Building Character and Trust - Five Principles Of Classroom

Question 1

What’s the joy factor?

Answer 1

Celebrate the work of learning as you go.

Question 2

What are five categories of joy factor activities?

Answer 2

• fun and games
• us (and them)
• drama, song and dance
• humor
• suspense and surprise

Question 3

What’s ‘emotional constancy’?

Answer 3

Manage your emotions to consistently promote student learning and achievement?

Question 4

What are the three (five) principles of classroom culture?

Answer 4

• systems & routine
• high behavioural expectations
  building character & trust

Question 5

What are the six techniques in ‘systems and routine’?

Answer 5

Threshold
Strong start
Star/Slant
Engineer Efficiency
Strategic Investment
Do it again

Question 6

What are the seven techniques in high behavioural expectations?

Answer 6

Radar/be seen looking
Make compliance visible
Least invasive intervention
Firm calm finesse
Art of the consequence
Strong voice
What to do

Question 7

What five techniques make up ‘building character and trust’?

Answer 7

Positive framing
Precise praise
Warm/strict
Emotional constancy
Joy factor

Question 8

What are some tips for maintaining your emotional constancy?

Answer 8

• walk slowly
• criticise behaviours rather than people
• take your relationship out of it
• avoid globalising

Question 9

How does emotional constancy relate to academic answers?

Answer 9

Don’t respond with too much emotion to either right or wrong answers

Wrong answers: don’t chasten, don’t excuse
Right answers: don’t flatter, don’t fuss

Question 10

What’s warm/strict?

Answer 10

Be both warm and strict at the same time to send a message of high expectations, caring and respect

Question 11

What are four things you can do to show you are warm and strict at the same time?

Answer 11

• explain to students why you’re doing what you’re doing
• distinguish between behaviour and people
• demonstrate that consequences are temporary
• use warm nonverbal behaviour (even whilst giving out consequences)

Question 12

What’s ‘precise praise’

Answer 12

Make your positive reinforcement strategic. Differentiate between acknowledgement and praise.

Question 13

What five aspects will help you deliver high quality precise praise?

Answer 13

• positive tone
• reinforce actions, not traits
• offer objective aligned praise
• differentiate acknowledgement from praise
• modulate and vary your delivery

Question 14

What’s positive framing?

Answer 14

Guide students to do better work while motivating and inspiring them by using a positive tone to deliver constructive feedback

Question 15

What message does positive framing convey?

Answer 15

That you want the person you are talking to to be successful and that you believe and trust in her intentions

Question 16

What does positive framing not mean?

Answer 16

That you should avoid making corrections and instead talk only about positive behaviour.

Question 17

What are the six rules of positive framing?

Answer 17

• challenge
• talk expectations and aspiration
• build momentum
• assume the best
• live in the now
• allow plausible anonymity

Question 18

What’s ‘live in the now’ in positive framing?

Answer 18

Avoid talking about what went wrong in the past. Talk about what students can do now to move on the path to success.

Question 19

What is ‘assume the best’ in positive framing?

Answer 19

Unless you have clear evidence that a behaviour was intentional, it’s better to assume that your students have tried (and will try) to do as you’ve asked.

Question 20

What are three tools for assuming the best in positive framing?

Answer 20

• use the word confused
• use the word forgot
• label something as a sin of enthusiasm

Question 21

When should you not ‘narrate the positive’ and ‘build momentum’ in positive framing?

Answer 21

Do not narrate mediocrity

Do not use it as a way to correct individual students are they clearly have not met expectation.

Question 22

What’s ‘talk expectations and aspirations’ in positive framing?

Answer 22

Eg say ‘really use the words of a scientist/historian’

Tell them to ‘write as if they’re in college already’

‘Listen to each other as if you are members of congress’