behind your back)
Stand still to show there is nothing else on your mind
You set the topic, so DON’T engage in their topic until you’re satisfied with what you’ve covered
Quieter and slower under pressure
Signal that you are calm, composed and in control
Quiet Power

43. -Action- Watch “Strong Voice” work… Clip: Scott McCue: 5th Grade Lunch “Mr. Bray’s Office”
Teacher: (to James, who was talking) James, you are talking. Please move your card to yellow.
James: It wasn’t me!
Teacher: Please move your card to yellow.
James: Shanice was talking! Not me!
Teacher: I asked you to move your card. Please get up and move your card to yellow.

44. What is grade level specific? What Is universal across grade levels?
Watch and Learn: While watching, take note of the components of strong voice that each teacher addresses. What do you see?
Elementary School
Sultana Noormuhammed
“Penguins” 1st Grade
High School
Mike Taubman
“Middle School” 12th Grade
What is grade level specific? What Is universal across grade levels?
Similarities
Differences

45. Lay-Up Drill
Student sits, does something that needs correction (i.e. slouching)
Teacher corrects
Student complies
Coach offers feedback
Teacher becomes student
Student becomes coach
Coach moves to the end of the line
In basketball, a simple lay-up drill involves players taking turns at practicing making lay-ups
This drill is similar in that is allows all participants a chance to PRACTICE what they have learned about a specific technique.
Challenges participants to provide feedback as well.

46. Respond as if it is one of your best students having a tough day
-Strong Voice Lay-Ups- There will be three rounds to this phase of practice
Round 1:
Delayed Reaction
The student must count to three in his or her head before complying with the teacher’s direction
-OR-
Comply immediately, but the teacher offers reinforcement of the corrected error
Round 2:
Best Kid on a Bad Day
Respond as if it is one of your best students having a tough day
Round 3: Non-Verbal
Teachers direct students to correct the error non-verbally (try out different versions)

47. Setting High Academic Expectations -Page 47 in TLaC text-
-Format Matters- “The complete sentence is the battering ram that knocks down the door to college.”
Setting High Academic Expectations
-Page 47 in TLaC text-

48. What makes the format matter? Prepare your students to succeed!
Grammatical Format
Complete Sentence Format
Use correct slang, syntax, usage, and grammar in the classroom
Identify the error:
“We was walking down the street”
Begin the correction
“We were…”
Insist that answers are delivered in complete sentences, so as to give students the maximum amount of practice at this
“Who can tell me in a complete sentence what the setting of the story is?”
T: What was the year of Caesar’s birth?
S: 100 B.C.
T: Complete sentence.
S: Julius Caesar was born in 100 B.C.

49. What makes the format matter? Prepare your students to succeed!
Audible Format
Collegiate Format
It shouldn’t just be a complete sentence, it should be a collegiate sentence.
“Okay, but let me hear that in academic language…”
“Okay, but let me hear it with a better word for the main character than ‘the guy’”
“Okay, but let me hear is on a sentence that starts…’One conclusion I was able to draw from the text was…’”
Loud and clear
“Voice” “Strong Voice” “Loud and Proud”
Don’t accept “naked” numbers
Unit Format

50. How do they hold students accountable?
Watch and Learn: While watching, take note of the components of format matters that each teacher addresses. What do you see?
Elementary School
Darryl Williams
“It gots to be” 3rd Grade
High School
Beth Verrilli
“In AP Language” 11th and 12th Grade
What evidence of format matters do these teachers reference in their instruction?
How do they hold students accountable?

51. -Speed Play- Independently: 3 minutes Turn and talk: 7 minutes
Script as many sample student responses, in an incorrect format, to one of the questions on your speed play document
Draft a Format Matters prompt you could use to correct student formatting
Turn and talk: 7 minutes
With a partner, act out your scenario, alternating between teacher and student roles
Ask the question from the table that you selected
Your partner would respond with one of the incorrect responses
You would correct the response using Format Matters
Student responds again
Reverse roles when finished

52. Building Character and Trust -Page 214 in TLaC text-
-Joy Factor- The finest teachers offer up their work with generous servings of energy, passion, enthusiasm, fun and humor - - not as the antidote to hard work, but because those are some of the primary ways hard work gets done.
Building Character and Trust
-Page 214 in TLaC text-

53. What brings the j-factor in the classroom
What brings the j-factor in the classroom? Know when and where to incorporate an element of “fun” into instruction.
What is Joy Factor?
Elements to Consider:
Finding joy in the work of learning is a key driver not just of a happy classroom but of a high achieving classroom. 
Joy can be loud or quiet, individual, small-group or large-group oriented.
Examples of Joy Factor”
Fun and Games
Us and Them (i.e. nicknames)
Drama, Song and Dance
Humor
Suspense and Surprise
The Faucet: “You need to know when to turn it on and turn it off.”
It’s Whistling: Take a page from Snow White. Joy Factor isn’t the cure for work; you whistle while you work.
The Servant: The best Joy Factor serves the objective.
Systems and Structures for Joy: Joy factor responds to systems. Systems allow you to incorporate joy efficiently and effectively.

54. Watch and Learn: What elements of Joy Factor do you see?
We will watch three clips showcasing different Joy Factor songs that teachers use to get their kids ready to read.
Take notes on each in a table and then identify their differences and similarities by responding to three culminating questions.
Grade 1: “Rockin Readers”
Kindergarten: “Hey Readers”
Grade 1: “We think Reading is GREAT”

55. Where’s the Joy? -Compare/Contrast-
Directions: For each clip, note, how the song’s lyrics relate to potential learning objectives, as well as how students respond to the song.
Teacher Observations
Questions to Consider
Worrell
Noel
Michels
How does the song relate to the students’ reading level(s) and/or the potential learning objectives for the day?
What was the students’ response to the song?

56. “Joy Factor” Reflection
Directions: Record the similarities and differences between each teacher’s approach in the table below as well as your key takeaways.
What was different?
What was similar?
Takeaways:

57. -Give One, Get One-
Write down 5 ways that you share “joy” in your classrooms (celebrations, song, games, fun, dance, surprise, suspense)
After 3 minutes, we will all get up and GIVE ONE/GET ONE
We will do 5 rounds of sharing ideas
Try to meet with others you haven’t talked to today!

58. Game Time: Taxonalities
Think of all the techniques and terminology you learned today; the “buzz words” of today’s training…
Check for Understanding
Everybody Writes
Pass the Papers
Format Matters
Strong Voice
Teach the Error
Quiet Power
Square Up/Stand Still
Zenaida Tan
…other buzz words of the day…

59. Game Time: Taxonalities
There will be three rounds to this game:
Round 1: One person at your table picks a word from the bag and describes the chosen word for the group. Play continues until all words have been guessed, or until time is called.
Round 2: One person (same person or different) picks a word from the bag and must describe it in 3 words or less
Round 3: One person (same person or different) must act out the words using NO VOCABULARY
*Passing is allowed, but if a card is passed, you WILL NOT get to re-try that particular card
*You will have 1 minutes for each round of play.

60. -Action Planning: Round 2-
Take some time to collaborate with your teams to determine how you will infuse these techniques in your classroom or school(s) as early as next week…

61. Now it’s your turn to… Teach Like a Champion
-Please fill out a feedback form (both sides) before heading out the door-
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