Final (Ch 9-12) Reversed

Question 1

Teach students key behaviors for learning, such as sitting up in class and tracking the speaker, by using a memorable acronym such as STAR (Sit up, Track the speaker, Ask and answer questions like a scholar, Respect those around you) or SLANT (Sit up, Listen, Ask and answer questions, Nod your head, Track the speaker)

Answer 1

Star/Slant

Question 2

Prevent nonproductive behavior by developing your ability to see it when it happens and by subtly reminding students that you are looking.

Answer 2

100%, Part 1: Radar/Be Seen Looking

Question 3

Give students more practice when they’re not up to speed - not just doing something again, but doing it better, striving to do their best.

Answer 3

Do It Again

Question 4

Ensure that students follow through on a request in an immediate and visible way by setting a standard that’s more demanding than marginal compliance. Be judicious in what you ask for, specifically because it will uphold the standard of compliance.

Answer 4

100%, Part 2: Make Compliance Visible

Question 5

Maximize teaching time and minimize “drama” by using the subtlest and least invasive tactic possible to correct off-task students.

Answer 5

100%, Part 3: Least Invasive Intervention

Question 6

Celebrate the work of learning as you go.

Answer 6

Joy Factor

Question 7

Give more ownership and autonomy to students - particularly when your goal is a discussion - by allowing for student discussion without teacher mediation for short periods of time or for longer, more formal sequences. [Group discussion w/o teacher interference]

Answer 7

Batch Process

Question 8

Turn procedures into routines by rehearsing and reinforcing until excellence becomes habitual. Routinizing a key procedure requires clear expectations, consistency, and, most important, patience. Even so, it’s almost always worth it.

Answer 8

Strategic Investment: From Procedure to Routine

Question 9

Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.

Answer 9

Strong Voice

Question 10

Encourage students to better formulate their thoughts by including short, contained pair discussions - but make sure to design them for maximum efficiency and accountability. [GUIDE THEM]

Answer 10

Turn and Talk

Question 11

Take steps to get compliance without conflict by establishing an environment of purpose and respect and by maintaining your own poise.

Answer 11

100%, Part 4: Firm Calm Finess

Question 12

Manage your emotions to consistently promote student learning and achievement.

Answer 12

Emotional Constancy

Question 13

Make your discussions more productive and enjoyable by normalizing a set of ground rules or “habits” that allow discussion to be more efficiently cohesive and connected.

Answer 13

Habits of Discussion

Question 14

Teach students the simplest and fastest procedure for executing key classroom tasks, then practice so that executing the procedure becomes a routine.

Answer 14

Engineer Efficiency

Question 15

Use specific, concrete, sequential, and observable directions to tell students what to do, as opposed to what not to do.

Answer 15

What To Do

Question 16

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

Answer 16

Precise Praise

Question 17

Design and establish an efficient routine for students to enter the classroom and begin class.

Answer 17

Strong Start

Question 18

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

Answer 18

Warm/Strict

Question 19

Meet your students at the door, setting expectations before they enter the classroom.

Answer 19

Threshold

Question 20

Guide students to do better work while motivating and inspiring them using a positive tone to deliver constructive feedback. [“sandwich”]

Answer 20

Positive Framing

Question 21

Voice (speak up)
Tracking (the speaker)
Names

Answer 21

Discussion Fundamentals

Question 22

Ensure that consequences, when needed, are more effective by making them quick, incremental, consistent, and depersonalized. It also helps to make a bounce-back statement, showing students that they can quickly get back in the game.

Answer 22

100%, Part 5: Art of the Consequence