Time Allotment: 15 min
Directions: Read the following article explaining the rationale behind KIPP's "S.L.A.N.T." expectation. (Sit up, Listen, Ask and answer questions, Nod, Track the speaker). The key take-away is highlighted within the article.
Part 1: Identifying Teacher Actions
Time Allotment: 10 min
To the right are video clips from this year's Achievement First summer professional development for our school leaders. In each, you will see Crystal Ward, our Director of School Culture, model what teaching while reinforcing expectations looks like.
Directions: Please chose the video appropriate to the grade level you are currently teaching (elementary or secondary). As you watch the video, identify how Crystal (as the teacher) reinforces expectations and jot them down in the "Teacher Action" column of your guided notes. Pay particular attention to what she is saying and doing to ensure students are meeting her expectations.
Note: Do not fill out the rest of your chart just yet!
After watching the video, check to see if you've caught all the techniques by viewing the example charts below. Note that this only captures notes from the first minute of the video.
Time Allotment: 5 min
Directions: For each "Teacher Action" on your chart, write the corresponding student response. This is ultimately the habit you would like students to internalize and do with automaticity. Jot them down in the "Student Expectation" column of your chart. You may find that there are multiple "teacher actions" that correlate to the same "student expectation". This shows that there are different ways you can reinforce the same expectation. You may want to watch the video for a second time, honing your eye towards student response to Crystal's words and actions.
Time allotment: 1 min
Directions: For this week, commit to making this expectation a habit in your classroom by:
- Clearly stating your expectation (Teacher Action column)
- Providing rationale to students as to why they should meet them (Rationale Statement column)
- Highlight students meeting your expectation (Example column)
- Quickly correct students not meeting your expectation (Non-Example column)
Think about your own personality as a teacher. How would you ask students to "track the speaker"? Would you say "all eyes on me" instead? Why do you believe in this?
Interested in delivering this professional development to your own staff? Below are the presentation materials used this summer during an Achievement First professional development for current school leaders. Please feel free to use these as resources to edit so that you can cater to your own school and staff.
Time Allotment: 5 min.
Think about two student expectations you have this year that resulted in different outcomes—one that has become habit and another one that did not.
Directions: In your guided notes, write down the answer to the following question: What do you attribute the difference in outcomes to?
Time allotment: 10 min
Classroom cultures do not drastically change within one day. To that end, students should be taught expectations one at a time so that they stick and ultimately become habit.
Directions: Looking at your chart, pick one student expectation that you would like to see become a habit within your classroom. In the "rationale statement" column, write how you will articulate the importance of this expectation to students.
Picture what the perfect student meeting this expectation looks like in your head. In the "Example" column of your chart, write what this looks like. Now, picture all the ways this expectation may not be met. Write what this looks like in the "Non-Example".
Time Allotment: 5 min
The hope is that with consistency in reinforcing your expectations, positively reinforcing students meeting your expectations, correcting students who are not meeting them, and providing clear rationale for why you are asking this of students, you will begin to see students internalize your expectations. So much so that they become habits and you no longer have to tell students to "track the speaker" because they know this is an expectation. This ultimately leads to more time spent learning in your classroom as opposed to correcting misbehaviors.
To continue to build towards having a classroom similar to Crystal's in the exemplar video, ensure that you are continuously coming back to your chart and adding another habit you would like to teach your students. Own your development by committing to doing this within a certain time frame. Will you commit to revisiting your chart weekly? Every three days? Our recommendation is that you chose 1-2 habits per week to integrate within your classroom.
Directions: Go back to your chart and plot out particular dates that you will revisit the next habit. On this date, commit to filling out the rest of the chart for that habit and make a dedicated effort to reinforcing the expectation in your classroom.
Learn more about it here.