DO NOW

1. Write down one (1) example of a routine you use

that helps you control classroom behavior.

2. Write down one (1) strategy/process/tool you stole

from another teacher that became a permanent
part of your classroom culture or routine.
 Welcome to TLAC
(Teaching Like A Champion)
Presenter: Nick Graham

• TLAC Chapters in this session…

• Chapter 5: Lesson Structures
• Chapter 10: Procedures and Routines

Terminal Learning Objective: Gain understanding regarding strategies

and best practices of peers through discussion and activities related to
TLAC techniques.
Can anyone tell me what a
Conductor on a train does?
 Operation & Safety of everything EXCEPT driving
 Ensures Applicable Rules and Practices are followed
 Ensures everything stays on schedule
 Opens/Closes Doors
 Sells/Checks Tickets
 Ensures proper cargo handling
 Completing en route paperwork
 Directing train when in reverse
 Coupling/Uncoupling Cars
Other duties of the Conductor…

 Communicate and Coordinate with other parties

 Be Alert to wayside signals
 Switch position/tracks
 Manage/Test brakes
 Keep a log of the journey
SO…How does this relate to
teaching?
 Running of&classroom
Operation Safety of and Safety of
everything students
EXCEPT driving
 EnforcesApplicable
Ensures classroom Rules
and school rules are followed
and Practices
 Sets the everything
Ensures pace and adjusts
stays onas schedule
needed
 Controls entry/exit
Opens/Closes Doors- OR - Controls transitions in lessons
 Sells/Checks Tickets
Assigns/Collects assignments
 Delivers proper
Ensures lessonscargo handling
 Completing en route
Admin functions, paperwork
grading, lesson planning, etc.
 Directing trainReviews,
Re-Teaching, when inRepeating
reverse
 Coupling/Uncoupling
Determining load levels Cars
of lessons
Other duties of the Teacher…

 Interacts with teachers,

Communicate subs, staff,
and Coordinate with special ed dept., etc.
other parties
 Watches
Be forwayside
Alert to physical/mental
signals health, emotions, etc.
 Switch position/tracks
Changes gears if lesson not working
 Manage/Test brakes
Determines pace…speeds up or slows down content
 Analyzes/Reviews/Modifies
Keep a log of the journey lessons—After Action Review
In your class…YOU are the
Conductor!!!!
 STARTING CLASS…

Two (2) extremely important aspects of starting

class properly.
Consistency

Self-Directed
DO NOW

 Immediately Engages Learning

 Should NOT require explanation

 5-Minute Target
Three (3) Typical Options…

 Preview of day’s lesson

 Review of previous lesson
 Building background knowledge

My personal preference (a slightly different option)…

“fun” “stimulate dialog” “critical thinking”

 Brain Teasers, This or That, Logic/Analysis

REVIEW/SHARE

Do Now Answers
THRESHOLD & STRONG START

 Sets the tone for the classroom

 First Impressions Matter – every day

 YOU create YOUR Classroom Culture

Threshold & Strong Start continued…

 Class Culture is a subset of School Culture

 The Train vs. Individual Cars

 The culture you allow/create in your classroom is a direct

result of the “systems” YOU put in place in YOUR classroom

 a system is a set of related procedures for a given task/exercise

 you can have multiple systems in your classroom

System ----> Do Now
Procedures ----> 1. Enter room, take seat quietly
2. Complete Do Now on handout
3. Wait Quietly until end of Do Now
System ----> Group/Team Work
Procedures ----> 1. Gather personal belongings
2. Move all desks into group format
3. Sit at assigned group cluster
4. Work on/Complete group assignment
5. Turn in any group work to group file
6. Return desks to original locations
System ----> Attendance
Procedures ----> 1. Sit in assigned seat, listen for your name
2. Reply aloud with “here” or “present”
3. Do NOT reply for anyone else
System ----> Quiz/Test
Procedures ----> 1. Sit in appropriate seat
2. Remove ALL items from desk
3. Have scrap paper and writing utensil
4. Complete test/quiz quietly
5. Turn test over and sit quietly until end
6. Turn in test/quiz
Threshold & Strong Start continued…

 All these systems and procedures create routines.

 routines are systems and procedures that have become

automatic (without much oversight)

 There are three (3) types of routines… …….

Academic, Procedural, and Cultural
Academic Routines…

 Assignment/Participation related
• appropriate language
• sentence structure
• polite
• etc.
• volunteer/voluntold
Procedural Routines…

 Process related
• how to enter/exit classroom
• where work is turned in
• when hall passes are available
• etc.
Cultural Routines…

 Environment related
• verbal expression (positive/negative)
• casual, non-proper language usage
• how to sit at desk
• etc.
 BREAK

(10-minutes)
 Activity…

Take a minute and write down a simple

lesson you’ve done in the past. Then write
down the basic steps you go through while
teaching this lesson.
TAKE THE STEPS

 The “curse of knowledge”

 The Dunning-Kruger Effect

Take the Steps continued…
 The “Curse of Knowledge”
 Experts often have a hard time understanding why
things are difficult for novices
 Implicit Understandings
 The Dunning-Kruger Effect
 The tendency of people to overestimate how much
they know
 Bypassing (both parties think they understand)
 Exacerbated by smart phone/google/social media
generation (short attention span)
Take the Steps continued…
 CANNOT CURE the difference between The “Curse of
Knowledge” and The Dunning-Kruger Effect
 Can minimize it…
 Look for subtle hints of confusion
 Try using successful work examples or an
annotated model/diagram/example
 Break material into smaller “Steps” and teach &
practice them sequentially
 Avoid Rubrics
 Further confuses students, subjective scoring
methods, purposely vague (for teacher flexibility)
BOARD = PAPER

How many of you have taken notes, gone back a

couple weeks later and had absolutely no idea what
your notes meant?

 If we have had trouble taking effective notes, what

does that mean for our students???
Board = Paper continued…
 What is the underlying problem with note-taking?
 Most people do not know how to properly take notes
 We should not expect our students to know how
to take notes.
 Cornell Notes
 Proven method for effective note taking
Board = Paper continued…
 Use your board as a template for students’ paper
 When YOU say “This is Important”…
 YOU write it down on the board, AND allow
students enough time to write on paper
 Alternatively use ELMO or Document Reader
 YOU write notes as if you were a student during your
lecture/presentation.
 This models correct behavior and helps with
proper pacing.
Additional Strategies…
 Do It Again
 Repetition is critical
 Understand that “Practice doesn’t make Perfect”, “Practice
makes Proficiency”
 Habits of Attention
 Engineer Efficiency
 Transfer Ownership
 Accountable Independent Reading/FASE Reading
 Circulate
 Exit Ticket
CONCLUSION
Questions?