Teach Like a Champion

Plug and Play

Installing and Maintaining

Systems and Routines

Choose Your Own Adventure

If you’re in the following

situation…

We recommend covering…

It’s the beginning of the year, and my

teachers need to install systems and

procedures and then transfer

ownership to students

Introduction (Slides 3-12), Installation

(Slides 13-28), and Transfer Ownership

(Slides 29-41)

My teachers need to sharpen up

routines they’ve already rolled out and

then transfer ownership to students

Introduction (Excerpt: Slides 4-7),

Routine Maintenance (Excerpt: 42-51),

and Transfer Ownership (29-41)

It’s no longer the beginning of the

school year, and my teachers need to

install new systems and procedures

and plan for how they would transfer

ownership to students

Introduction (Slides 3-12), Installation

(Slides 13-28) and Transfer Ownership

(Slides 52-55)

Entering Class

Handshake upon

entering (i.e.

Threshold)

Pick up classwork

packet

Take assigned

seat

Sharpened pencils out; desks clear, backpacks

away

Do Now

System

Pro

ce

du

res

Routines=

When these become automatic

Putting it All Together

Installation Routine

Maintenance

Transferring

Ownership

Rollout

Deliberate

Practice

Turning Procedures into Routines

Do it Again

Reboot

Self-Check

Reminder

Narrate it Back

Remove Scaffolding

Frontload What to

Do

Earned Autonomy

Procedure Rollout: Planning “The Why”

Step One:

Planning

Choose a simple procedure from/for your

classroom and draft a student-friendly

purpose for it (“The Why”).

Objective: Improve your ability to draft language that

effectively communicates “The Why” for a procedure.

Step Two:

Feedback

In pairs, give each other one “glow” and one

“grow” using the sentence starters:

• “It was effective when…”

• “When you revise, try…”

Step Three:

Revise

Revise “The Why” language to incorporate

one piece of feedback

“Whenever a teammate

sticks with a tough

question, we’re going to

show our support by

‘sending magic’ like this…”

(model by wiggling fingers).

“In the professional world, it’s

common courtesy to greet

someone with a handshake. So in

this class, we will hold each other

to the same expectation.”

“Tracking the speaker during

class discussions is an

important way that we show

our teammates that we value

what they have to say.”

“Research shows that we

remember twice as much

of what we write as what

we hear. This is why we’ll

always take notes during

lecture. It’ll help you learn

this better, and for longer.”

Scripting “The Why” To get you thinking, here are some examples:

“I want you all to get

the credit for the hard

work you do in this

class. This is why it’s so

important that you

complete your heading

on every assignment.

“We’ll often participate in Turn

and Talks during lessons so that

everyone gets a chance to share

their brilliant thinking with each

other.”

“When I call on you,

remember to speak ‘loud

and proud’so that your

friends across the room can

hear you.”

“When you have an answer, remember

that we don’t call out. Instead, raise a

quiet, vertical hand so that everyone

has a chance to think it through.”

• What are the similarities and differences between

Sultana and Eric’s systems?

• To what extent do students “own” the systems?

• What do you think they did to make this possible?

Sultana Noormuhammad Eric Diamon

System for discussion

Complete sentence answers

Use peer’s names

Refer to prior

comments

Discussion sentence starters

Track the speaker

Student roles

Cite textual evidence

Pro

ce

du

res

Unpacking Eric’s System for Discussion

Watch how several teachers implement Do it Again. Jot

down one or two things you might want to steal or adapt

to help with Routine Maintenance.

Do it Again Montage

Do it Again Wheel of Fortune Mini-Practice

• Pick a simple routine in your classroom

that could use some maintenance

• Briefly plan out what you would do or say

for each type of Do it Again

Step One:

Planning

Objective: Improve your ability to use Do it Again to

sharpen up a class routine with ease and efficiency.

• Take a spin on the Wheel of Fortune to

figure out which type of Do it Again you’ll

practice each round (3 rounds total).

Step Two:

Practice

Success Point: Keep transaction costs low

Round 1: Wheel of Fortune Mini-Practice

Role-Playing Your Reboot

Draft your Reboot for a system or

procedure that you need to install or

reintroduce. Apply at least two tips from

page 4.

Step One:

Planning

Objective: Improve your ability to Reboot a system or

procedure through planning and practice.

In groups of four (1 teacher, 2

students, 1 coach), practice delivering

your Reboot.

Step Two:

Practice

Success Point: Maintain Economy of Language