Using Warning Cards

Warning Cards – and How to Use Them 

Just a little background on this system… First, I am not an advocate of one size fits all teaching. However, I will say that the cards work if you use the script…

Here is my story about these cards and how it failed...

I heard Doug Curry’s training and was all psyched to use the warning cards.  I printed them, laminated them and issued them accordingly. And, it failed, it was a big fat failure… kids argued, threw them on the floor, tore them up. So, because failure is not a permanent state of being in my brain… I sought answers and actually read the Llama Book Doug Curry wrote and found the “script”. 

I practiced the script and applied… and it worked.

It worked tremendously, it worked so well that I had to giggle a little bit… So, my advice to you is to do the same, train the kids, practice the script (practice with kids in the hall, on your significant other) and apply… the only caveat would be to use PBIS words, like SOAR when redirecting behavior. 

Don’t tell me the warning cards don’t work, unless you can tell me you said the script written by Doug verbatim and it failed… It works, I promise. When I was getting August PD together, I emailed Doug and asked for a video of him using the cards… unfortunately, no such video exists… but, Doug did say to share the script with you… so I take that as good advice…  

Part I -

Call to Attention:  Whatever one you choose to use, but, please, just use one…

Me – “Everyone show me your PLAN” (Put things down, Lean forward, Ask questions, Nod your head).

I’ve used SLANT before, (Sit up, Lean forward, Ask questions, Nod your head, Track the teacher) SLANT works great too.

At my school in Amarillo we used PLAN and I wanted to be consistent and it just stuck.

Me – scan the room for 100% compliance. That means I am really checking.

Part II -

The Cards

Again... TRAIN the kids on the system. Spend time going over the cards system and practice with them. This is the most important step, when I did this, they stopped ruining the cards and the system worked.

When correcting classroom behavior, like excessive talking, or off task, first I will go to the kid, stand in front of them and say, “I need you to sit quietly while working”, “please show me your PLAN, thank you” 

If they don’t comply, they get a yellow card, I say, ““I need you to sit quietly while working”, “please show me your PLAN, thank you”

If they don’t comply, they get a pink card, I say, “I need you to sit quietly while working”, “please show me your PLAN, thank you”

Cards are pink and yellow because that is the colors of cardstock I had... nothing more than that...

Notice, that I don’t say anything else… 

If they still won’t, then I will beg, I say, “I know you’re a good kid, and I don’t want to write a referral (which means a call home).  I will if I need to. But, I don’t want to. There are 15 (or 20 or 5 whatever), minutes left in class. All we need you to do is just sit here quietly and finish assignment (or listen or whatever). I love having you in this class. Can you to do that? Tomorrow is a new day.”

The word "beg" is a real trigger for some teachers, and I can see that, but, it's more about "saying what you mean, and meaning what you say without being mean."

Begging doesn’t make you weak, it makes you nicer, and then makes the kid comply and that makes you a fast llama.

If they argue, say things like, “I wasn’t the only one, or why are you picking on me?”, 

I say “shh, shh, just be cool, I am not allowed to argue."

Just wait a minute. 

"Sorry, Sorry, the principal says I am not allowed to argue.” 

Never ever pick up the rope!

I found tremendous success with using the card system. Remember, you can always..

Adopt it - use the system just as I mentioned above

Adapt it - instead of using the prescribe cards, I have seen teachers use just a sticky note with a private message on it. I created my own cards that mentioned the LINE. Stick to the script though.

Replace it - Find a system that works for you, but, find a system, ignoring bad behavior will not make it go away.

These are Doug's original cards...

These are my adaptation:

References

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

Can you Spot a Slow Llama?

Hey Fast Llamas!!  
Today we are talking about slow llamas.  Slow llamas are an issue due to the fact that they tend to slow down the efforts of fast llamas.  We always think good intent of others, the perception of others as a "10" or that others are "bringing their best".  However, when other llamas in your building don't address misbehavior or allow their students to not adhere to systems, it certainly makes your job more challenging.  If you see a teacher struggling, then, help them, give them advice and ways to get faster.  When they get faster, you get faster and guess what?  The kids success levels increases school wide.  

Systems. Insistence. Belief.  Consistency. Confidence.

How to Spot a Slow Llama

Other than these teachers are miserable, you see…

1. Very few systems in place, if any. Fast Llama teachers have a system for everything... even small stuff like how to manage your markers and glue sticks and kids know them and practice them.
2. Teacher does not greet students at the door. The worst is when the teacher is on their phone... everything we do sends a message whethor we like it or not... control the message. Does that mean you can't step away and go to the restroom? nope... we are human for crying out loud, but, it does mean that most of the time we are at our thresholds.
3. Teacher is more reactive than of proactive. Fast Llama teachers have planned everything that could happen in the classroom and have set students up for success. However, that doesn't mean we don't react ever... it's impossible to know or predict what could happen, but, when behaviors pop up, we react to them by reflecting on what occurring, why its occurring and how we can fix it.... usually by creating a new system.
4. There is nothing in place for students to do upon entering the room. They must wait for the teacher to tell them what to do. This is called the Opening Tradition... the brain craves a clean beginning and ending... providing, practicing and instilling a task for students helps create this clean beginning. I am thinking about instead of warm-up questions, students could do a retrieval practice activity instead, or mix it up.
5. In class, kids talk out at any time.  There is no system in place for when they can or cannot talk. Fast Llama teachers are purposeful in their question strategies, including, who and when kids can speak.
6. There is no system for getting the attention of the class. Again, students know what the systems are for how they are to act in the classroom. In the absence of a system for getting attention, they will create their own. Teachers who don't have this system in their classrooms, really slow down other llamas.
7. If there are systems in place, the systems don’t work because the teacher does not stay consistent. Teachers are masters as thinking that if they have to keep using a classroom management strategy or have to keep reinforcing a system, then it is not working. Nothing could be farther than the truth. One group of kids I taught took until March before they started doing things on their own... some kids are hardheaded. See an example below...
8. Teachers do not utilize research proven strategies to support their students success. There is so much we are learning about learning... take advantage of PD like Quantum Learning (district level) and Llama training (at Labay) Consistency 

What it Means to be a Fast Llama

So apparently there is a castle is North Texas where you can run around

Fast Llamas!
with llamas...  I know this is true because several of my friends have sent
me messages about his magical place with the words... "ROAD TRIP".  

This has inspire me to focus today on my favorite subject... Llama Training.  
Doug Curry's (the founder of Llama Training) just celebrated his
birthday... so this is a perfect time to remind ourselves how wonderful
his wisdom is on all things that help us with our relationships with
students (the tigers), with each other (the llama herd) and how we can
become fast llamas and stay fast llamas.  

How to be a Fast Llama in 12 easy steps:

1. Treat students with love, dignity and respect   This means being nice,
BUT, that doesn’t mean “SOFT” you can be firm and insistent, and still
be nice too.  

You can have systems and routines and be NICE...

 - sarcasm, impatience, and annoyance create a barrier between students
and teachers. 

They do not help learning.

2. Never tell kids you are a Llama and they are a Tiger… they already
know… but, still...

3. Work hard at developing relationships with your students –
listen to them…   
You cannot expect to win their minds before you win their heart.

4.  Realize that behaviors (both disruptive and amazing) are your
responsibility -You have support to gain skills to control when they are
disruptive.
BUT, you have to ask for help.              

5. Use an “Attention Getter” – it gives a directive without being punitive.

 

6. Use PLAN, or SLANT, and other kinesthetic state changes 

7. Have a system for everything… be proactive, it is better to prepare than
repair,however, you can't always know behaviors in advance.  When behaviors show up that you deem disruptive, input a strategy in place
immediately to correct it.
Don't let it go!

8. Practice the systems you set up and  reward, both with tangible and
verbal acknowledgments.

9. Set students up for success – sometimes, we have to think of ways to
save them from themselves... don't take it personally when they act their
age.

10. Make kids earn everything 

-like eating snacks or headphones… they have to earn it

Set boundaries and expectations - they will rise to them… Students will
make -up their own expectations...

11. Use strategies to keep students engaged  - ask your teammates for
strategies! Use the Collective Teacher Efficacy

And…

12. Have and Use a discipline system...

Don’t fall into the trap of thinking a system isn’t working because you
keep having to use it…

It’s called classroom MANAGEMENT for a reason… students will develop
self-efficacy because you train them...

Kids will always CHALLENGE us!

Curry, D. (2015). How to train a llama: exceptional classroom management.TurnAround
Schools Publishing.

Rethinking your Classroom Environment

Hey, Fast Llama's,

I was walking in HEB yesterday and realized they have an entire section devoted to organization and
cleaning in their "seasonal section". This got me thinking that the new year is for getting organized
and do that "Spring Cleaning"! How does that apply to us at school?
So let's talk about your classroom. Let's change that thinking to an "environment". Brain based
education studies note that the brain works best when it is not under stress. You release more dopamine
and thus retain more information when don't feel fear or anxiety. So, focus on making your classroom
aesthetically pleasing. I use table lamp and turn off the fluorescent lights. Once you have taught in a
room lit this way, you don't want to go back. It is very easy on the eyes. Doing any spring cleaning at
home and are changing out lamps? Bring your old ones to school! When I was teaching at Spillane,
I had a huge classroom (I am not bragging, lol). It was windowless, so it took quite a bit of lamps to
get it lit the best for my students. It took years of collecting lamps from friends, from discount stores
and garage sales. So, let your collecting begin. Also, I got my first period to turn on the lamps for me...
they liked it.
Consider adding plants. Plants serve two purposes, one, plants release oxygen and filter
out pollutants, second, plants are pleasing and calming.
Now for the walls... When I began teaching, I put up every poster I could find. Free posters from
NASA, (they will give you any if you ask), posters I purchased and posters I created. They were
everywhere. Now this is amazing that I admit this, since I went to college to study education during the
heyday of Madeline Hunter. Hunter was the be all, end all of education during this time. She was the
guru. And, she was good. I am still referring to her. Anyway, Madeline Hunter, said, your walls should
be blank, with bursting and overflowing cabinets. In other words, only put the posters out that you are
using at the moment, then put them away when the unit is done. So, be purposeful about your posters.
As the year progresses, add posters, remove posters, but keep what "icon poster and/or anchor charts"
of specific info you want to keep on the forefront of the students minds. On these posters are items
that I want to continue to recap and review with students.
Another educational strategist that I studied in college, who still speaks to me is Harry Wong.
One of his suggestions is to put on a bulletin board a timeline of yourself. Start with a baby picture,
definitely one of the age of the kids you teach, a high school or college, husband, etc. A story of your
life. Kids love it and you will see them looking at them. It's just another way to make a connection with
them. And that's what "setting the stage" is all about, making the kids feel invited into your learning
environment, establishing a relationship with them. Then, once you have captured them, then the
learning can begin.

Fast llama's know the Power of the Brain

Hey Fast Llamas!
Today we are going to talk about the brain, most importantly, your student's brains.  You know you would never take you car to a mechanic who didn't know how a car runs or a doctor who didn't know about the body, so it makes sense, that as educators, we know about the brain.  Better yet, how the adolescent brain works and how it learns.  Better, even, how we can capture the power of the brain and use it to our and our students advantage.  If you knew of a couple of strategies to grab a hold of brain power, you would want to know about them, right?  Well, here they are...

1.  Keep it simple and chunk... One of the easiest ways to enhance learning is to break down learning tasks into small, simple chunks.  This includes directions or instructions.  Brains can only hold onto to 1 thing at a time well, and up to 4 things sort of well... (4 is the limit).  We are not multi-taskers when it comes to learning new information.  We can cook and listen to Hallmark movies and read a recipe... but, that's not new learning.  This is a good lesson to teach to kids about listening to music while they learn.  It's not good for their brains.  
2.  Learning Diagrams - sometimes called "Mind-Maps"  or "Brain Dumps", this strategy has the students creating visuals for concepts.  The drawings are not suitable for framing, but, are the students own visualizations.  Have students draw, then compare with a partner, then compare to your drawing.  This can be powerful, remember to use color as the brain thinks in color.
3.  See Say Do - Once the drawings are complete, have students trace their visuals with their finger or pencil, then, say the concept outloud, couple with a body motion and you have three main modalities covered.  Have students stand, show them the visual, have them say it and then do it. (no body motion for every concept?, have them trace the drawing with their finger in the air or on the table)  Teach kids to practice this at home when they study.

Check out my friend, Amy Foster-Munoz, 8th grade students, signing the Bill of Rights... 
(you will have to copy and paste the address into the search bar, because... technology)

https://twitter.com/MrsFMsClasses/status/1205591838683361280?s=20

4. Circuit Learning - This is a process in which we break up learning into chunks, going back to the beginning and reviewing, and then adding new content. Let me break it down.
Students complete drawing #1, they draw it, say it and do it. Then, they complete drawing #2, they draw it, say it and do it.
Before going to new material, go back to drawing #1, see it, say it, do it, drawing #2, see it, say it, do it. Go to drawing #3... get it?
Instead of doing all, say 10 concepts at one time, you facilitate the experience, ensuring that it is reinforced and encoded into long term memory.
We continue this pattern for about eight or ten drawings and then start a new chunk set. For example, starting with new material with drawing #11, we would go back to #11 and review with the see it, say it, do it, before we did drawing #12. Before we did drawing #13 we would do the reviews for drawing #11 and drawing #12. Occasionally, we would go all the way back to the beginning and do a bigger review involving previous chunks. Younger grades or difficult content could be chunked down into 1 - 5 and 6 - 10.

The pattern of Circuit Leaning is to review what we know and add a piece of content, then review what we know again and add another piece of content. Got it?

Check out how Circuit Learning could be used throughout the week with learning material. Teach kids to Circuit their Theta Scans. Powerful! YES!!

5. Affirmations - Teach kids to say, "go it" after they review. This is an affirmation and send positive messages of confidence to the brain. It is quite powerful. Seems silly, but, why not try it?

Here are some video clips about the brain... they are from a study skill program called SOAR. I do not endorse this product, nor am I telling you to buy it, in the video, they are selling their wares... so just be mindful of that...

Have a great week!  

Tracy

Cross the Mid-line Together

Fast Llamas
How many of you have heard the same topic over and over again, but, by different people at different times?  I guess that what's a "trending" topic is, a topic everyone is talking about.
Well, it seems everyone is talking how students are coming to us in our classes with less ability to think critically and hold onto information.  There also seem to be a lot of kids easily distracted, easily frustrated and quick to shut down when learning becomes challenging.  I would too, if I couldn't concentrate and something seemed overwhelming to me.  Add food insecurities, divorce... you get the picture...
I have lots of theories as to why the brains of our kids are changing... digitally distracted parents, too much screen time for kids, lack of outdoor play, lack of sleep, and too much emphasis on academics are a few that come to mind.  When my oldest son was a kindergartner in the fall of 2000, the whole class took an afternoon nap, and the teacher said they slept!  By, April she noticed a lack of needing the nap, but, they still took a break.  Today, it is unheard of for a K class to nap during the day... When my younger son was in Kindergarten 6 years later, the academic work he was required to do had increased significantly and there wasn't even a break.  The State of Texas replaced the jumping, running, physical activities with academics, and we are seeing the results in later grades.  Kids are learning too fast.  In my own experience, the work we do in middle school science today has increased significantly since 1991, my first year teaching.

Now, what can we do about it.. this is a "so what, now what" moment.  As advocates for our students, there are a few things we can do in our classrooms to help with students.  
Shameless plug - learn this and more of this in a Quantum Learning training - this is where llamas get fast! and it's all about the hearts and brains of our kids.  Look for training dates in the spring and summer of 2020.

Let's start with a few...
1.  Home Court Advantage - This is a strong classroom culture of inclusion, warm, homey vibes and a place of safety.  Students not humiliated for mistakes and there is a strong bond between them and the teacher (rooting for their success) and each other.  We have agreements instead of rules, we have systems instead of rules, we have procedures instead of rules.
2.  Meta-Cognition  - We teach students how to learn and as teachers we are aware of brain basics - how our middle schoolers learn.  We know to calm the amygdala and feed the hippocampus.
3.  Consistency - Fast llama teachers are experts in providing consistency in a world of chaos.
4.  Classroom Environment - We know that the use of music, lighting, atmosphere (our classrooms are homey) calms the amygdala and allows for learning.  We know that FAST is bad for learning (Fear, Anxiety, Stress and Threat)
5.  Fidelity - Fast llamas know that certain ways to teach enhance learning, and we plan for them.  This includes setting up students for success, knowing about and using wait time, the power of 10,24 7, using anchors and mnemonics... to name a few...
6.  Laughter - We know that smiling, laughing and being nice enhance learning.
7. Perception - Fast Llamas see everyone as a 10, even when they are acting like a -4.  this includes complaining about those -4's.  It doesn't help to vent, if you aren't going to put anything into action about the problem.
8. Theta Scans - We teach kids the power of sleep and how they can study a little before bed, then go right to sleep to improve memory.
9.  State Change - When kids come into our rooms, we use state changes to get kids into down to business thinking modes.  This includes an Opening Tradition such as playing a song, saying a mantra, revisiting Agreements, getting to Alpha State or crossing the Mid-line.

        - Getting into Alpha State involves training kids to visualize a place of relaxed alertness.
Here's how your can train your kids...
1. Tell your students you are going to get them into a state that will enhance their ability to learn.
2. Tell your students to SLANT.
3. Have them close their eyes and visualize a place of calm, safety and relaxation.
4. Tell them to visualize the sights, sounds, feelings, colors, etc. of what they visualize. "what do you visualize?  What do you hear? What do you feel?  The temperature is perfect"
5. Remind them to breathe.
6. Open their eyes.

This exercise takes some practice, don't give up, if the first time doesn't go well.  (and some 6th grader makes a fart noise), keep up the consistency and you will get there.  Some kids cannot visualize this place (the Alpha Place), so you may need to help them know what to visualize.  Provide pictures and let them choose.
 
10. Crossing the Mid-line is another way to change state and enhance learning because it makes a physical connection with the body and the brain.  Studies have shown that using exercises that cross the mid-line before learning takes place, increases the students abilities to concentrate, retain information and decreases feeling of frustration when learning gets challenging.

Would you like to know some examples?
1. Shoulder to Shoulder - Start with both arms out-stretched. Right hand crosses the body and touches left shoulder. Then switch. This movement is not done quickly. Repeat two or three times.
2. Elbow to Knee - While standing or sitting, right elbow to left knee and switch.
3. Nose and Ear - Right hand touches left ear, left hand touches nose.  Then, switch.
4. Leg Switch - While standing or sitting, cross right ankle over left ankle
5. The Twist - Hold arms stretched out in front of body.  Thumbs up.  Turn the hands so that the back of the right hand and the back of the left hand touch.  Cross the right hand over the left so palms are touching.  Link fingers.  NOW, bringing hands toward the body, twist them up, the hands meet the chin.  Level up by having the right leg cross the left leg as you twist, nice deep breathe as you move.  Check out the video from a QL training in action.  https://twitter.com/i/status/1203339653580910592

Have a great week!



                 

The Joy Factor

Fast Llamas,

Thanksgiving break is over and we head back to school on Monday. I hope you all had a chance to rest, reflect, be with family and best of all eat!
The next couple of weeks heading to winter break can be quite challenging for everyone. So, this "Sunday Night Motivation" (which was written on Saturday morning while watching a Hallmark Christmas movie... but no judgement)...
focuses on relationships!

Here are some strategies to build character, trust and most of all joy in your classrooms. I like them because they remind me of Fast Llama behaviors.


Positive Framing - Guide students to do better work while motivating them by using a positive tone to deliver constructive feedback.
Use phrases such as, "David, show me your best!" not, "David, you're not doing your best".
"David, check yourself to make sure you're sitting up!" " Show me your SLANT" Not, "your not slanting".
"Kara, I need your eyes forward" (instead of "Kara, turn around")
"Students, use this strategy to help you level up" not, "students, you are not studying hard enough"
"today is great day, John", not, "we aren't gonna have the same day as yesterday, John"
Assume the best in your students , but, do not narrate mediocrity. Getting attention of class, narrate what you see... say "I need three people. Thank you for fixing that, Steven. Now we are almost ready. Ah, now we are there, so let's begin."


Precise Praise - Make positive reinforcement strategic. Differentiate between praise and acknowledgment. Acknowledge meeting expectations, praise when they exceed it. Keep acknowledgements equal. Avoid saying, "great answer" to one kid and saying "excellent answer" to another. Power whooshes from Quantum Learning are a great way to get the whole class to acknowledge effort. Train the students to say "1,2,3... clap clap clap, insert phrase then say whoosh toward recipient" You are sending all that positive energy to the person! Like everything, it takes training and consistency to get power whooshes to be effective.


Warm/Strict ad Emotional Constancy all follow along with Doug Curry's Llama ideals of being nice, but, nice is not soft. Nice can change lives, because we hold kids accountable but don't make them pay.
Warm - positive, enthusiastic, caring, thoughtful and Strict - being clear, consistent, firm and unrelenting are a super great combination...  We wear concrete shoes - we are grounded in our expectations and we do not let them slip. 

Here are some things you can put into play Monday.
-explain to students why you are doing what your are doing - "Steven, we don't do that in the classroom, because it keeps is from making the most of our time"
- distinguish between behavior and the person - what they did was inconsiderate, not the person
- consequences are temporary - serve your consequence and move on
- nonverbal - are there cues you can practice with students as gentle reminders?

- bend down to talk to a kid - big me, big you mentality
- don't act surprised that a student got an answer correct, so don't make a big gesture at praising
- don't let students get to you, see you are frustrated or angry. Don't yell, students love when you get angry, it distracts you and turns the attention away from the learning (I mean the work they need to do). Some kids just want to make you angry, don't pick up the rope

Remember the "Joy Factor" - Celebrate the effort and work of learning, use humor, novelty and fun. Laugh with your students, be happy they are here at school today, make sure they know it.


References:


Lemov, D. (2011). Teach like a champion: the complete handbook to master the art of teaching. San Francisco, CA: Jossey-Bass.