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principles of great instruction
STUDENT ORIENTATION,
SUPERVISION AND
CLASSROOM MANAGEMENT

I wouldn't spend so much time developing Brainsarefun if I didn't see so much failure in the classroom. Let's review some of the facts:

• The number one problem with instruction is that students haven't agreed to cooperate before instruction begins. See the boxed statement above.
• Until students chose to cooperate with the three fundamental behaviors associated with success (starting on time, staying on task, completing assignments), all further teaching, or tutoring, is next to useless - perhaps worse.
• The secret to cooperation is no secret - you must appeal to the greatest of all human motivators: self interest and social approval.

ARE YOUR STUDENTS/CHILDREN BEHAVING LIKE WINNERS OR LOSERS?

WINNING BEHAVIOR: Starting on time.
LOSING BEHAVIOR: "Whenever."

WINNING BEHAVIOR: Staying on task.
LOSING BEHAVIOR: "Whatever."

WINNING BEHAVIOR: Completing assignments.
LOSING BEHAVIOR: "Later."

WINNING BEHAVIOR: Homework turned in.
LOSING BEHAVIOR: "I have an excuse."

WINNING BEHAVIOR: "How can I earn?"
LOSING BEHAVIOR: "You owe me."

WINNING BEHAVIOR: "How can I help?"
LOSING BEHAVIOR: "I want someone else to do it for me."

 
SUMMARY OF GREAT INSTRUCTION #ONE: How does a teacher know he or she is any good? What makes it so? Just saying it doesn't make it so. Students learning makes it so - and this is another fact master teachers never forget.

The behavior students exhibit is directly proportional to the learning that is occurring. Are the to p 20%, the most verbal and brightest, dominating the class? Is the class clown still clowning? Are the saggers still sagging? Is everyone writing? Is everyone speaking? Is everyone reading? Since most students read, write or speak nothing day after day, how does the teacher know they are listening, let alone learning? There is none of James's "reaction" to indicate the kind of "impression" that is being made.

Is the teacher constantly saying "O.K.? All right?" and then moving on without any signal of recognition? Does the teacher keeps asking open ended questions like, "Who can tell me something about Lincoln?" The most verbal and brightest 20% continue to respond -- everyone else (except the class clown) glazes over in preparation for the rest of their lives.

There is a potent technique called Direct Instruction that gets everyone writing, listening, speaking and participating -- but the education establishment treats it like an esoteric secret, preferring to cater to the best and the brightest and deluding themselves into believing that they are teaching effectively and that the woes of education are someone else's responsibility.

Good teachers start by knowing what they want learned and then have a technique for teaching it. It's no secret: All the students are writing, all speak every class, all are reading, all are listening in anticipation of the next signal. All are constantly being tested and evaluated by close attention being paid to behavior. No one is allowed to skate. The teacher stops saying "O.K.? All right?" Everyone is on task forty out of every fifty minutes. These are the signals of an effective classroom. The technique works with all subjects, elementary reading or skydiving. The principles of good instruction always work.

SUMMARY OF GREAT INSTRUCTION #TWO: With governing board, administrative, parent and staff commitment to a clear set of behaviors, school instruction, learning, and the moral environment skyrocket -- at all levels, kindergarten through post-graduate university and the corporation. Teachers are allowed, often for the first time, to do what teachers really want to do: create classrooms where students really learn.

When teachers, administrators, supervisors and students are all on the same page, discipline and behavior problems nearly evaporate; the classroom is orderly; school safety improves. The following script, appropriate for all grades, preschool through post-graduate university, allows everyone, perhaps for the first time, to get on the same page.

A note to principals: Do not allow one or two teachers to opt out of the program. It's time for all teachers to become accountable to success. Explain to teachers that these are the standards and requirements for your school. If they don't like the standards they are free to teach at a school that doesn't require them. Try these standards and requirements for one month, hold teachers and students accountable, and you will never go back.

Should the script need changing to meet your school's particular needs, make sure that all teachers use the modified script.

GOALS OF THIS ORIENTATION

1. To insure that all students, teachers, administrators, parents, governing boards... know the rules of the game -- supercharging academic success.

 
THREE MEASURABLE OBJECTIVES

1. Teachers will teach all four lessons to each class during the first five days of the program.
2. Teachers will be able to demonstrate "Show you are ready; voices off; eyes on me" to the administration's satisfaction.
3. Students will be able to demonstrate "Show you are ready; voices off; eyes on me" to the administration's satisfaction.
   

INTRODUCTION

The purpose of this orientation is to create classrooms where both teachers and students win - to put an end to the common behaviors that pass as classroom discipline: 

• The teacher pleads for order, then threatens, then yells, then finally gives up.
• The students act out, then are sent to the office, are yelled at, then return to the classroom without new comprehension. 

The time wasted in such dramas, the damage done to both teachers and students, the undermining of the entire academic environment that occurs, must be set on its head. In short, without teacher and student commitment and compliance to a clear set of rules and standards, instruction can not take place. Without administrative commitment to a clear set of rules and standards, instruction can not take place.

With commitment and training, schools and teachers can accomplish what they set out to accomplish -- teachers and students feel safe, academic success and achievement skyrocket.

Emphasized is consistency from classroom to classroom -- where students clearly understand what is expected, and the expectations are similar throughout the school. For instance: enter classrooms with quiet voices; go directly to your seat; take out paper and pencil; talk quietly until the teacher requests, "Voices off, eyes on me." Gone are the days where students enter the classroom and wander around for five minutes; socializing freely; taking others off task; sharpening pencils; ignoring the requests of the teacher.

Consistent expectations and standards across the entire school set both the student and teacher up for success, creating classrooms where increased time is spent on academic achievement rather than behavior management. When students and teachers know exactly what is expected they have the chance to win. When they don't, they fail.

The courtesy, consistency, and high standards presented here mount a frontal attack on classroom failure. When everyone knows the rules of the game, everyone has a chance to win.


A DISCUSSION OF SCRIPTS

"No reception without reaction, no impression without correlative expression,
this is the great maxim which the teacher ought never to forget." William James

Scripted lessons that require appropriate "reaction" from all students are contrary to traditional classroom procedure. Observe the typical classroom and you will observe very little "reaction and expression." Most classrooms continue to be dominated by teachers who lead the behavior of one to five students at any given time (typically the most verbal or disruptive), while the rest of the students sit, preparing to interrupt with helpful questions and other "off task" behavior. Few are getting much "reception" because there isn't much "reaction." Students aren't speaking, aren't writing, aren't listening, aren't watching, aren't anticipating their next response, aren't involved in any "reaction" that can be observed. If it can't be observed it probably isn't happening, and in most classes little expression is occurring ( with other than the top 20% of students and the overtly disruptive). It is no wonder that so many people come to believe, "Education ain't for me."

"What you see is what you get," goes the old Flip Wilson routine. In the classroom this truism is absolute. What you see, the behavior you observe, exactly reflects the learning that is occurring. In far too many cases expressive behavior nears zero, and so does the learning. In many cases students actually regress: they test more poorly at the end of a course than they did when they started.

Scripts are designed to reverse these trends and supercharge academic success. Teachers are required to know exactly what they are setting out to accomplish. They accept responsibility for being the classroom leader (after all, they are the adults).

The most common criticism that teachers make about scripts is that scripts stifle creativity. This criticism is most commonly heard from teachers who are inexperienced with scripts; who have not spent the time rehearsing their scripts to proficiency; who do not believe in accountability; who believe that feelings hold primacy over mastering academic skills and behaviors. Want to experience a dirth of creativity? Just visit most traditional classrooms.

No one would seriously argue that our greatest actors and actresses are hampered in their creativity by scripts. Few would seriously propose that an evening at the theater would improve if all the actors were simply told to go on stage and "make it up." But this is exactly what is expected of the typical teacher. They are told to "make it up," and then we criticize them for the enormous failure which our classrooms engender. Scripted lessons, positive discipline and thorough preparation reverse this trend.

Teachers skilled in using scripts rarely complain that their creativity is stifled. In fact, they report that scripts have liberated them from the drudgery of wasted class time. In the hands of a trained teacher, scripts ignite creativity for students and teachers..

Yes, scripts will feel foreign at first. I can only recommend that you practice the attached script until you and your class are proficient. This requires practicing the script five times on your own, becoming so familiar with the delivery that you only need the script for reference, allowing you to keep your eyes on your class most of the time, rewarding good behavior with a thumbs up and a smile.

Once prepared, deliver the script to each class, establishing new habits of "reaction." With this model in place, other lessons may be developed that use the same format. Note that scripts should be delivered at a fast-pace. Understanding is not improved by slowing down. Maintain a quick and lively pace, clearly indicating your signals to keep rhythm and tempo.

Students who fail to comply with your scripted instruction are likely those who have traditionally failed. You can not afford to allow these students to dominate the class. Pick up a cell phone and call mom right in front of the rest of the class. Set up an immediate appointment for that afternoon. Sit down with both parent and student and explain the new format and what is to be accomplished. Make it clear that compliance is a choice and that the student must chose to comply with your classroom rules and standards or chose another school that does not require such standards. Will you lose a few students? Yes. But you will not lose the other 90%.


SETUP FOR THE LESSON

1. Teachers prepare themselves to speak as though they are conveying something very important. The teacher accepts that his/her behavior in front of the class suggests rules about the importance of the material.
   
2. Teachers have practiced to proficiency and are confident in their ability to demonstrate "Show you are ready; voices off; eyes on me."
   
3. On large sheets of newsprint (that may be rolled and stored for repeated use) all rules discussed below are clearly written out. These sheets will be taped to the blackboard for all to see.
   
4. On large sheets of newsprint draw stick figures that demonstrate proper sitting and standing.
5. Whenever reciting lists or rules make sure the relevant information is clearly posted. Touch each word that you want as response before asking for a response. Give the answer before asking the question. Out of our compulsion to do unto others what was done unto us we too often trick students into one more failure by asking questions to which they have no clear answers. Reverse this old destructive fear model and replace it with success.

 
SHOW YOU ARE READY, "Voices off. Eyes on me."

"Show you are ready" is an non-negotiable request that teachers make of students when it is time to formally begin class. Many teachers formally begin class the moment a student enters the classroom. "Entering Classroom Rules" need to be clearly posted and communicated. Rules may include: Enter with quiet voices; Enter with all needed materials; Enter complying fully with dress code; Be seated; Help.

"Show you are ready" is accomplished by the teacher standing in the front of the class and demonstrating the behavior that is expected from the students, "Voices off. Eyes on me." The teacher does not speak above a very quiet voice, and then only to recognize those students he/she sees who are exhibiting appropriate behavior.

There must be no attempt to move beyond this fundamental instruction until all students comply by showing appropriate behavior. Appropriate school behavior is so foreign to so many students and parents that teaching compliance with the basic format may take two full weeks of focused practice, across the entire school.

Teachers begin by not saying a word, but by raising their right hand, palm out in a "stop" position. Survey the room; make eye contact and smile at those students who are in their seats, voices off, eyes on teacher. Take your time. It will be plenty ragged at first, but once you have delivered the script just one time, you will begin to reap rewards.


CORRECTION PROCEDURES

• All students are expected to participate.
• Students responding correctly are rewarded with a thumbs up, smile and eye contact (social approval).
• Mistakes are corrected by returning to the top of selection.
• Student responses are repeated until firm.
• "Show you are ready; voices off; eyes on me" is drilled daily, in every class, for one week.
• After one week, drill once a week or as often as needed.
• Review after every break and vacation to re-establish routine.
  
  

DEMONSTRATION

1. Teacher demonstrates "Show you are ready" whenever it's necessary to bring the class together.
2. All students demonstrate "Show you are ready" on command.
3. All students learn to respond on signal.
4. Teacher keeps pace fast and employs appropriate correction procedures.
5. Teacher insures all material being taught is clearly posted.
6. All rules are legibly written on large sheets of newsprint and posted in front of class.
7. Teacher points to the specific rule being taught or discussed.
8. "Show you are ready; voices off; eyes on me" become the foundation conduct of your school behavior.
   

HELPFUL QUESTIONS and PENCIL SHARPENING

As soon as a teacher starts virtually any instruction hands are raised and the class is forced off task by verbal students with "helpful" questions. "Helpful questions" must no longer be an acceptable part of classroom behavior. Let students know that there will be time for questions as appropriate. Train students to write down their questions. Teachers may choose to answer only those questions that student have taken seriously enough to write down. It is not appropriate for one or two students to take everyone off task with "helpful" questions. Questions are important, but let everyone know that there will be a specific period set aside.

Pencil sharpening is another "off task" behavior that students have come to accept as an entitlement. Keep the pencil sharpener behind your desk. Students may sharpen pencils only before or after class. They are required to arrive prepared with six sharp pencils. Some teachers prefer having a dozen well-sharpened pencils at hand. Try them all, but the best pencil for school use is the Dixon Ticonderoga #2 pencil. Encourage your students to use this quality pencil and you will have far fewer problems. No longer allow stubby pencils with chewed-off erasers.

EFFECTIVE REWARDS AND PUNISHMENTS

Effective rewards increase behavior you want. Effective rewards are small and immediate. Social recognition (not candy) is the greatest reward: a simple smile, eye contact, a thumbs up, a touch on the shoulder, a high-five, a kind word, are examples of effective, quick, simple rewards. They must be tied to specific behavior and be immediate.

• "Good job speaking in a quiet voice."
• "Good job starting on time."
• "Good job staying on task."
• "Good job writing down your question."

Effective punishment reduces the behavior you don't want. Effective punishment uses the smallest punishment available and is immediate.

Should the classroom ever become too disruptive, stop everything, voices off, have everyone leave the room, re-enter and begin again.

To single out a disruptive student simply point and beckon for the student to join you at your side. Do not say a word. Have the student stand next to you for 15 seconds as your proceed with the lesson and then point for the student to sit back down.

A parallel strategy is to simply write the student's name on the board; second disruption put a check; third disruption pick up the telephone (cell phone) immediately and call mom or dad. Explain that Little Billy is choosing to be disruptive and that they must come pick up the child immediately.

Tell the parent that you will be glad to have the child back in class just as soon as all of you have met for a conference. Prepare parents for this type of call by sending a letter home to all parents describing your new standards. Should parents not agree with your standards explain that the choice is up to them, but since this is your classroom you shall conduct it in the manner you see best. The child is welcomed back to the class just as soon as he/she chooses appropriate behavior. Failure to chose appropriate behavior is a choice to attend another school where they have different standards.

It's very important that parents are made aware of your new classroom standards.

Disruption is no longer allowed in your class, or in your school, and it is time to send a clear message. Should a parent not be available by phone, fill out a referral and send the child to the office without saying another word. The parent can be contacted and asked to come in later in the day or that evening. One or two quick calls today will save hours of disruption tomorrow.

Note: the office should be used as a last resort. Teachers, since they experienced the problem, must solve the problem in all but the most extreme cases.

Make it very clear to both parent and child, "I am no longer going to warn and warn and warn without following through. You are welcomed in my class when you choose appropriate behavior. When you choose to ignore the rules you are choosing to no longer be part of my class. Thank you." The days of allowing disruptive students and poor behavior to create chaos are over. There shall be no more Columbines.

DELIVERY

Keep your delivery brisk and fast paced. Instruct; signal; response. Notice that you are giving the answer and then asking the question, a reversal from the traditional mode. This sets students up for success. You are asking the entire class to respond rather than depending on individual verbal students.

Do not slow down when you find students failing to respond accurately. Simply repeat the rule, "The rule is..." and start again at the top of the sequence.

Eliminate all criticisms, "Little Billy, how many times have I told you to be quiet?" and "shhhhh" sounds from your delivery. Regain order by composing yourself and the class with "Show you are ready;" repeat the rule; start again at the top of the sequence.

Do no alter the script. Other teachers will also be teaching the script to all of their students (exposing every student to the script during every class -- for a total of five or more exposures during the outset of the program) and it's important that the students hear the same consistency from all. This is a new system and it must not appear arbitrary and capricious. If there are good reasons to alter the script, alter it as a school, before instruction, so that all teachers and behaviors remain consistent.

When I am responsible for organizing this type of training I set up a schedule that shows every teacher exactly which lesson is to be taught, on which day, at what time. Effectiveness is optimized when every teacher teaches all for lessons, every day, for the first five days of the program. This extensive drill will bring all students and teachers to mastery and set a whole new standard of behavior for your school.

Ideally this drill would begin on day one of every school year, whenever required, and after breaks longer than three days. However, successful programs have been implemented in the middle of the year. When implementing a new program you are going to have to put aside considerable time for teacher training both before the fact and during after-school "debriefs." An ideal training schedule would use the two weeks immediately before the opening of school for teacher training as well as a thirty minute "debrief" at the end of each day during the first two weeks. Additional trainings would be held throughout the year.

Absent students are required to attend a special study hall on their first day back in school to learn the new procedure.
 

FORMAT

Bold type indicates what the teacher says.
Plain type indicates what the teacher does.
Italic type indicates what the students do.

A "signal" is a snap of the fingers, a clap, a chirp on a clicker, pointing, a clear indication that a response is required. The goal is to train students to listen, watch, and respond, as a class, on your signal.

When asking the class to respond to a signal, do not proceed until all children are involved. Do not allow students to "jump" the signal or to skate on others' efforts. Catch students whose behavior approximates what you are looking for, reward them with eye contact and a smile, ignore the rest. Repeat the exercise until everyone is participating (proficient). When in doubt, return to the top of the sequence and run through the entire script again. Compliance must proceed further instruction. Students who balk, who skate, who are disruptive, must be scheduled for remedial instruction the same day.

Since this is an unfamiliar procedure it may appear to use quite a bit of class time. The time used now will save virtually hundreds of hours down the road. Not only that, since it promotes "reaction" (listening, focusing, speaking, anticipation, chorusing, copying...) it supercharges learning in a way that has been consistently demonstrated to work effectively.

The effectiveness of instruction is exponentially increased when all teachers teach the format and rules to all students, during all classes.

Note: As a school you may choose to teach one lesson a day, reviewing all of the preceding lessons daily. A better choice would be to teach all four lessons, during all classes, for the first four days of the program.

LESSON ONE - Show you are ready

"Show you are ready" is the core behavior that demonstrates starting on time. Every class should be started and ended in this manner. "Show you are ready" is also a tool that may be employed outside the classroom - on field trips, on bus rides, in lunch rooms, at recess, in the halls. Whenever you need control, establish it with"Show you are ready."

Stand in front of class; hand raised in Show you are ready stance, do not speak other then to reward. Catch individuals doing the right thing. Reward with a smile, "Good job voices off, eyes on me, showing me that you are ready."

Tell your students that in order to insure that they achieve as much in your class as possible you are going to teach them a new behavior called: Show you are ready.

From now on, do not present any communication whatsoever except for compliance with Show you are ready -- reward students who demonstrate the appropriate behavior.

Setup for the lesson: All lists, rules and material you expect students to learn must be clearly visible on large sheets of paper you have taped to the board. Prepare to speak as though you are conveying something very important. Do not vary from the script. The script may be kept at hand for reference, but the teacher should have rehearsed it to mastery.

LESSON TWO - The prepared student

Do not present any communication whatsoever except for compliance with Show you are ready -- reward students who demonstrate the appropriate behavior.

Setup for the lesson: All lists, rules and material you expect students to learn must be clearly visible on large sheets of paper you have taped to the board. Prepare to speak as though you are conveying something very important.

LESSON THREE - Behaviors of academic success

Do not present any communication whatsoever except for compliance with Show you are ready -- reward students who demonstrate the appropriate behavior.

Setup for the lesson: All lists, rules and material you expect students to learn must be clearly visible on large sheets of paper you have taped to the board. Prepare to speak as though you are conveying something very important.

LESSON FOUR - Moral standards

Do not present any communication whatsoever except for compliance with Show you are ready -- reward students who demonstrate the appropriate behavior.

Setup: All lists, rules and material you expect students to learn must be clearly visible on large sheets of paper you have taped to the board. Prepare to speak as though you are conveying something very important.

COPYRIGHT NOTICE: STUDENT ORIENTATION © April 2001 by Rory Donaldson. All rights reserved. In order to help reverse the tide of academic failure and optimize success, individuals may copy brainsarefun solutions for non-commercial use at no charge. Contents may not be sold or repackaged in any manner without the written permission of Rory Donaldson. Since all material is copyrighted, please ensure that this entire copyright notice and contact information continues to be attached to each article you download. Mr. Donaldson appreciates the feedback. Additional solutions may be viewed and downloaded at no charge by logging on to brainsarefun.com. New titles are being released regularly.

Suggestions and comments encouraged, email: roryd@brainsarefun.com.

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