Brsoumicelteo10) OR NEN OVERVIEW 's a simple and low-impact intervention for nonproductive moments, and best ofall it fing out of forms, no keeping a student from joining the class for recess. 8 s gives students more practice when they're not up to speed—not just doing something again but, framed positively, doing their best at even the small things, which helps build a culture of “always better.” Reflection Have you tried Do /t Again with students? If not, what keeps you from trying it? If you have, note one aspect that's worked well and one aspect that you feel could go better. 2 actors ate eeleoangye gues actgy ie secs ASEM, 1s pulenr@l tence kley ene Sy. | ANALYZE THE CHAMPIONS Clip FG57. Six Champion Teachers In this montage of six teachers using Do 11 Again, each part really flies by! See if you can identify the ‘moment of the Do /t Again, its purpose, and how the teacher frames or triggers it. Also, how many of them say, “Do it again? Linda MeGriff: 517ory DO IT AGAIN ‘TEACH LIKE A CHAMPION FIELD GUIDE 2.0 Evan Stoudt: ‘Denarius Frazier: Sarah Ou: Lauren Moyle: Jennifer Townsend: | FUNDAMENTALS ‘Key Points ‘you think your st Janguage and demean: nu le ‘on being attentive to theTECHNIQUE 50 Star three of these statements or actions that you could apply or adapt in your classroom to keep your Saying, “One more time. Let's see if we can nail that.” Smiling warmly before asking for a Do Ir Again. Saying, “This is not the beautiful [transition, hand raising, consideration for others, etc. I've come to expect from this class. Let's try again, but this time, show me Harvard [class name]. Signaling a Do ft Again without words and only with a hand gesture. Saying, “Show me your best [transition, hand raising, etc.]” When it’s been completed, saying: “Ah, much better. Thank you for that [insert desired behavior}.” Saying, “That was good, but let’s try again and shoot for great!” e: “T still we can do t Use it for individuals and for the elas asa whole, promoting group culture and accountability to you and to each other. 2 renee at 1 an a ve fw wansation cs. ‘Tis es you ates Retain you might otherwise not have the means to address. Recently we observed the high school math class of Denarius Frazier. One student, getting up during independent work time to get something from across the room, took the opportunity to touch a classmate on the head while she was working, thereby distract- ing and slightly annoying her. Mostly it was a plea for attention at exactly the wrong time—the kind of teachers often let go. But Denarius said, very calmly and quietly, “Let's try that again please.” ‘Then the student walked back to his desk and came across the room again without disturbing anyone. A tiny ‘consequence to make sure a small inconsiderate act didn’t become a habit Reflection ‘Are there any small incivilities in your classroom you might address similarly to Denarius? Which ones, ‘and how? Setar Coughing at dre Sedorts Keaite, there Lil renin He cites whee tie Purely Wprdilig Four Pointers ert seneene Don’t wait for the entire task to be completed. Restart once you know you're going to ¢ e redo as close as you can to the part of the task that didn’t measure up. . Set a powerfully positive tone (technique 58, Positive Framing): “That was good. But I want great.” Students often change from the outside in. In Do I Again, if you tell them you want to see something done with more spirit or enthusiasm, you are using an effective tool for managing their affect. If you model enthusiasm yourself, asking a low-energy class to repeat somethii isiasm can start a self-fulfilling cycle. 1ook for opportunities to provide specific feedback on how to do something bet- ter: “I want to see those eyes up so you look like scholars. Let's do it one more time.” Wording per cts gh ie wr “calla need not appe: ETE} TAA ae oe |