New Video Clips, Teach Like a Champion

NEW
VIDEO CLIPS

CHAPTER 1 – Gathering Data on Student Mastery


Clip #	Technique	Description
1	Reject Self-Report	Amy Youngman collects data on student mastery by quickly scanning each student’s answer to see whether it is correct.
2	Standardize the Format	Meaghan Reuler immediately identifies student misunderstandings thanks to materials that make mistakes easy to find—and to some careful looking.
3	Show Me	Bryan Belanger uses hand signals to gauge student mastery. He responds quickly in consideration of the extent of the errors.
4	Show Me	Jon Bogard uses Show Me to identify and correct common errors. Some students review; some earn independent practice.
5	Affirmative Checking	Bob Zimmerli sets “checkpoints” where students must check their answers with him before proceeding to more difficult problems.
6	Affirmative Checking	Hilary Lewis uses a “ticket” system to check students’ work before they move on to independent practice.

CHAPTER 2 – Acting on the Data and the Culture of Error


Clip #	Technique	Description
7	Culture of Error	Katie Bellucci normalizes error by encouraging students who corrected their work to raise their hands and “be proud!”
8	Culture of Error	Jason Armstrong tells students he “expects some disagreement” and doesn’t care for now what the right answer is.

CHAPTER 3 – Setting High Academic Expectations


Clip #	Technique	Description
9	No Opt Out	David Javsicas stays steady at the helm and sticks with a student who declines to answer a question.
10	No Opt Out	Derek Pollak solicits help from the class when a student is very near to a correct answer.
11	No Opt Out	Jamie Davidson gets a student to improve her expression in reading after another student models what it means to “snap.”
12	No Opt Out	Shadell Purefoy (Noel) asks a student to repeat a correct answer after she’s unable to answer the first time.
13	Right Is Right	Grace Ghazzawi holds out for an all-the-way-right answer.
14	Right Is Right	Maggie Johnson pushes students to use precise language to describe a particular scene.
15	Right Is Right	Jason Armstrong holds out for a thorough definition of volume after students present formulas and partial definitions.
16	Stretch It	Art Worrell stretches the original student and then begins stretching other students to build a rigorous classroom culture.
17	Format Matters	Darryl Williams actively reinforces the language of opportunity by correcting informal phrases.
18	Format Matters	Beth Verrilli asks a student for more collegiate language.

CHAPTER 5 – Lesson Structure


Clip #	Technique	Description
19	Control the Game	Jessica Bracey keeps durations short and unpredictable, moving the reading around the room to involve lots of students.
20	Control the Game	Eric Snider balances student reading with his own modeling to build a culture of expressive reading.
21	Circulate	Domari Dickinson and Rue Ratray demonstrate the fundamentals of Circulate.

CHAPTER 6 – Pacing


Clip #	Technique	Description
22	Change the Pace	Erin Michels quickens classroom pace by shifting deftly among different styles of participation.
23	Change the Pace	Jessica Bracey maintains a steady pace in her reading class by varying activities.
24	Brighten the Lines	Seven teachers show examples of Brighten Lines by cleanly beginning and ending exercises.
25	All Hands	Colleen Driggs shows her students how to raise their hands for a new question and lower them when someone else is called on.
26	Work the Clock	Deena Bernett uses a stopwatch projection to allot specific amounts of time for certain activities.
27	Change the Pace	Ashley Hinton puts together a number of pacing techniques to keep her class moving.

CHAPTER 7 – Building Ratio Through Questioning


Clip #	Technique	Description
28	Cold Call	Gary Lauderdale’s consistent Cold Calling keeps his students focused on the math.
29	Wait Time	Maggie Johnson gives students think time, encouraging more reluctant scholars to participate.
30	Wait Time	Boris Zarkhi narrates hands, and tells his students to put their hands down to make full use of the Wait Time he gives them.
31	Wait Time	Colleen Driggs encourages students to go back and look at their notes during think time.
32	Cold Call	Hannah Lofthus establishes a brisk rhythm with the way that she Cold Calls.
33	Cold Call	Colleen Driggs explains how she will “Hot Call,” as an opportunity for students to show they are “on fire.”
34	Cold Call	Jon Bogard makes his Cold Calls predictable and positive, including calling on one student whose “hand was up in [her] mind.”
35	Call and Response	Janelle Austin keeps her students’ responses sharp.
36	Call and Response	Jennifer Trapp uses Call and Response to reinforce note-taking skills, grammar rules, and difficult pronunciations.
37	Pepper	Art Worrell Peppers his classroom with questions about constitutional amendments.

CHAPTER 8 – Building Ratio Through Writing


Clip #	Technique	Description
38	Everybody Writes	Gillian Cartwright sets up rigorous student-driven discussions with eighteen minutes of pre-thinking in writing. Yes, eighteen minutes!
39	Everybody Writes	Rachel Coffin ups the ratio in her classroom by challenging students to complete a sentence that begins with a complex starter.
40	Everybody Writes	Lauren Latto teachers her students to sustain their focus in writing for longer periods.
41	Show Call	Paul Powell normalizes the process of “good to great” and sends a very clear message about accountability for written work by Show Calling exemplary work.
42	Show Call	Katie McNickle Show Calls a number of different students’ work to show different approaches to solving the same problem.

CHAPTER 9 – Building Ratio Through Discussion


Clip #	Technique	Description
43	Habits of Discussion	Yasmin Vargas uses a series of questions and nonverbals to encourage productive discussion.
44	Turn and Talk	Rue Ratray uses a variety of methods to keep his Turn and Talks engaging for his students.
45	Turn and Talk	Eric Snider uses a series of efficient prompts and follow-ups to keep his Turn and Talks accountable and efficient.
46	Turn and Talk	Laura Fern uses a number of different techniques to ensure efficiency, consistency, and rigor in her Turn and Talks.

CHAPTER 10 – Systems and Routines


Clip #	Technique	Description
47	Strategic Investment: From Procedure to Routine	Stephen Chiger delegates roles to create a culture of autonomy in his classroom.
48	Strategic Investment: From Procedure to Routine	Doug McCurry encourages students to pass in their papers faster and faster with Positive Framing.
49	Strategic Investment: From Procedure to Routine	Nikki Bowen works through procedures with her students until they become second nature and support student autonomy.
50	Strategic Investment: From Procedure to Routine	Lauren Moyle’s class transitions from desks to the floor by singing a song about the continents.
51	Do It Again	Sarah Ott teaches her kindergarteners how to do classroom tasks such as coming together on her signal.

CHAPTER 11 – High Behavioral Expectations


Clip #	Technique	Description
52	This clip demonstrates what a culture of high behavioral expectations looks like at maturity.	Erin Michels demonstrates a number of high behavioral expectations in a lesson using “triangulous units.”
53	100%, Part 1: Radar/Be Seen Looking	Rachel King moves to Pastore’s Perch and scans the room at the moment she wants to monitor her class more closely.
54	100%, Part 1: Radar/Be Seen Looking	Patrick Pastore demonstrates effective use of Pastore’s Perch.
55	100%, Part 1: Radar/Be Seen Looking	Michael Rubino scans consistently and uses some “moves” to intimate that he is looking carefully.
56	100%, Part 2: Make Compliance Visible	Amy Youngman makes compliance visible with visible commands like “pen caps on.”
57	100%, Part 2: Make Compliance Visible	Ashley Hinton scans the classroom even while she works with individual students. Her vigilance pays off with a happy classroom.
58	100%, Part 3: Least Invasive Intervention	Ashley Hinton demonstrates a series of subtle nonverbal interventions used to keep her class focused.
59	100%, Part 3: Least Invasive Intervention	Alexandra Bronson subtly resets her whole class via a positive group correction.
60	100%, Part 3: Least Invasive Intervention	Bob Zimmerli and Laura Brandt demonstrate different takes on anonymous individual correction.
61	100%, Part 3: Least Invasive Intervention	Jaimie Brillante demonstrates private individual correction by whispering to a student.
62	100%, Part 3: Least Invasive Intervention	Jason Armstrong uses a whisper correction to make public corrections feel private.
63	100%, Part 3: Least Invasive Intervention	Lucy Boyd uses a variety of different nonverbal interventions to keep her students hard at work during discussion.
64	100%, Part 4: Firm Calm Finesse	Channa Comer demonstrates Firm Calm Finesse as her class gets restless.
65	100%, Part 5: Art of the Consequence	Ana O’Neil delivers two consequences with grace and calm, and encourages students to get back in the game.
66	100%, Part 5: Art of the Consequence	Bridget McElduff demonstrates a number of techniques while giving a productive consequence.
67	Strong Voice	Christy Lundy uses do not engage in a situation every teacher has seen some version of.
68	Strong Voice	Jessica Merrill-Brown uses the self-interrupt to keep the full attention of her class even while she’s sitting down.
69	Strong Voice	Mike Taubman uses a series of self-interrupts to ensure student focus.

CHAPTER 12 – Building Character and Trust


Clip #	Technique	Description
70	Positive Framing	Janelle Austin demonstrates nearly a dozen ways to narrate the positive.
71	Precise Praise	Hilary Lewis gives positive reinforcement that provides students a model for success.
72	Precise Praise	David Javsicas privately and genuinely praises replicable student actions.
73	Precise Praise	Stephen Chiger doubles back to help a student better see how and why she was successful.
74	Joy Factor	Roberto de Leon makes the act of reading joyful.
75	Joy Factor	Taylor Delhagen lightens the mood by getting in touch with the joyful side of Simón Bolívar.

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