Teach like a champion 3.0: 63 techniques that put students on the path to college - Lemov Doug 2021

Technique 56: Firm, calm finesse
High behavioral expectations

Great classroom managers are steady at the helm. They may show passion when discussing history or science, but when they ask a student to get to work or not to call out answers, they are calm and composed. They act as if they couldn't imagine a universe in which students wouldn't follow through, and this, in turn, causes students to follow through. These teachers do their work with finesse, and generally take steps to engage students without conflict. Here are six general rules for teaching with Firm, Calm Finesse.

Rule 1: Catch It Early

Sometimes we want to believe that a problem, left alone, will cure itself. Most often, it persists or gets worse because we've sent the message that we'll tolerate it for a while. Eventually, we have to step in with a bigger fix, in part because the behavior has gotten more bold or disruptive, and in part because we are starting to get frustrated. Here's a phrase my team uses that teachers have often found helpful for self-reflection: If you're mad, you've waited too long. It's usually better to fix something with a tiny adjustment very early than to make a bigger intervention later. You're far more likely to correct positively and with a smile when your corrections feel like tiny adjustments to you as well as to your students.

Rule 2: Value Purpose over Power

The reason you correct behaviors in the classroom is that doing so leads to a vibrant, positive learning environment, student achievement, and even habits of self-discipline. Strive to make your language constantly stress that the goal is helping students learn and succeed, not reinforcing your own power. Statements like “When I ask you to sit up, I want to see you sitting up” are best avoided. “Please get this down so you're prepared for the test” or “You'll need to be on time to class so we have a full 60 minutes together” are much better. Keep corrections tight and crisp, but try to remind students (and yourself) that your high expectations are, in the end, about the students, not you.

Rule 3: Remember That “Thank You” Is the Strongest Phrase

Saying “Thank you” after a student follows a direction is one of the most subtly powerful things you can do, for two reasons. First, it is a sign that a strong community characterized by civility and mutual appreciation is in existence when “please” and “thank you” are frequently used. So it's good to model “please” and “thank you” in your classroom, especially at moments when students might question whether they still apply; for example, are they still full members of the community when they receive a redirection? Of course, but when you say, “Hands folded in front of you, please, Maya,” it subtly reminds her of that. Then, when Maya folds her hands, you can say, in a low and slightly muted tone: “Thank you.”

Saying “thank you” also reinforces expectations and normalizes follow-through. You would only say “thank you” because Maya had followed your direction. It shows your appreciation to her and it subtly reminds everyone else in the class that the norm is to do what the teacher has asked you.

Rule 4: Use Universal Language

Look for chances to remind students that expectations are universal and not personal. Although “I need you with me” is fine, “We need you with us” is better. It suggests that learning is a team sport, and subtly says that the rest of the class is also meeting the expectations you are asking an individual to adhere to. “Let's make sure we're all tracking the speaker,” as an alternate to “Please make sure you're tracking the speaker,” reminds everyone that the expectation is universal.

Rule 5: Bright Face

Your bright face is your teaching smile—or at least your age-appropriate, default expression of “I like this work, I like the people here, and I'm pretty confident that I'm in charge.” You can see Patrick Pastore's bright face when he looks up to scan his class most days. He starts with a smile, not a scowl. His bright, pleasant face is confident. His plan, it says, is to trust but verify. This is very different from a teacher whose scowl says I'm not happy here, I'm worried about students following my directions, or even I'm waiting for them not to do what I ask, because I'm sure it's going to happen. That can be a self-fulfilling prophecy.

To underscore, your bright face does not have to be a huge, beaming smile especially if it's not sincere. It's just a pleasant expression that exudes a degree of positivity and confidence that matches your style and the age group of your students. With kindergartners, it might really be an irrepressible smile. With high schoolers, it might be a bit more subdued.

It's important to use such a face whenever possible but it's especially good to show it immediately after or even during a redirection or correction—first, to remind students generally that all is well, and second, to remind particularly the student who you may have had to redirect that they are still in your good stead.

Rule 6: Use Your Confirmation Glance

Trust, and demonstrating trust, are among the most important things you can communicate in building a relationship with others. Showing trust is self-fulfilling—if you signal that you trust, students will follow through when you make a request.

There are times when it's critical to ask and then look or walk away and show that you trust students to follow through. A confirmation glance is the ideal tool to use to verify follow-through. To use it, you walk away and then glance strategically back. Sometimes a student needs just a bit of space to pull it together and decide he or she wants to do the right thing, and a confirmation glance can provide it. It's best to begin by being brief with the delay before a confirmation glance, and then extend it a bit longer over your time with the class. Sometimes teachers use it explicitly with students, as in, “I'm going to walk away, and when I look back, I am going to see you with your pencil in your hand, writing your response.” Of course, you will need to follow up decisively if your confirmation glance reveals lack of follow-through, but using it can intimate a potent, calm, self-assuredness to your class.