Monday, April 9, 2012

Chapter 6 TLAC - Love this!

I want to thank everyone for their posting on Chapter 5! I certainly agree with everything you all said! I love the fact that this book is simple, but so right on the money! I love Chapter 6 also! I think the techniques are straightforward, but so efficient and send the message we are trying to send. The chapter dedicates 10 pages to 100%. I think that tells us how valuable it is. I know when I was a teacher - I would let 1 or 2 kids slide, and I can look back now and see how toxic this can be. I am really hopeful that addressing this at NMS can make a big difference in our culture. If every student is expected to participate and work every day - then eventually it will be cool to work hard! I hope that will help us create the elusive tipping point to fall in the right direction. I love the quote, "Excellence is a habit". I think that is something I need to remember also! One other section that I have used a lot - is ignoring the inappropriate behavior. TLAC does NOT support that technique. I can now see why. I think there are times when it is ok to ignore something, but I think we need to use that with caution. I love What to Do also! Non-compliance is a big issue here at NMS! I can't wait to delve into that! But, I can already see being specific with kids on What To DO and NOT What NOT To do is going to make a difference. At least then we will all know who is being NON Compliant and who isn't! Strong Voice has great pieces to it also! I believe that is so similiar to the Love and Logic strategies! I like working on Doing it Better. I think that adds to the Excellence is a Habit! I am excited and think we are going to be building a great culture of achievement next year as we learn to employ these techniques!!!


  1. The 100% strategy is a wonderful way to get a classroom to be responsible for their actions and also let them know that what they do effects an entire group. Kids are so used to having the teacher move on when a portion of the class is ready. With a 100% it's all or no one moves on. We have been using it in the cafeteria with success so now when I go in a classroom and say 100% please those 30 kids respond quickly. A wonderful strategy for all areas of a school.

  2. I like the positive group correction intervention that focuses on what the students should be doing rather than what they should not be doing. For example, "We're following along in our books."

    I also like the five principles for a strong voice:
    -economy of language
    -do not talk over
    -do not engage
    -square up/stand still
    -quiet power

    Achieving compliance is an exercise in purpose, not power.

  3. Thanks Kathy and Leah for responding! I do believe the 5 Principles of a strong voice are key. All of them! This book was written for good teachers to help them work on becoming great! It really is attention to details. Everything really does matter!

  4. There is so much here. I would do better to focus on one thing at at a time. I like 100% and it is working well in the cafeteria. I like that it isn't just looking for 100% of the kids but 100% focus from each student. I like that it is precise and clear. I also like the positive group correction and emphasizing compliance I see. It clarifies further what I am looking for in case there is any doubt. It is a bit overwhelming to have so much in one chapter but taking one at a time will help. I see things I have been doing that I should change. Do Not Engage, for example. I thought I was dignifying every response but if they are not the response I am looking for, dignifying it only serves to confuse the student. The conversation needs to be specific to what I am looking for. I'm thinking an outline with a list to remind me might be helpful. Maybe laminate it?

  5. I like 100% as well. In addition, what stood out to me most was the techniques of What to Do and Do it Again. I feel like these two go hand-in-hand with 100%. What to Do is all about explicitly teaching students the standards that you expect them to reach in the classroom. One distinction they make is the difference between incompetence and defiance. At times this is difficult to distinguish in students but it is important to determine which is happening with students.

    In reference to defiance the book states, "Unless I act clearly and decisively in the face of a challenge to my authority, John will establish a precedent of impunity. He and his classmates will now know that John, and arguable anyone else who's willing to, can successfully challenge me for the rest of the year." Classrooms where this has happened can be a struggle, both for the teacher and the students. The book gives the techniques as a solution to this problem. By using 100%, What to Do, and Do it Again, teachers can set a different precedent where students know that the standard is set and anything less won't be accepted. This takes away the option of successfully challenging the teacher which makes a better classroom for everyone!

  6. For me the title of the chapter is so important: "Setting and MAINTAINING High Behavioral Expectations. The maintaining is where the real work comes in. We all start a new initiative, semester, school year, etc. gung-ho but often times as we tire, settle in, whatever the case may be, we tend to overlook, therefore giving up some of our 'authority" and seeing our high expectations wane.
    I also loved the 5 levels of Intervention. My favorite is the Lightening Quick public correction. It certainly will help to prevent embarrassment all the way around.
    This chapter is so full I am going to read it at least one more time to get what I missed...I really LOVE it!

  7. I absolutely love reading all of your responses! Everyone hits and identifies with different things so it is great to hear from everyone! I agree Jan - it is so much... how do we address all of them? I think if I were a teacher - I would start with what would give me the most bang for my buck, which my be different than the teacher next door. Wherever a trouble spot is - this book is where I would look for guidance. The teachers have received the expectations document - and it specifically outlines which of these techniques must be in use next year! Pam - Yes - it is the maintaining that is the hard part! Every day - all year - we can't ever let it slide!!! I have read the those chapters at least 3 times and I am still not done!! Thanks all for responding!

  8. Finally I am taking a minute to post!! I am getting the 100% and I see why it works. The cafeteria is incredible because it is used daily and the students know the expectations of it and they are on it!!! I believe if with TLAC book in the hands of all of us, you can't have anything but 100%. As I noticed it does bring more cooperation quicker with out the yelling and pleading, or threatening the loss of something:). One thing amongst many things said in this chapter that I loved was one that stuck with me as I see these kids and talk with them I reflect, "Excellence is the habit: what you do, you should do well, and the easiest way to do it well is to do it well every time!!! Amen to that. I still have to read this Chapter again because it was full of lots of meat!!