eq-ees-teacher-evaluation

Technique 39: Do It Again
Doing it again and doing it right or better or perfect is often the best consequence.
Teacher
Student
Practice helping students to improve; frame it as “good – better – best” sets a standard of Improves their own performance; experiences greater levels of success
excellence by challenging students positively to show you their best at something
Students improve at something without feeling like their being punished or doing it out of
Have students go back and try again as soon as you know the level of execution won’t meet compliance
the standard you have set
Technique 40: Sweat the Details
To reach the highest standards, you must create the perception of order.
Teacher
Student
Clean up clutter, keep desk rows tidy, make sure shirts are tucked in and hats off,
If they think the front line of their struggle to test the rules is seeing what color socks they
Change students’ perception of your classroom by making it seem an orderly, organized can get away with under uniform guidelines, they are far less likely to consider other ways to
place where it is hard to imagine disorder rearing its head
test the rules
Technique 41: Threshold
When students cross the threshold into the classroom, remind them of the expectations: establish rapport, set the tone, and reinforce the first steps in a routine that makes excellence
habitual.
Teacher
Student
With culture, getting it right and keeping it right is easier than fixing it once it’s gone wrong Hard at work just a few seconds after hitting the door
Greet students in the threshold of the door, remind them where they are (with you) and Knows the teacher cares personally for them and recalls what the expectations and routines
your expectations and demands of them
are going to be; experiences and participates in a culture of learning when in your room
This establishes a personal connection with students and reinforces classroom expectations
Technique 42: No Warnings
Using minor interventions and small consequences administered fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning student
respect.
Teacher
Student
Take action rather than get angry: act early (use minor interventions to prevent major ones); Does not behave to please you, but demonstrates the correct behaviors to better
act reliably (be predictably consistent); act proportionately (start small when the
themselves, and to be the best they can be and get the most out of school
misbehavior is small).
Experiences help and clarity when they demonstrate incompetence
Giving a warning is not taking action; it is threatening to take action; once you determine a Experiences incremental consequences when they demonstrate disobedience
behavior is the result of disobedience (it’s deliberate) rather than incompetence, a
consequence is better than a warning. Issue consequences: be calm, poised and impersonal;
be incremental; and be private when you can and public when you must
Technique 43: Positive Framing
Make corrections consistently and positively. Narrate the world you want your students to see even while you are relentlessly improving it.
Teacher
Student
Live in the now (in public: in front of your class or when a lesson is underway); assume the Is encouraged to do their best without being threatened by penalty unless it becomes
best instead of ill intention (it could be the result of distraction, lack of practice, or genuine absolutely necessary
misunderstanding instead of ill intention); allow plausible anonymity (don’t call someone out Does not experience embarrassment or harassment
until you have to); build momentum and narrate the positive (make the positive the normal Experience positive reaction even when being corrected
or status quo); challenge (build competition into the day); talk expectations and aspirations
(the goal is for them to leave you and move on to bigger and better things).
Technique 44: Precise Praise
Use positive reinforcement as a powerful classroom tool
Teacher
Student
Differentiate acknowledgment and praise (acknowledge when expectations have been met Understands that meeting expectation will be acknowledged but that receiving praise is
and praise when the exceptional has been achieved); praise and acknowledge loud – fix soft; reserved for when exceptional work has been demonstrated
praise must be genuine (address praise and correction specifically to those who need to
receive it – don’t use the praise of one student to serve as the correction of another).