This website is meant to be an additional resource for new teachers to access tools, tutorials, and to find answers to frequently asked questions.
Take a look at the short video below for a quick overview and scroll down below to see all of the resources and FAQs you can access at this site.

Clip 14 - 100 Percent and What to Do

In clip 14, Ashley Buroff of Rochester Prep models 100 Percent and What to Do. She starts with a simple and clear What to Do direction: "Track me." She then takes a moment to, in 100 Percent parlance, "be seen looking." As she asks her students to lift their packets into the air to lift the last page off (and in so doing making students' compliance eminently visible to her), she again gives a series of concrete observable directions: "Go ahead and lift your packets up into the air holding the Do Now in one hand and the rest of the packet in the other." It's hard to misunderstand that one. She caps with an anonymous individual correction: "Still waiting on everybody." As you can see (and so can the students), the compliance rate is a clear 100 percent.

100 Percent What To Do

Clip 15 - 100 Percent

In clip 15, Jaime Brillante of Rochester Prep is demonstrating the private individual correction. Notice how she makes her intervention an exercise in purpose, not in power: the reason she is talking to her student is that she wasn't able to answer correctly. The goal is for her to succees academically, not pay attention to Brilliante or to do what Brillante asked. Notice how she focuses other students on a clear task before addressing. She even gets tissues for another student to make her approach less obvious and thus the interaction more private. Finally, notice the calm, firm, nonjudgmental tone. Brillante is careful to tell her students how to solve the problem.

100 Percent

Clip 16 - 100 Percent

In clip 16, Bob Zimmerli of Rochester Prep demntrates 100 Percent. Notice in particular his:

  • Positive group corrections: "Everybody." "All hands down; show me SLANT now!"
  • Anonymous individual correction: "I still need three people. You know who you are. I need two people."
  • Lightening quick public correction: "I don't have Marissa, but I do have Jasmine."

Zimmerli's students are "rolling their numbers." That is, they are learning to do repeated addition with a given number so they can learn and check their multiplication tables. Notice how the use of fingers in number rolling allows Zimmerli to more readily see who's participating. He's made compliance visible. You could argue he's doing something similar when he asks his students to "track (look at) this paper," and then moves across the front of the room. If he sees their heads swivel, he knows they're paying attention, yet another way to make compliance visible.

100 Percent

Clip 17 - Strong Voice

In clip 17, Sultana Noormuhammad of Leadership Prep Bedfort Stuyvesant demonstrates Strong Voice. While she's reading about penguins with her kids, there's an interruption (what sounds like a hiccup). Noormuhammad responds with a self-interruption, reinforcing the expectation that she will not talk over voices or other distractions. She emphasizes the importance of student attention by "squaring up" to face the noise and remaining absolutely still for a second. She leverages the economy of language, eschewing the lecture that might come with her intervention. In this case, it's pretty clear why she stopped. It also shows how important it is to "catch it early" (the "it" being off-task behavior, as discussed in 100 Percent). When you catch it early, you can correct with a much smaller and less invasive intervention, often one that doesn't require a discussion with the whole class: "Class, when I am talking, I need you to..." That may help set expectations, but it also calls lots of attention to noncompliance and thus normalizes it. Little fixes, like the one Noormuhammad uses here, often don't require narration.

Strong Voice

Clip 18 - Do it Again

In clip 18, Suzanne Vera of Leadership Prep Bedford Stuyvesant demonstrates Do It Again. She's also investing in discipline by teaching her students the right way to do things and practice. Her practice is designed to ensure that they practice successfully by simplifying the first few times. Vega has cleverly arranged to practice first without materials ("Pretend you're drawing!") that might distract her students and get in the way the first few times she teaches a procedure.

You'll probably notice right away in the clip how positive Vera's tone is. Vera tells her students, "That was good but it could be great," before they try it the second time. She also gives them specific feedback about how to be better by describing the solution and not the problem: "You need to be looking ao me"; "Remember that you turn your neck if you can't see me." The feedback lives in the now.

Consider two last thoughts about this wonderful clip. First, some teachers might assume that students would naturally grouse about having to do basic tasks over and over again to get better at them. As it happens, and as Vera's teaching ably demonstrates, students are more often quite happy practicing and getting better, especially when the practice is framed positively, because they enjoy being successful getting better at things. If you don't believe that, watch how these kids react. Second, notice that Vega's use of the stopwatch makes an implicit challenge to kids that she is set up to make explicit in the future: "Yesterday, we cleaned up in twelve seconds; let's see if we can do it in ten today!"

You can read more about how teachers like Suzanne Vera make their correction so upbeat in Positive Framing (technique 43 in Chapter Seven)..

Do It Again