Count Me In

 Hey Fast Llama's!

When we are in our regular classroom world, developing, practicing and consistently adhering to systems, routines and procedures is the most important thing you can do for your students and for yourself.  Using and being consistent with these practices builds rapport with your students, because it lets students know where they stand and it sets them up for success.  (we think about ways to save them from their middle school selves).  The brain loves pattern (craves it actually) and when our classroom experience for students is reliable, it calms their amygdala's and that's a big win for long term memory.  Lastly, when students know how the classroom works, they become more autonomous (that's less work for you down the road).

I once heard a teacher say they didn't have time to teach these practices, because they needed to get to the content... but, not taking time now, will cost you time later (and sanity).  Wouldn't it make sense to have an efficiently running classroom would mean MORE time for content later?  It does to me...

So, let's talk about systems, procedures and routines in the virtual world.  Virtual teaching and Face to Face teaching have more in common than you might think.  It's all about OCC (being Overt, Clear and Consistent).  

Here are some ideas:

1. Label your course clearly, so that students know exactly where to go for each class period.  And, remember, all those labels, AO, ICS, K, or H mean little to a middle schooler.  I also learned this week that 6th graders may not necessarily know that Phys Ed, or even Physical Education is in fact their P.E. class.  So think about their middle school brains, and how it looks to them.  

2. Use folders - Use one folder for each day of the week, then subfolders for each step in the teaching cycle.  (Thank you for Megan Horner and Kat Lapid in science for sharing the idea of labeling the folders Step 1, Step 2, etc. ).  Trying to limit the steps to 6 or 7.   

3.  Create a folder template in your Resources or Master Course, this helps eliminate all this folder creation every day.

4.  Encourage other grade level teachers to use the same system school wide.  

5. Narrate your videos or live teaching with procedural setups.  Like, this... "you have 30 seconds to get a pencil and your notebook," or "you will need map pencils or markers, I will wait 30 seconds, while you get them together".  You could also say reminders, like, "I will see you each morning at 9:05 am sharp!" This narration and pause benefits the Face to Face kids too.  

6.  Have a clean beginning and clean close.  Create a tradition at the beginning of class, students can say good morning in chat or wave... have an official sign off that you say each day!  Even Carol Baskin started off each video with a specific catch phrase, and guess what? it became popular.  Hearing this at each beginning of class is like a hug to their brains... it's good stuff.

7. Keep it positive. If you want students to log in on time, make it worth it to do so and reward and celebrate their effort in doing so.  Challenge students to wear a certain color to class and have it match the Face to Face kids, or have a show and tell object to share.  Have snack time Fridays, if they have earned it... Keep it positive that you want to see the virtual students each day and let them see their in school classmates.  There is hard work in school, but also joy and connections.  

All the while you are talking to your virtual students, the face to face students sitting in class are also following along.  They benefit from the narration and traditions too.  

Have a great week and I am rooting for your success!

Don't Stop Until You are Proud

 Fast Llama's,

I have started this blog about 37 times with phrases like, "I can't believe..." and "here we go..." but that all seems so cliche.  We know where we have been (spring distance learning) and we kind of know where we are going... the second part of that sentence is what we need to focus on.  How can we move forward and continue to do as Brene Brown says do "work that makes us proud". 

If you remember from last year, I love Doug Lemov and his "Teach Like a Champion" book and website.  Lemov focuses a lot on student "agency".  And, it is fantastic.  Agency, is when you give students control over their own learning.   Agency, has a big effect size and it creates environments where the students do the cognitive heavy lifting.  So, I don't know a teacher who doesn't want their students to work harder with bigger gains... So, last night, when I stumbled upon a blog describing developing agency in a virtual world, I was intrigued.  I don't know if it was fortunate or unfortunate that it was 1:43 am when I sent myself the email with the blog link, but, I do feel it is a game changer in terms of how we can use "Everything is on Purpose" deliberately.

There has been a lot of talk about the hybrid model we have adopted, but, when you step back and think about it, it is the best of both worlds.  We can make connections with kids, understanding their needs AND we have the ability to continue instruction, even when technology fails.  OR, (and this will happen) students are completing lessons later in the day... Here are three video examples of the mini lesson, notice the narrations and directives to stop and pause, go back and listen again.  This develops agency.  When, our synchronous virtual kids leave the lesson to work on their own, they will need to GO BACK, and watch the video again... they won't have what F2F kids have... YOU!  You can purposely use language that builds confidence and agency.

Video Links... (right click and copy, paste into the browser)

https://vimeo.com/451219934

https://vimeo.com/451214650

https://vimeo.com/451215485

I love how the teacher is changing mindsets, students have control and ownership of their learning, and they can go back and rewatch the mini-lesson videos as needed, when they are apart from class.  They can, "watch it in a way that supports their learning". (Lemov)

I always want to see the good that comes out of education and the work we do with kids, I do believe, that we can make the best out of this situation and build autonomous learners.  

Resource:

Agency Over Video: The Key to Asynchronous Instruction. (2020, August 24). Retrieved September 07, 2020, from https://teachlikeachampion.com/blog/agency-over-video-the-key-to-asynchronous-instruction/

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.

Rethinking Procedures, Systems and Routines the Fast Llama Way

Fast Llamas, 


I was privy to a conversation a colleague was having with a student teacher in our building the other day.  They were talking about classroom management and the student teacher asked and I paraphrase, "will there ever be a time that the students behavior won't have to be managed?"  This got me thinking and the answer is "yes and no".  Middle school students are just that, they are teenagers and their brains won't be fully developed until they are much older.  So, we use this time that we have with them to teach them the ways of success.  But, by February, most of your procedures, systems and routines are put into place... unless...
1. They are too complicated - procedures should be "engineered to be efficient" (Lemov, 2015).  Procedures should be the simplest way to complete a task.  Script out the most critical routines in your classroom.  What do they look like?  What are your expectations?  How will you know when students are successful?  How will the students know they are successful?
Normal Systems:
a. how to ask a question
b. how to answer a question
c.  how to have a discussion
d.  moving materials
e. note taking
f. turn and talk
g. independent work
h. how to test
i. managing behavior
j. moving students
2.  You did not take the time to practice in the beginning - taking the time to practice to make procedures quick with little narration will come back to haunt you.  Take the time to plan out to detail and then practice with students always will pay off.   Make an anchor chart of the expectations for students and refer to the anchor chart often.  
3.  You don't have key phrases planned out - here comes planning again.  Clarity and specificity are king here.
And I am not just talking about procedures and routines for behavior.  Academic procedures are worth practicing too.   Like using RULER, used to strategize test taking skills or a CHECK-X strategy, these are done every time with fidelity.  
To move from procedure to routine to system takes patience and time, but it will pay off .  
Here are some tips from Teach Like a Champion:
1.  Number the steps - chunk them as you narrate, first, stand up, second, turn and face me... etc.
2. Model and describe - give certain procedures a moniker - like "vertical hand"  
3. Practice
4.  Reflect on the most common questions or requests students have and systemize these.
5. Transfer Ownership 
The Slumps:
Sometimes there is a need to rectify or reset what's happening in your classroom.  Don't think since it is the middle of the year that some systems need your attention.  While most procedures and routines are established at the beginning of the school year, it is never too late to create a new one or review an existing one.  
Here are some tips, again from Teach Like a Champion:
1.  Invent a peg - Connect the reset to a new goal, such as a big field trip or 34 days until STAAR.
2.  Review procedures before and after a big break.
3.  Heart to Heart - tell the students the reason to a reset.  Maybe they (and you) have gotten sloppy and you are losing valuable learning time, just be honest.
4.  Practice  - let students take the lead
5.  Praise - Give props that are quick, universal and enthusiastic.  
Examples of Props:
a. snaps
b. power whooshes
c. the hitter  - pretend to toss a baseball and hit it for a homerun
d.  hot pepper - pretend hold and eat a hot pepper and say "ssss"
Here are a few example videos, the examples are from elementary, but I believe they will work for any age, because middle school kids are just kids in big bodies.  

References:
Lemov, D. (2015). Teach like a champion 2.0. San Francisco, CA: Jossey-Bass.

Small Things

Fast Llamas!

Today I want to talk about how wearing a $6.99 server apron ordered from Amazon revolutionized and improved my classroom management system.

While teaching in Amarillo ISD, I came across an idea that I decided to try and it worked tremendously. It was probably the simplest idea ever, but it made my life in the classroom much easier. It was a server apron.

The teacher who gave me the idea was actually wearing a Home Depot apron.

But, I couldn't find at the time, so I ordered an apron from Amazon and it worked just as well. My school colors at the time were dark green, so, I ordered mine in that color. I think two came in a pack, so I gave the other one to my teacher partner. She used it with success too.

Here's a list of successes.

1. No more pencil problems, it was loaded with sharpened ones.  “Need a new pencil? Here ya go...” This is actually an idea born from kids who were bored constantly getting up and sharpening their pencils and being a disruption. So, I changed the system to an exchange one for one. One broken or dull pencil to a sharpened one.
2. Passes – we weren’t allowed to use a permanent pass in my building, so this worked nicely. I didn't have to go to my desk and find my pad.
3. Reward tickets – “boom! caught you being good”
4. Erasers - mistakes happen  

5. Need a pen to sign passes? They're in there too as are dry erase markers and sharpies
6. 'Magic erasers' – we weren’t allowed to give jolly ranchers… so, this was a secret between me and the kids.
7. Warning cards – “boom! caught you needing some help” … “show me your P.L.A.N”

8. My phone… because I used timers and music a lot.

Using this system allowed me to never leave the power zone when it was super important not to do so.
Did administrators and fellow teachers make fun of it?... kind of, but, I am not there for them, I am there for the kids. And honestly my own sanity… And, I own my weirdness… And there are teacher aprons on Pinterest, so I know there are other nerds like me who wear server aprons when they teach.  Be brave and a good sport about it.
Putting it on each morning was like putting on my armor. It geared me up for the day ahead and aided in the 'be there, play, make their day, choose your attitude' attitude needed to lead students.
Try it... you may like it

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