Strategy of the Week: Entry Routine

SLANT is working. Format Matters is still a work in progress that we will continue to work on for the rest of the year. Time to bring on week three: Entry Routine:

I almost feel silly for choosing this strategy. I have an entry routine. I have used a particular format for years now. When my students come in to class, a presentation slide is displayed with their instructions and agenda for the day. During this time, I welcome them into the classroom and take attendance. By the time I have finished that, they should be ready for class to start.  Monday's entry routine is already prepared (or at least I thought it was until I decided on this strategy):

As I told another teacher this week, just because something has "always been" does not mean that it continues to work or be beneficial. I know my entry routine has room for improvement, mostly because I struggle to get most of the students to actually look at it when they come in the classroom. My intention is that they come into the classroom, put their belongings down, read the instructions, and get to it. But that has not necessarily been made clear as a structured piece of class, rather than a free-floating, unattached bubble of information. 

I do not want to take away their opportunity to socialize within those first few minutes. I read a study somewhere at some point in time that discussed a natural need to people to talk to one another personally when entering a new environment. If you are like my colleagues and me, you know full well that you want to talk to your buddies before (and during) every meeting, professional development session, and break that you get. I know other teachers who have entry routines that are exactly the opposite, but this is one I am not willing to bend on. 

So how do I improve this to benefit not only the students but myself? One step, based on my reading of TLAC and evaluating my needs, is to change my Instruction bullets to numbers. I find myself repeating, quite often, that the steps are  meant to be followed in order. I have the order based on how I want them to move around the classroom as they enter, ending with them in their seats. I am going to try numbering instead to see if that makes a difference in how they perceive the importance or the order. 

Another suggested guideline in the book is to model and describe. Holy moly. I hate to admit this, but in all the years of having an entry routine, and in all my years of explicitly modeling lessons, I am not sure that I have ever explicitly taught my entry routine. Since I am also changing my seating arrangement Monday, I am going to have the students move to their new seats, then model my expectations for the entry routine. I will then have them leave the classroom, entering again, following the entry routine. 

With SLANT and Format Matters, I have been able to refer to classroom posters or use the terms within the lesson. This is a bit different. I am going to change my daily displays to say "Entry Routine for (date)" rather than only displaying the date. 

I am also going to create a sign that says ENTRY ROUTINE (short, sweet, and to the point) to hold in my hands as I greet my students at the door. Maybe a few days of this will enforce the expectation. Once they have the routine down on a consistent basis, I can pull out the sign as needed or hang it by the door. 

Another possibility, and one I have used in the past, is to record my voice saying something like, "Please remember to follow the entry routine immediately upon entering the classroom." I have learned that playing this on a loop becomes annoying quickly (even to me). The kids are usually begging me to turn it off after a couple of minutes. I think I will start this Tuesday and use it for a few days. As with the sign, I can always go back to it as needed. 

What is your entry routine for class? Have you found a magic routine that works incredibly well? I am always looking for ideas to steal. 

Total sidebar:
In looking up images of "steal,"
they were all of men. Hmm...

Getting started with Data Walls

A couple of weeks ago, I was ranting about the stupidity of data walls. I had read an article that I disagreed with. I posted it on Edmodo and Facebook for discussion, and there were definitely varying perspectives. I read. I processed. I did not change my opinion. 

One, I hate numbers. Hate with a capital, italicized, bolded, and underlined H. I look at numbers and feel like I am looking at a foreign language. Despite this, I am really good at looking at and analyzing data. I have even been asked to conduct a professional development session on our database. 

Two, what is the point? Putting a bunch of numbers up on the wall is not going to change my student population or class sizes. I am still going to have students who have special needs and those who do not do their homework. 

Three, I think they are stupid. So there!

Tuesday, we had a staff meeting, and because life likes to play games, DATA WALLS was listed on the agenda. I swear my brain groaned. Not my throat. My brain. All teachers are now required to have classroom data walls and binders full of data and brains full of data and data and data. And guess what. Two weeks to get everything ready. 

I am easily aggravated, but that does not tend to last long. I am quick to step back and look at any change in a positive light and get to work on whatever is expected of me. Therefore, I am making my attempt to create an ever-changing data wall. 

Yesterday, we took our quiz of "The Tell-Tale Heart." As each class was scored and entered into the gradebook, I posted the class average for the quiz. Third period wanted to do better than second. Fourth wanted to do better than third and fourth. Sixth didn't care. And seventh, my Pre-AP class, simply expected to do the best. When second period came in today, they were pretty upset. 

All right, so why did third period do significantly better? I can do this. I can analyze. 

Well, third period is my smallest class at 15. They are a very engaged group, and we have a great time every day. Are they doing the best because they are the smallest? Are they doing the best because of the rapport? Is it a combination? I am not quite sure on this, but I am determined to figure it out. 

Today, we are completing our Istation testing. Istation is a computerized reading program that measures lexile levels. We use this to help monitor student progress throughout the year. The first time they took the test, they did not take it seriously (and it was a Monday morning). I raised the stakes this time.

Throughout the day, I have been keeping track of the September averages compared with today's averages. Despite third periods exceptional work yesterday, they actually decreased significantly. I did have some students tell me afterward that they were not focused and/or concerned. Now I have to try again with them and see what happens. Grrrr! 

While the kids have been working today, I have also been finishing up grading for report cards (yes, I really can multitask this well; the joys of ADHD). I have been looking at the passing rate for each class for the first and second marking periods. Their focus for this set has to be solely on their own class periods because the different class sizes keep the percentages from matching up to one another. 

Sadly, I had to add 82% to my last box with five students failing. Pre-AP has been completely off their game, and I have been all over them for the past few weeks. I knew it. They knew it. But they haven't seen it. As soon as I walked over the the board and wrote it down, there was a lot of turning around and whispering. Maybe there is more impact here than I realize. 

So those of you who use and/or understand data walls, what are your thoughts about my start? When I don't know something, I ask, and I am really asking. 

Plot Analysis - Student Samples

Oh, note taking, how I dislike you sometimes. I look at some of these notes and wonder what goes on in the heads of my students during class. BUT, they all got it. I just wish every paper could look like the last sample I posted. Is this a consequence for too much focus on standardized testing, or are they truly apathetic about their educations? 

With our plot lesson for "The Tell-Tale Heart," we worked on two strategies: Cornell notes for notes and BME for writing fiction summaries. We talk a lot about strategies because I want them to have a brain full of tools that can carry over to other lessons. When we isolate a strategy to a particular lesson, kids do not always realize that there are skills that can be used in other lessons. They need to understand how to transfer information. These strategies can be. 

Overall, the lesson actually worked out much better than I anticipated. The kids were hooked from the second they saw the dancing H&R guy. 

Format Matters: Day one reflection

Wow! Another strategy that works. Initially, the kids were a bit frustrated, but I explained that this was also going to be an issue for me, too. I was going to have to pay attention and work with them to help build this structure. I did have to provide sentence starters about half of the time. Otherwise, the kids were working really hard to get the words right. They were correcting themselves along the way. That's always a bonus. I'm interested to see how this progresses. 

The best reaction of the day: "I don't know how to speak in complete sentences!"

Did you give it a shot? How did it work for you?

Strategy of the Week: Teach Like a Champion - Format Matters (updated 11/3)

This week's strategy is another that I have on my to do list but haven't gotten around to. 

First, I teach English. Everything we do should be about complete sentences. In ten years of teaching, I have had very few students who actually write in correct complete sentences. Is it possible that this is a consequence of not speaking in complete sentences?

Second, my ESL and SPED students could greatly benefit from this. They need the exposure to correct grammatical formats in speaking in order to transfer that to the page. 

My students speak heavily in slang, and I never make a big deal out of it. TLAC states that we should keep in mind that some parents may not even realize how their students are speaking when not with them. I always consider that with behavior, but I had not really thought about it in regard to speaking (except when I catch them cursing). We all code switch based on our setting, but it does make sense that they shouldn't be pulling out the lowest forms of language in an educational setting.

The book suggests that teachers provide sentence starters when the students do not respond with a complete sentence. I already do that with writing assignments, so this should not be too difficult to incorporate into our speaking. The hard part is me remembering! 

In the video below, the teacher even provides reasons for speaking properly. I think I will follow her model and see how it works. Now it's time to make a mini-poster for me to use in class!

You can also find more information from the field guide here. 

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Update: This is the Tellagami video I made to introduce Format Matters to my class. 

SLANT: Day One

The rundown: Got to school. Printed my SLANT sign. Made twenty copies. Started posting. 

No, I didn't really post all twenty. I did post six, and I used a seventh at my data projector. My students sit in groups, and I am going to laminate some copies to put in the center of their seating arrangements for a constant reminder. And my version of laminating is usually putting a paper in a sheet protector, but I ran out at school today. 

The strategy worked wonderfully with my first two classes. I went over it with them, having them model what the parts should look like. They responded positively and were quick to point out when someone else was not on task with one of the expectations. I could call and name and say SLANT, and corrections were made quickly. 

My third class of the day is my co-teach class. Co-teach is a mix of special education and academic kids. In this grouping, I also have ESL, GT, and AVID students, in addition to  some moderate behavioral issues. 

While introducing the strategy, I only had one student not paying attention, and it showed throughout the rest of the class when his classmates were responding to SLANT re-directions. He kept asking questions regarding the acronym, and I kept ignoring him. His classmates continuously pointed out the signs all over the classroom. 

My talkers still talked, but they were not as disruptive today. It is difficult to be upset with talking when they are talking about and participating in the lesson.  Because they talked less, I actually had more hesitant students raising their hands today. Small victory! 

My post-lunch group did not respond so well. This group loves to talk. When I discussed the SLANT expectations, one of the first questions I received was, "When do we get to talk?" Tomorrow is another day, I suppose. 

The biggest challenge of my day was my Pre-AP class. I was a bit apprehensive about introducing this to them. As usual, they came in noisy. That never bothers me. I believe in allowing kids a couple of minutes to socialize while they are following my posted instructions and preparing for class while I take attendance. 

While they continued their noise, I displayed the SLANT handout on the data projector. Then I stared (that teacher/mom stare works wonderfully sometimes). It only took a few seconds before they began associating the displayed information to what I wanted from them. My AVID students, who are already familiar with SLANT, did a bit of groaning (and trying to correct some of my letters). 

I very firmly conveyed my new classroom SLANT procedure. I do not think they were breathing the entire time. I am pretty laid back, and this was quite a contradiction to the usually peppy, happy Ms. Foti that they are accustomed to. I did have one student asking lots of questions about this, mostly about how long the classroom was going to be like it was today. It seemed to be unsettling her a little bit. 

Overall, I was quite pleased. My goal for tomorrow is to make sure that they understand that this was not a one day redirection. 

Did you give it a shot? How did things go for you?

Strategy of the Week: Teach Like a Champion - SLANT

I own Teach Like a Champion (both the original book and the field guide). The book is filled with strategies for high expectations (academic and behavioral), structuring and delivering lessons, engaging students, creating a strong classroom culture, and building character and trust. I use many of the strategies naturally, but there are others I always say I will go back and add that I haven't. Well, I pushing myself to get to it. If I post it, I have to hold myself accountable...right?

This week, I am going to put Technique #32: SLANT into affect to help create a strong classroom climate. I have used this technique before, but I never seem to stick with it long term. It has been on my to-do list since school started in August, especially since it is also an AVID strategy, and I am an AVID classroom. 

SLANT is an acronym with different possibilities:

1. Sit up  OR Sit up straight
2. Lean forward  OR Listen
3. Ask Questions  OR Ask and answer
4. Nod yes or no OR  No talking
5. Track the speaker OR Talk with teachers or Take Notes

Based on the classroom issues I need to address, I am choosing the following:

• Sit up straight. - I don't know what is up with my students this year. Certainly not them. I have an incredibly slouchy group, and I am spending far too much time telling them to sit up straight. Straighter. No even straighter. Oh my gosh, straighter than that!
• Listen. - I am always going to have kids who zone out. I am hoping by posting this near some particular students, I can simply point to it rather than distracting myself with a verbal redirection. 
• Ask and Answer. 
• No talking. - I have a very verbal classroom. I like conversation. Some of my students, however, are under the impression that every time I pause to breathe, that is permission for them to speak. 
• Take Notes. - This is the first year I have students who will not copy down notes without being told numerous times. They will pay attention, follow along with the lesson, participate... Then there is a disconnect when we get to the note-taking. 

Teach Like a Champion encourages the teacher to reinforce or correct these behaviors nonverbally. This is definitely going to take some practice. I say most of this in class on a regular basis. I am hoping that a visual reminder helps curb some of the negative behaviors I have seen lately.