Embedded Files
Establishing and Maintaining Relationships - How do you get to know your students and connect with them? How do you bring their backgrounds into the classroom? How do you communicate affection to your students? How do you keep your cool and maintain objectivity and control? How do you communicate high expectations to every student?
50/50 Fifty-Fifty Rule (J37)
50/50 Fifty-Fifty Rule (J37)
When to use it: Two key social elements have strong effect on academic success: (1) belonging and (2) cooperative learning. Research suggests an especially positive and significant relationship between academic achievement and school belonging, and for minority students , a feeling of acceptance. To effectively impact academic achievement, teachers should split class time equally between social time and individual time - that's the 50/50 rule.
What it encourages: Helping minority students feel accepted in in class and protect them from damaging, environmental social threats.
How to use it: Split the time 50/50 between Social Time and Individual Time using the table below:
Asking Questions of Low Expectancy Students (M40)
Asking Questions of Low Expectancy Students (M40)
When to use it: When teachers have a range of students in their class, differential treatment between high and low performing students should be avoided. Communicating high behavioral and academic expectations drives and strengthens student achievement.
What it encourages: This encourages and builds questioning culture in which all students feel comfortable participating without fear of negative comments, ridicule, or disrespect of peers. Further, it communicates to low-expectancy students that the teacher has respect for them and belief in their ability.
How to use it: Teachers should show appreciation for all student responses to encourage participation and making mistakes without fear of disrespect. Questions should be intentionally planned and various questioning techniques (e.g. popsicle sticks, phone a friend, go 50/50, hotseat questioning) can be used to ensure all students are asked questions with same frequency and depth. Avoid pulling questions with depth from low-expectancy students.
Emotional Constancy - "Managing your emotions to consistently promotes student learning and achievement." (TLC61)
Emotional Constancy - "Managing your emotions to consistently promotes student learning and achievement." (TLC61)
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Joy Factor / Celebrating Success - "Celebrate the work of learning as your go." (TLC62/M3)
Joy Factor / Celebrating Success - "Celebrate the work of learning as your go." (TLC62/M3)
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
No Opt Out - "A sequence that begins with a student unwilling or unable to answer a question ends with that student giving the right answer as often as possible even if they only repeat it." Video (TLCXX)
No Opt Out - "A sequence that begins with a student unwilling or unable to answer a question ends with that student giving the right answer as often as possible even if they only repeat it." Video (TLCXX)
Positive Framing - "Guide students to do better work while motivating and inspiring them by using a positive tone to deliver constructive feedback." (TLC58)
Positive Framing - "Guide students to do better work while motivating and inspiring them by using a positive tone to deliver constructive feedback." (TLC58)
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Precise Praise - "Make your positive reinforcement strategic. Differentiate between acknowledgement and praise." (TLC58)
Precise Praise - "Make your positive reinforcement strategic. Differentiate between acknowledgement and praise." (TLC58)
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Probing Incorrect Answers with Low Expectancy Students (M41)
Probing Incorrect Answers with Low Expectancy Students (M41)
When to use it: When a low expectancy student provides and incorrect answer, the teacher does not move on to another student to answer correctly. The teacher uses appropriate wait time and requires the student to provided evidence for their answer and examines their background knowledge or sources of evidence.
What it encourages: It encourages full participation and a feeling of worth and respect when the teacher does not differentiate and treats high and low expectancy students the same when probing/monitoring for evidence and quality responses.
How to use it: The teacher may use this with various collaborative formative assessment techniques and may walk around listening as students collaborate and asking probing or clarifying question.
Traffic Lights
Traffic Lights
Warm/Strict - "Be both warm and strict at the same time to send a message of high expectations, caring, and responsibility." (TLC60)
Warm/Strict - "Be both warm and strict at the same time to send a message of high expectations, caring, and responsibility." (TLC60)
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
Without Apology - "The skill of not apologizing for students is critical not only in the introduction and framing of material but in reacting to students’ response to it." Video Classroom Video (TLCXX)
Without Apology - "The skill of not apologizing for students is critical not only in the introduction and framing of material but in reacting to students’ response to it." Video Classroom Video (TLCXX)
Technique - "Summary"
Technique - "Summary"
When to use it:
What it encourages:
How to use it:
Resources: Article, Video
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