Steps in the success of what you want student to
know and remember academically and
behaviorally
•Teach it!
•Re-teach it!
•Expect it!
Teaching Expectations
Randy Sprick Research
Teaching Expectations vs Instruction
Percentage of Classtime
90
80
80
80
70
60
60
50
40
30
20
Teaching Expectations
Instruction
40
20
20
10
0
Week 1-2
Week 3-4
Week 4-5
Implementation Timeline
Teach to an Objective
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The two components in a objective are:
1. Content
2. Behavior
Teachers may also want to include the level
of success desired and the conditions
under which the behavior will exist.
Let the students know the objective,
verbally, in written form or both
Examples of Objectives
• Students will identify in writing (behavior)
10 local landmarks (content) on a map
(condition) with 90% accuracy. (level of
success)
• Students will compute (behavior) on the
worksheet (condition) 10 subtraction
problems (content) with 90% accuracy
(level of success)
Building Relationships with Students
• Learn about your students, let them learn
about you
• Portfolio Strategy *
• Getting to Know you activity *
• Human BINGO *
• Assess them on the colors *
Students need to know that an adult cares about
them in the school. This is the first step in
raising student achievement.
Withitness
• Withitness refers to a teacher’s
awareness of what is going on in
the classroom
Proximity and Body Language
• Eye contact, facial expressions, gestures,
physical proximity to students, and the
way you carry yourself will communicate
that you are in calm control of the class
and mean to be taken seriously.
• Be free to roam
• Avoid turning
back to class
Wait Time – A Three Step
Process
1. Teacher asks the question to all
students.
Name one component of a good paragraph.
2. Teacher pauses and allows students to
think about the question and how he/she is
going to answer the question. (3 – 5 seconds)
3. Teacher will retrieve the answer from a
student.
Extended Wait Time - Four Step Process
1. Teacher Asks the question to all students
2. Teacher pauses and allows students to
think the question and process his/her
answer
3. Teacher allows students to pair up with
another student to share each other’s
responses – The teacher can tell specific
student he/she will be calling on them
4. Teacher will retrieve answers from
students
Think Time
1. Ask the question
2 Allow Think Time, then
3. Repeat the question
4. Request a response from all or an individual
5. Answers should be something that was reviewed,
studied or should be known for all
6. A wrong response would lead back to Remember …..
When we discussed…..
7. Go to another student for a correct answer, then
8. Go back to the student that had the incorrect answer, for
the correct response.
Provide and Exit - The Pass Option
• A strategy designed to facilitate the human
needs of students in a structured
instructional environment.
The pass option may be used by a student when the
student does not know the answer, is embarrassed, or
was not listening. When the response is given, the
teacher goes back to the student who used the pass
option and asks them to tell one thing they heard from
the previous student.
Do not limit the number of pass options a student may use; however,
when a student misuses the opportunity to pass, a re-teaching
session may need to be scheduled.
Checking for Understanding
Content: A teacher needs to stop and check
for understanding in content approximately
every:
PreK – 2nd grade --- 3 to 4 minutes
3rd – 6th grade --- 5 to 7 minutes
Middle School ---6 to 7 minutes
High School ---- 10 minutes
10 to 2 Formula
10 minutes of quality instruction
and then,
2 minutes of a summary.
Students will remember content much
better!
Checking for Understanding
Questioning techniques by a teacher when
monitoring students on whether a direction
or part of a lesson is understood.
( Can be used as part of the 10 to 2 Formula)
Directions:
• Have students repeat the set of directions.
• A different student gives each one of the sets.
• Don’t have student use hands.
• Every time you give a set of direction, check for understanding
by asking the students to repeat the directions.
• This increases listening skills. Students will start to listen if
they know you are going to ask them to repeat them every time.
CHAMPS…
A Proactive and Positive Approach to Classroom Management
Randy Sprick
• C Conversation
How can students in engage in talking during this activity
• H Help
How can students ask for help or get questions answered
• A Activity
What is the expected end product of this activity?
• M Movement
Can students get out of their seats during this activity?
• P Participation
What behaviors show that the students are participating fully
and responsibly?
Uses this for every activity and transition
Classroom Management Plan
Randy Sprick
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Guidelines for Success
Teaching Expectations
Monitoring Procedures
Encouragement Procedures
Possible Corrective Consequences
Procedures for Assigning Class work and Homework
Procedures for Managing Independent Work Periods
Procedures for Collecting Completed Work
Procedures for Keeping Records and Providing
Feedback to students
• Procedures and policies for Dealing with Late/Missing
Work
Classroom Conditions
Walls
Sidewalls are devoted to children’s work
such as stories, photos, graphs etc..
Backwall – Use as a teacher reminder, big
letter reminders, names of skills you are
working on
Front Wall – Identify area that you use to
teach
Classroom Conditions
Teacher’s Desk
• Should not be in the front of the room … it
could be a distraction for students.
• It is a personal piece – very tempting to sit
if it is in the front. Be on your feet, not on
your seat.
Teacher
Appearance should be neat, clean, and free
of body odor.
Classroom Conditions
Seating Arrangement
• U shaped with seating in the outside only – so that
everyone has a front row seat.
• Helps students focus
• Easier to get to students
• Always leave breaks in the rows for easy access to
students
• Troublemakers at the front corners along with
procrastinators
Classroom Conditions
Live Plants
Have healthy, well cared for plants.
Place around the room to help provide an
inviting atmosphere.
Equipment
Do not have it center stage when not in use.
Use timers to help with procrastinator.
Homework Guidelines
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Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
9th grade
10th grade
11th grade
12th grade
0
10 min.
20 min.
30 min.
40 min.
50 min.
1 hour
1 hour 10 min.
1 hour 20 min.
1 hour 30 min.
1 hour 40 min.
1 hour 50 min.
2 hours
Anticipatory Set
Outcomes: Focus and Transfer
A mental process where learners are asked to
search their past for information that they have
about that which is to be taught.
-- Ask students to review notes and list three
things they learned about the topic previously
-- List things you already know about the topic
-- Ask students to brainstorm on a topic
--Bell Ringer at the beginning of class
Table Discussion
1. Think of and write two examples on how
you provide a “anticipatory set” in your
classroom.
2. Pair up with another person and share
them with each other.
3. Share out as a table
Example of: Think – Pair --- Share
Active Participation
Outcomes: Rate, Degree of Learning and
Focus
The consistent engagement of all the
learners with what is being taught.
Instructional Closure
Outcome: Retention, Rate and Degree
A mental process where the learners are asked to
summarize their perception of what has been taught.
This is best done at the end of the objective and the end
of the lesson.
-- Ticket out the door
-- Learning Log
-- Journal a summary
--Reflection
-- 5 point quiz to see of students mastered the material
Instructional Closure
Forms of closure
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Tests
Writing samples
Practice worksheets
Projects
Demonstrations
Journals
Book report
Role play
Graphic Organizer
Criteria and Closure
1. Learner Summary
a. Check for understanding
b. Repetition
c. Self-evaluation
d. Find the gaps in the content
e. Did I meet my objectives?
2. Relevance to the objectives
Success
Outcome: Focus
A feeling that the learner experiences from genuine
achievement. If you want it, teach it!
-- Give clear realistic assignments that students can
complete successfully
-- Adjust assignments for students who need it , low and
high
-- Use a display or bulletin board to display students work
-- Give student a pass option and give students appropriate
wait time
Reinforcement
Outcome: Rate and Degree
A procedure using consequences
(reinforcers) to strengthen a desired
behavior.
-- Use positive comments to reinforce efforts
-- Use tangible rewards less frequently than
privileges and recognition
Selecting Appropriate
Reinforcers
1. Ask the child.
2. Observe the child’s
preferences.
3. Use what worked elsewhere.
4. Give the student choices.
5. Reinforcers lose value over time.
Reinforce 4-3
Instructions for
Give-One-Get-One
1. Jot down three (3) of your own
ideas.
2. Get up and find someone from
another table. Share your lists.
3. Give one new idea from your list
to your partner. Get one new
idea from your partner’s list.
4. Move on to a new partner and
repeat Steps 2 and 3.
Reinforce 4-6
Instructions for
Give-One-Get-One (Cont.)
5. If your list and your partner’s list are
identical and you have no new ideas
to exchange, you must remain
together and brainstorm something
that can be added to each of your
lists.
**Note: Exchange no more than one
idea with any given partner.
The first person completed with all
squares filled in needs to yell
I’M Excited to start the new Year!!
Reinforcewin
4-6a
They will
a prize!
Give One, Get One
Subject: __________________________
Section #4
Reinforce 4-7
Give on Get One Activity
The strategy can be used to:
• Review information
• Gather class information
• Adaptable for subject areas and grade
levels
• Check for understanding
• Closure activity
101 Ways To
Praise A Child
Wow  Way to go  You’re special  Outstanding  Excellent  Great  Good  Neat 
Well done  Congratulations  Remarkable  I knew you could do it  I’m proud of you. 
Super star  Nice work  Looking good  You’re on top of it  You’re catching on  Now
you’ve got it  How smart  Good job  That’s incredible  Hot dog  Remarkable job 
You’re beautiful  You’re a winner  You make me happy  Hip, hip hooray  You’re important
 Magnificent  Beautiful  Fantastic  You’re on target  You’re on your way  How nice
 You’re spectacular  You’re darling  Super  Super job  Beautiful work  Good for you
 Nothing can stop you now  Dynamite  You’re fantastic  Awesome  You’re precious 
Fantastic job  You’ve discovered the secret  Bingo  Great discovery  You are
responsible  You are exciting  You are fun  You’re a real trooper  Marvelous  Terrific
 You’re growing up  Outstanding performance  You tried hard  You figured it out 
What a good listener  You’re a treasure  You mean a lot to me  You’re a good friend 
That’s correct  A big hug  What an imagination  You learned it right  You’re incredible
 Now you’re flying  Bravo  Beautiful  I like you  I respect you  You’re sensational 
Phenomenal  A+ job  Hooray for you  You’re unique  You care  Creative job  You
belong  You brighten my day  Super work  That’s the best  You made my day  Say I
love you  Beautiful sharing  You mean the world to me  You’re important  You’ve got a
friend  You’re a joy  You make me laugh  You’re A-ok  My buddy  I trust you  You’re
perfect  You’re wonderful  A big kiss  Exceptional performance 
P.S. – Remember, a smile is worth a thousand words!
Reinforce 4-8
Discussing Inappropriate
Behaviors
Do It:
Quietly
Calmly
Privately
Every Time You Can!
DiscussInapprop 9-1
Goals When Dealing With
Difficult Behavior
1. To eliminate or minimize the behavior
2. To maintain student’s self esteem.
3. To maintain the lesson.
DiscussInapprop 9-2
Whenever you are dealing
with unacceptable behavior
always question whether the
behavior in question is
an isolated event or a
recurring symptom of
a greater problem.
In other words, is it just a headache
or is it a brain tumor?
DiscussInapprop 9-3
Feeling Tone
Outcome: Focus for the learner
The feeling the teacher deliberately creates in the
environment. The feeling tone may be positive,
negative, or neutral. Positive is the most effective,
negative is the next most effective and neutral the least
effective.
-- Greeting students at the door “bonding”
-- Having students “buddy check” with a partner before
being called upon. / Discussion this with a partner.
-- Sending positive notes from home on a regular basis
Practice
Outcome: Retention
Consistent engagement of the learning is
repeated, activity designed to correctly produce
the desired product.
--Ask students to do short bursts rather than long
extended practices
--Check to see if students understand the concept
before they practice on their own
-- Ask students to check with a buddy before going
too far into the task
Knowledge of Results
(feedback)
Outcome: Focus
Feedback to students about how they are doing with
content. Should be immediate and specific.
-- Correcting a problem immediately after completion
-- Returning a test the next class period with opportunities
to relearn
-- Put specific comments on papers.
-- Have students give positive comments on other student’s
work
Modeling
Outcome: Retention
Demonstration of a process and/or examination of
a product.
-- Use a clock to teach time
-- Show students sample works
-- Demonstrate how to line up
--Demonstrate a concept so students know what it
looks like or what is expected.
Interest
Outcome: Focus
• Anything that the teacher does that is novel or vivid.
-- Use a visual aid
--Bringing in an appropriate guest speaker
--Dressing up as a character in a book
--Change your voice level
--Use humor
--Use manipulatives
--Movies, Videos, CD’s
Level of Concern
Outcome: Focus
Strategies that the teacher uses to manage
student’s anxiety.
Examples: Time, Proximity, Materials,
Activities,
Negative Reinforcement, and Extinction
Level of Concern
Time: On the clock
Pass Option
Wait Time
Wait Time Extended
Proximity: Using distance of teacher to
manage anxiety of student
• standing next to the doorway lowers anxiety (safety)
• standing behind student raises anxiety
Level of Concern
Materials and Activities
Materials we ask students to use and
activities we ask them to do, may raise or
lower anxiety level
Examples:
• We are going to have a check-up today. (test or quiz)
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Do two sentences of Daily Oral Language instead of
20 today.
Give worksheets one at a time rather than for a whole
week.
Level of Concern
Negative Reinforcement
• A temporary absence of a positive
reinforcement, but with a cost to the
student.
• A cost means something unwanted by the
student – valued time
• Negative behavior leads to absence of
positive reinforcement, which leads to
negative reinforcement
Level of Concern
Extinction – 100% planned ignoring of a
undesirable behavior will NOT work.
Example:
Jamie is tapping pencil to irritate me. I decide to ignore it,
He gets focus now and escalates, and I will blow up.
Do not accept the undesirable behavior and
teach the behavior wanted.
Meaning
Outcome: Retention and Transfer
Process of adding significance to the learning
being encountered.
-- Give examples using class names and activities
that students can relate to in a meaningful way
-- Have students relate current learning to topics
learned previously
-- Have students give personal examples to
demonstrate the understanding of information
Thank You!
Marlin Jeffers & Flora Lee
Northwest Area Education Agency
1520 Morningside Ave.
Sioux City, IA 51106
mjeffers@nwaea.k12.ia.us
flee@nwae.k12.ia.us
712-222-6038
712-222-6363