High Expectations - Fast llama Style

Fast Llamas,

If you knew of a way to keep kids from being off-task and stay engaged, you would want to know it?  "I love telling kids to sit down, stop calling out, pay attention, take out your ear buds, get off your phone during my class," said no teacher ever.  What would it be like in your classroom when you can get to the deeper meanings and understanding of your content instead of wasting time, just getting the students to participate?  Today, we are going to talk about a foundational aspect of your classroom culture, having high expectations.  John Hattie recognizes this in his effect size studies, his research shares that high expectations of your students ability to perform is slightly above the hinge point of .4 (one years growth for one years effort),  with an effect size of .43.

Here's a video of a teacher demonstrating her high expectations.

Only in a classroom where the teacher doesn't worry about other students calling out, losing focus or being inattentive can this kind of exchange occur.  This takes training and effort on the teacher AND the students in the classroom.  It can happen, but, takes some reflection, training and effort.
Both Doug Lemov and Doug Curry talk about these masterful teachers.  On the outside, it looks like these teachers just got "better kids".  When we see these fast llamas in action, it seems like they are not working very hard at classroom management.  These classrooms are quiet when needed and are alive with student discourse too.  But, looks are deceiving, these teachers put the work in early, using systems and training for students.  Also, believing that students can behave in ways in which learning can occur is a small part of their success. Doug Lemov calls this, "meticulous intentionality".
Tying together high behavioral expectations with a real and rigorous learning outcomes is a recipe for success in ALL classrooms regardless of socioeconomic level.
For the next couple of weeks, we are going to focus on 100%.  100% compliance, engagement, and learning at all times.
Here is a strategies to consider:
Radar/Be Seen Looking  - or as Doug Curry calls it "Eyes like a Fly"
When giving a directive or a call to attention, you scan the room with intentionality.   You are making sure the students SEE you looking for 100% compliance,  Narrating is helpful too, such as, "table 1 is ready, Allison is good to go, Joe is ready, etc".  You want the kids to know what you know at all times what is happening.  When working with a small group, I would purposefully call out but positive and negative behaviors happening around the room.  The students knew that I could multitask and see and hear everything.  Scanning the room often and standing in different places in the room helps too.
Crazy Moves
1. The Disco Finger - Obvious scanning the room with a pointed finger.
2. The Sprinkler - scan an area and then go back and scan again
3.  The Tiptoe - Rise to tiptoes to see everything
4.  The Invisible Column - look at the class as if looking around a column.
5.  The Politician - pointing recognition to certain students, "I see you"
6.  The QB - this is good when you are in small group, but you look up and scan like a quarterback
Remember, Everything Speaks - this is sending a message to the students that you are seeing and intentionally looking for their behavior, praising success and correcting as needed.

We are sending the message to the kids that we care about what is happening in the classroom at all times and holding them accountable for their behavior.

References:

Almarode, J., Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades K-12: what works best to optimize student learning. Thousand Oaks, CA: Corwin, a SAGE publication Company.

Curry, D. (2015). How to train a llama: exceptional classroom management. Place of publication not identified: TurnAround Schools Publishing.

Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Almarode, J., Fisher, D., Frey, N., & Hattie, J. (2018). Visible learning for science, grades K-12: what works best to optimize student learning. Thousand Oaks, CA: Corwin, a SAGE publication Company.

Curry, D. (2015). How to train a llama: exceptional classroom management. Place of publication not identified: TurnAround Schools Publishing.

Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Curry, D. (2015). How to train a llama: exceptional classroom management. Place of publication not identified: TurnAround Schools Publishing.

Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own. San Francisco, CA: Jossey-Bass, a Wiley Brand.

Curry, D. (2015). How to train a llama: exceptional classroom management. Place of publication not identified: TurnAround Schools Publishing.

Lemov, D., Hernandez, J., & Kim, J. (2016). Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own. San Francisco, CA: Jossey-Bass, a Wiley Brand.