Best Practices for Setting Classroom Expectations

Too many schools operate on assumptions that students understand what excellent work looks like. Teachers assign work, but students aren’t sure what’s expected. Feedback is given, but it’s vague. Revisions are required, but students don’t know what to fix. That’s not a student issue. That’s a school leadership issue. The best school leaders don’t leave this to chance. They ensure every teacher in the building makes the criteria for success crystal clear before students start working. Here’s how: 1. Success criteria are explicitly named before independent work and visually posted in every classroom so students can self-monitor. 2. Exemplars are everywhere. On walls. On clipboards. Under doc cams. Students see exactly what “good” looks like everywhere they go. 3. Every teacher assigns meaningful independent work and gives feedback to 100% of students' papers in a warm and demanding way aligned to the criteria for success. With that exemplar in hand. Schools that get this right have more than just strong instruction. They create a culture of excellence where students know what’s expected, believe they can meet those expectations, and have the tools to get there. The best leaders don’t just ask, "Are my teachers assigning rigorous work?" They ask, "Do my students understand what great work looks like and how to get there?"

My son's favorite teacher - a funny and smart human - manages over 100 VERY energetic 😅 11-year-olds per day. Here's what's in her "favorite teacher" toolkit with lessons for all leaders: - Culture. She first sets a culture of learning, welcoming and mutual support. I took this picture in her classroom - isn't it sweet? (What if all employees felt like this was true in their workplace?) - Team Dynamics. The classes have both team projects and individual work, and she constantly monitors interpersonal dynamics to make sure that the kids learn the content of their work along with how to work TOGETHER. I think a lot of leaders assume that grownups automatically know how to collaborate, when many people really don't. Her dual focus on the work AND the teamwork really got me thinking about how needed this is! - Rubrics. When she assigns something, she's very clear about what she expects. She outlines for them the "rubric" - or criteria for evaluation of how well they've done - at the same time she assigns the project. How many times do leaders assume that their staff will just know what to do, but really the team members aren't quite sure? So many teams would be so much better off if they know "what done looks like" in the mind of their leader. - High expectations. At the open house, she talked about her strategy of teaching to the "fast pace of the class" and then making sure that everyone had all the support they needed to get to that top level without being stressed out, versus the opposite of going too slowly. I loved that she was well aware of the work she needed to put in to make sure that ALL kids kept pace and had support, without sacrificing the need to cover a lot of material in a short time. - Personality. Each morning, she brings in a story from her own life - something about her life at home with chickens and ducks, or what she's reading, or some questions she has (e.g. "is a hot dog a sandwich?") and spends 10 minutes engaging the class and warming up their brains with a human touch. - Personalization. Even within two weeks, she already has a sense of each kid's preferred style of learning and is getting to know their personalities over time. She collects a LOT of that information up front in the beginning of the year so she can personalize every time it's possible, including knowing the names of their pets and favorite songs. I kind of wish I could go back in time and experience her class! She happens to be a science teacher, and I remember really loving my own 6th grade science teacher enough that I'd go visit her after school. Do you remember a favorite teacher? And did they do anything in particular that you think is a good reminder for leaders?

📚 "What To Do" Cycle. This strategy known as the "What To Do" Cycle, brilliantly articulated by Doug Lemov can be a game-changer in fostering a supportive and encouraging classroom culture, one that thrives on follow-through. 🔑 The 4 Key Components: 1️⃣ What To Do Directions: Start with crystal-clear, concrete, and observable directions for the task at hand. Ensure your students know exactly what's expected. 2️⃣ Be Seen Looking: Your watchful eye matters. Make it a point to visibly monitor your students' actions after you've given directions. Let them know you're invested in their success, and that you'll notice their efforts. 3️⃣ Narrate the Positive: Recognize and acknowledge their proactive behavior without excessive praise. A simple "Thanks, Chris, for getting started right away. Thanks, Jasmine" goes a long way. 4️⃣ Correct When Necessary: When it comes to correction, opt for the least invasive approach. Positive Group Correction or Anonymous Individual Correction can be remarkably effective. For example, "Make sure your pencil is moving" or "We still need to see two students writing." 🧮 The Process: WTD ➡️ BSL ➡️ Narrate ➡️ Correct When Necessary By integrating this cycle into our teaching methodologies, we create an environment where students thrive, learn, and grow. Let's continue to empower our educators and inspire the leaders of tomorrow! 🌟 To learn more, get Teach Like a Champion 3.0. #TeachLikeAChampion #Teaching #Learning #Education #EducationalLeadership #VoiceInEducation #Teachers #EducationMatters