Teach Like a Champion

Plug and Play

Going Formal

High Behavioral Expectations

Strong

Voice

Square Up/Stand Still

Exude Quiet Power

Economy of Language

Do Not Talk Over

In Context

Radar/

Be Seen

Looking

Make

Compliance

Visible

Formal Register

Do Not Engage

Least

Invasive

Intervention

Firm Calm

Finesse

Art of the

Consequence

What

to Do

Going

Formal

Going Formal

Definition: The process of shifting body language and

tone to ensure that students hear and respond to your

directions and corrections.

Looking Formal

Sounding Formal

Adding Warmth

Going Formal

Shifting

Registers

Making the

Downshift Pop

Managing the

Upshift

Expressing

Formality

Watch Bridget’s body language as she privately corrects

a scholar. What does she do to look formal?

Bridget McElduff

Variations on Going Formal

Intentional

Hands

Neutral

Countenance

Formal

Posture

Follow the facilitator’s directions for Going Formal.

Simon Says: Going Formal Edition

What do Kesete and Emily say and do that is formal?

What do they say and do to add warmth?

Kesete Thompkins Emily Bisso

Adding Warmth Mini-Practice

Step Three:

Feedback

Success Points:

• Economy of Language

• Don’t forget to smile

• Coach gives “fast feedback”:

o “It was effective when…”

o “Next time, try…”

• Re-teach and then switch roles.

Step Two:

Practice

In groups of three, practice delivering the

direction/correction you scripted:

o Round One: Start Class with Warmth

o Round Two: Correct with Warmth

• Downshift: A quick and pronounced shift from your

previous register to “formal”

• Upshift: A quick and pronounced shift from “formal”

into your default register (often back to warm/more

energetic)

Shifting Registers

What do these teachers do to make their register shifts

especially visible?

Shifting Registers Montage

Make it Pop Mini-Practice

Step Three:

Feedback

• Coach gives “fast feedback”:

o “It was effective when…”

o “Next time, try…”

• Re-teach, switch roles, and repeat.

Success Points:

• Self-Interrupt mid-word (e.g., "Sixth grade, I need schol-”)

• Economy of Language

• Use assigned Make it Pop variation for each round

Step Two:

Practice

• Teach in a (more casual) instructional

tone. Self-Interrupt in formal while:

o Round 1: Adding a Gesture

o Round 2: Removing Distractions

o Round 3: Verbally Correcting

Final Reflection

One of the most common misunderstandings of Strong

Voice is that “strong” implies acting forcefully and even

aggressively. Based on what you learned today, what

does it truly mean to be a Strong Voice teacher?

What’s Strong About Strong Voice?