Yoga Teachers Training Manual

Power Teachers Training Manual, copyright 2008, Chris Biffle

Contents Introduction









3

Warm up









6

Script 1

Class-Yes





9

Script 2

Classroom Rules



11

Script 3

Teach-Okay





17

Script 4

Scoreboard





19

Script 5

Hands and Eyes



25

Script 6

Switch





26

Suggestions









30

Handouts









32

Evaluation









48

Materials in this book may not be used or duplicated without written permission from Chris Biffle email: [email protected]

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Power Teachers Training Manual, copyright 2008, Chris Biffle

Introduction

So, you’ve tried Power Teaching in your classroom, watched our online videos, downloaded all our free ebooks (see page 30 for a complete list of resources.) You’re itching to spread the good news about this wonderful new teaching method. Good for you! But what does it take to be a Power Teacher trainer? Please don’t attempt training groups in our approach until you’ve done the following: 1. Successfully used Power Teaching in your classroom for several months. 2. Mastered the Big Six: Class-Yes, the Five Rules, Teach-Okay, the Scoreboard, Hands & Eyes and Switch. 3. Studied the e-books, “Teaching Challenging Elementary Students” and “Teaching Challenging Teens” available at: http://homepage.mac.com/chrisbiffle/ Menu38.html

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4. Contacted Chris Biffle at [email protected], describing your experience and the group you wish to train. Note: You must receive written permission to conduct Power Teaching seminars or to use or duplicate any material in this book. Once you’ve completed steps 1-4 above, use the scripts in this manual as a model to introduce new educators to Power Teaching. The scripts cover the “Big Six”: 1. Class-Yes 2. Classroom Rules 3. Teach-Okay 4. Scoreboard 5. Hands and Eyes 6. Switch In addition to detailed instructions for teaching the Big Six, this booklet contains suggestions for making your presentation a stunning success (pg.30), handouts on the Big Six to distribute to the group you’re training (pg. 32 for elementary students, pg. 35 for secondary students), a diagram of the brain indicating areas activated by Power Teaching (pg. 37), signs for classroom rules (pg. 38, elementary, pg. 43 secondary) and an evaluation form which your group members should fill out (pg. 48). Please send copies of the evaluations to: Crafton Hills College Chris Biffle: Philosophy and Religious Studies 11711 Sand Canyon Rd. Yucaipa, California, 92399

Power Teachers Training Manual, copyright 2008, Chris Biffle

The words in ALL CAPS in the scripts introduce sections of your presentation and should not be spoken by you. Do not read from these scripts to your audience. You’ll bore them to tears. Use the scripts as models for your approach. Begin with the Warm Up on the following page.

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Warm Up

Trainer: Let me see your faces. Over 4,500 educators representing over 200,000

students have attended Power Teaching conferences. Power Teaching websites receive thousands of hits per week from teachers around the world. Power Teaching is not a business, it’s a grass roots education reform movement started in 1999 in Southern California by three teachers: Chris Biffle, a college philosophy instructor and two of his former students, Jay Vanderfin and Chris Rekstad, elementary school teachers. I’m going to use Power Teaching techniques to teach you about Power Teaching. Look at me, please. Audience: (looks at you.) Trainer: Great! Now as you probably know transition activities in class breed

challenging behavior. Opening books, handing in papers, handing out papers, getting materials ready for an assignment are all opportunities for your most rambunctious students to misbehave. I’m going to start with a sample of our Power Teaching approach with our routine for handing out papers. We don’t take

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time to count out papers, or give them to each student … that takes too long. Give me an ahhh! Audience: Ahhh!

Trainer: I’m going to give a few of you a stack of papers. (Give several

members of your seminar a stack of your handouts.) Then, I’m going to shout “Go!” You are all going to clap and cheer and hand out those papers as quickly as possible. If you have extra papers, slowly waggle them over your head. If you need a paper, go to where the papers are being waggled. I’m going to count to 15. If all the papers are handed out AND back up here in a neat stack, by the time I get to 15, you’ll all get out one minute early from this seminar. If they aren’t, you’ll all stay one minute later. (Repeat these directions again … then shout “Go!” and start counting. A 15 count is appropriate for a group of 30 or so. Use a 25 count for larger groups. When the papers are all handed out, raise your hands and get

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everyone’s attention. Congratulate them for their energy and then go on to the next section.)

Power Teachers Training Manual, copyright 2008, Chris Biffle

Script 1: CLASS-YES

Trainer: Good job of handing out papers! Now, let’s get started with one of our

most popular Power Teaching techniques, the Class-Yes. When I say class, you say yes! Class! Audience: Yes! Trainer: However I say class, that’s how

you say yes. Class! Class! Audience: Yes! Yes! Trainer: (deep voice) Class! Audience: (deep voice) Yes! Trainer: (high voice) Class! Audience: (high voice, many of them

laughing) Yes! Trainer: Classity, class, class, class! Audience: Yesity, yes! yes! yes!

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APPLICATION OF CLASS-YES!

Trainer: Use the Class-Yes whenever you want your students’ attention. You

may use it fifty times a day. It is much more efficient and entertaining than saying “now, class, I want you to pay attention. Johnny stop that. Marie, put your pencil down…” (loudly) CLASS! Audience: YES! Trainer: See how quickly it works! Now, we’ll go on to our five classroom

rules. Power Teachers use these same rules from kindergarten through high school.

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Script 2: THE FIVE CLASSROOM RULES* Trainer: (the rules should be written on the board, or post signs from our

website.) Rule 1: Follow directions quickly! (As you say this, hold up one finger and stab your hand rapidly forward in the air.) Now, when I say Rule 1, you say the rule and make my gesture. I’ll do it again. Rule 1: Follow directions quickly! (and make the gesture.) Look at me. Here we go. I say Rule 1 and you repeat the rule and make the gesture. (In a commanding tone) Rule 1! Audience: (mirroring your gesture.)

Rule 1: Follow directions quickly. Trainer: Great! Now, here is Rule 2.

(Hold two fingers over your head; make a “talking” gesture with your hand.) Rule 2: Raise your hand for permission to speak! Now, when I say Rule 2, repeat the rule and the gesture. (In a commanding voice) Rule 2! Audience: (making the gesture) Rule 2:

Raise your hand for permission to speak! (* Note: you may want to use “Listen when you’re teacher is talking” as the “rule above all rules.” Use a hand to the ear as the gesture.)

Power Teachers Training Manual, copyright 2008, Chris Biffle

Trainer; Excellent! Now, here is Rule 3. Rule 3: Raise your hand for

permission to leave your seat. (Hold up three fingers over your head; make a walking gesture with your fingers.) Rule 3! Audience: Rule 3: Raise your hand for permission to leave your seat.

REVIEW OF RULES 1-3

Trainer: Great! Let’s review. Rule 1 Audience: (making the gesture) Rule 1: Follow directions quickly! Trainer: Great! Rule 2! Audience: Rule 2: Raise your hand for permission to speak! Trainer: Wonderful! Rule 3! Audience: Rule 3: Raise your hand for permission to leave your seat!

RULES 4 & 5

Trainer: Fantastic! Now let’s go on to Rule 4 … a very important rule. Rule 4

guides students’ behavior in class, out of class, at home, everywhere! Rule 4: Make smart choices! (hold up four fingers and then, with one finger tap your temple thoughtfully.) Rule 4! Audience: Rule 4: Make smart choices.

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Trainer: Good job! Class! Audience: Yes! Trainer: Rule 5 as you’ll soon see is the teacher’s favorite rule. Look at me.

Rule 5: Keep your dear teacher happy. (Hold your hands up and make a smiley face.) Rule 5! Audience: (making the gesture) Rule 5: Keep your dear teacher happy!

REVIEW OF RULES 1-5

Trainer: Excellent! Let’s review all 5 rules. Rule 1 (vary your tone of voice in

the following, using high and low voices and your audience will laugh and mimic you.) Audience: (making the gesture) Rule 1: Follow directions quickly! Trainer: Great! Rule 2! Audience: (making the gesture) Rule 2: Raise your hand for permission to

speak! Trainer: Wonderful! Rule 3! Audience: (making the gesture) Rule 3: Raise your hand for permission to leave

your seat! Trainer: Rule 4 Audience: (making the gesture) Rule 4: Make smart choices!

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Trainer: Great! Rule 5! Audience: (making the gesture) Rule 5: Keep your dear teacher happy!

APPLICATION OF CLASSROOM RULES Trainer: Class! Class! Audience: Yes, yes! Trainer: Make my gestures, please. Don’t say my words .. that slows us down,

just make my gestures (make gestures illustrating the following.) You should review these rules daily. In elementary school, review them first thing in the morning, after first recess, after lunch, after second recess. You can have a student,

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as a special reward, lead the review … encourage him or her to use a funny voice. However, just having the rules reviewed isn’t enough … give me an ahhh Audience: ahhhh. Trainer: The most frequently violated rule is Rule 2. Students speak without

raising their hand. So, as you’re teaching, and someone speaks out of turn, simply say, with a voice of command, Rule 2! And what will your students say? Audience: Rule 2: Raise your hand for permission to speak! Trainer: Right! Whenever you wish, simply say the name of the rule being

broken, and your students will chime in, restating the rule with the gesture. Students love this. They love to correct each other. Give me an, oh yeah. Audience: Oh, yeah! Trainer: Now, let’s talk about Rule 5. Keep your dear teacher happy. This is our

most powerful rule. Students might argue that they were following directions, or that they weren’t talking … but they can never argue that they were keeping you happy. If they try, explain that you are the world’s greatest expert on what makes you happy … and trying to convince you that you are happy, when you aren’t is, in itself, a violation of Rule 5! Kids will do weird things that are not covered by rules … but Rule 5 handles every type of misbehavior. If you’re not happy, just say, Rule 5 … your class will chime in and then you can explain why a particular action made you unhappy. Class! Audience: Yes!

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Trainer: When you introduce Rule 5, Keep your dear teacher happy, explain to

your students that the happier you are, the more you can teach them. So, even though it sounds like the rule is about you, it is really for the benefit of your students. Class! Audience: Yes! Trainer: There are two keys to using the rules. First, review them so that they

become automatic. Second, whenever you need to in class, call out the rule and students will repeat it. You don’t have to use Rule 2 for every occasion of students talking … then the rule would be controlling you … just call out rules during class as you need to.

Script 3: Teach-Okay

Trainer: Class, class, class! Audience: Yes, yes, yes! Trainer: Now, we come to the crucial Power Teaching skill: teach-okay.

Teachers must learn to speak more briefly. The longer we talk, the more students we lose. Notice that I have been speaking briefly, all through my presentation. Two decades of educational research demonstrates that students learn the most when they teach each other. Now, look at me. I’m going to say Teach and you say Okay. Teach! Audience: Okay! Trainer: Class! Audience: Yes! Trainer: I’m going to say Teach and when you say Okay, turn your shoulders

toward your neighbor, use gestures and teach the 5 rules. Keep teaching the rules over and over. Then, when you hear me say Class! You say, Yes! and look back at me. (You may have to explain this a few times, or model it with an audience member.) Teach! Audience: Okay. (The audience teaches the 5 rules. As they do, move around the

room and briefly praise those doing well. Typically, some will not be using

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gestures; prompt them to move their hands, make gestures. Spend no more than a few seconds praising or prompting, then move on.) Trainer: Class! Audience: Yes! Trainer: Now, note what I am doing. It’s called a comprehension check. I’m

seeing who is on task and giving them praise. For others, I’m simply asking them to make the gestures and then I’m moving on. If you are listening to your partner, make listening gestures, hold your hand up to your ear, roll your hands to tell your partner “keep it comin’” and so forth. If you’re speaking, then making speaking gestures. No one should be merely sitting, being inactive. Let’s try it again. If I clap twice and say teach! You clap twice and say okay! I want you to teach the 5 rules, really get into it, use those speaking and listening gestures. (Clapping twice) Teach! Audience: (clapping twice) Okay!

(Move around the room, praise or prompt and go on to another pair of students.)

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Script 4: The Scoreboard (Draw a Scoreboard like the one below on your board.)

Trainer: Class! Audience: Yes! Trainer: Now, let’s get to the Motivator … the part of our system that motivates

students to work hard. The Scoreboard. When I make a mark on the Frowny side, I want you all to raise your shoulders and give me a Mighty Groan, like this …. awwww! Wait until I point at you to make the Groan. (Make a mark on the Frowny side. Then point quickly at your audience.) Audience: Awww! Trainer; Not fast enough! Some of you didn’t even lift your shoulders! Here’s

another Frowny! (Point at them.) Groan! Audience: Awww!

Power Teachers Training Manual, copyright 2008, Chris Biffle

Trainer: Class! Audience: Yes! Trainer: Almost fast enough. Have another Frowny! (Point at them.) Groan! Audience: Awww! Trainer: Class! Audience: Yes! Trainer: Better! Much better! Now when I make a mark on the Smiley side,

you can have a one second party. Clap your hands, fling them up over your head and exclaim, Oh Yeah! (Demo this. Then move your marker over to the Smiley side.) Okay. Hold it. Hold it until I make a mark. (Make the mark and point at your group.) Audience: Oh Yeah! Trainer: Not fast enough! (Mark another Frowny.) Mighty Groan! Audience: Awww! Trainer: Class! Audience: Yes! Trainer: Use the Scoreboard to reward for positive behavior and penalize for

negative behavior. Be sure your students have fun with it. That’s why we encourage the Mighty Oh Yeah and especially the Mighty Groan. When you penalize your students, you can alienate them … but when they give a Mighty Groan, they’re on your side, following directions and having fun. I want you to

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teach your neighbor all about the Scoreboard, the Mighty Oh Yeah and the Mighty Groan. Use big gestures. And if you do a really good job, I’ll give you a Smiley … which will mean you’ll get out one minute early from today’s presentation! Okay, get ready to teach your neighbor energetically about the Scoreboard. (Clap three times.) Teach! Audience: (clapping three times) Okay!

(move around the room and monitor comprehension and gestures. After a minute or so, get your group’s attention.) Trainer: Class! Audience: Yes! Trainer: (write +-3 on the board near the Scoreboard.) Now, this is very, very

important. Never let the difference between Smilies and Frownies be larger than 3 points. If you reward too much, your students will lose motivation. If you punish too much, they will quit trying. If you have a rowdy class, then find an excuse to give a Smiley. Point at some student and say, “Juana earned a Smiley for everyone. Give me a Mighty Oh Yeah!” If your class is really well behaved, thank your lucky stars … but find an excuse, even an imaginary one, for giving a Frowny. “Oh, we have a few students in the back who aren’t trying extremely hard! Here’s a Frowny!” Now, I want you to teach your partner about the plusminus 3 rule. (Snap your fingers twice) Teach! Audience: (Snapping their fingers twice) Okay!

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Trainer: Classity, class! Audience: Yesity, yes! Trainer: Here is another huge point. The Scoreboard game is fixed! The score

never comes out to be anything other than what you want it to be. In elementary school, we reward initially with one minute more or less of recess. On the first day, be sure your students lose by one minute the first few times. Take them out to the playground with a stopwatch in hand and let them watch the other kids play for a minute. Make sure they never lose by more than a minute … they might get too upset. Sometimes, let them score come out even, neither losing nor winning a minute. Then after a few days, let them win a minute. Explain all this to your neighbors. Teach! Audience: Okay! (The group explains what you said to their neighbors.) Trainer: Class! Audience: Yes! Trainer: Now, listen to me very carefully. The smaller the reward you give, the

more valuable it is. Make my gestures. (Spread your arms out very wide. Make other graphic gestures as you continue talking.) It’s a long year. You’ve got to give small rewards at the beginning. When you finally give your students two minutes free time, it will feel enormous to them! Teach! Audience: Okay! (The group explains what you said to their neighbors.) Trainer: Class!

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Audience: Yes! Trainer: (Draw the following on the board.)

Teacher

Students

Now, if you have a very tough class, or you’re teaching middle school or high school use this diagram. Tell your class that you’re going to be playing a game. If the students are on task, learning, they score a point. If they aren’t, you get a point. Explain to them that their goal is to have a few minutes before the end of class to talk with their friends. Your goal is to talk all period. Tell them that you’re happy when they are off task because it scores points for you! You get to teach and teach and teach! That’s what you love to do. Tell your neighbor about that! Teach! Audience: Okay! (The group explains what you said to their neighbors.) Trainer: Class! Audience; Yes! Trainer: This is a very powerful form of the Scoreboard. If a student complains

that the game is babyish, or groans, or makes a face or does anything that is off task, you don’t scold! You congratulate them! Thank you very much! You’re helping me! Another point for my side! Teach! Audience: Okay! (The group explains what you said to their neighbors.)

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Trainer: Class! Class! Class! Audience: Yes! Yes! Yes! Trainer: Now you see the incredible power of the Teacher vs Student scoreboard.

The only way a student can rebel against you and not be on your team is to be well behaved and score points for the students!!!! Teach! Audience: Okay! (The group explains what you said to their neighbors.)

(Inform the audience that henceforward in the seminar they will be playing the Scoreboard for real. Their goal is to get out one minute early to their first break in the seminar, typically after about an hour. Mark Smiles and Frownies as needed during the rest of your presentation.)

Power Teachers Training Manual, copyright 2008, Chris Biffle

Script 5: Hands and Eyes Trainer: Class! Audience: Yes! Trainer: The next technique is very simple. Whenever you want to make a big

point, totally focus your class, you say “hands and eyes.” Your class repeats “hands and eyes”, folds their hands and stares at you. Let’s try it “hands and eyes!” Audience: (folding their hands and staring at you.) Hands and eyes! Trainer: Great job. The first time you do this, you won’t believe the quality of

your students’ attention. Everyone will be focused, looking at you, wondrous! I’ve now taught you five Power Teaching techniques: Class-yes, the 5 Rules, Teach-Okay, the Scoreboard and Hands and Eyes. Using big gestures, teach all these to your neighbor. Teach! Audience: Okay! (The group explains what you said to their neighbors.)

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Script 6: Switch! Trainer: Oh class! Audience: Oh yes! Trainer: Hands and eyes! Audience: Hands and eyes! Trainer: In our classes we have chronic yackers and chronic listeners. We want

the chronic yackers to learn to listen and we want the chronic listeners to start talking. So, imagine I have counted you off in 1’s and 2’s. I want the 1’s to be the teachers, use gestures, teach everything I’ve taught you. I want to the 2’s to be the students, use listening gestures, encourage your teacher. When I shout “Switch!”, I want you to shout “Switch!” and then the 1’s will be the students and the 2’s will be the teachers. Let’s practice shouting “Switch!” Switch! Audience: Switch! Trainer: That wasn’t loud enough. That’s a point for me. (Marking on the

Teacher side of the scoreboard.) Mighty Groan! Audience: Awwwww. Trainer: Class! Audience: Yes! Trainer: Let’s try that Switch again. Switch! Audience: (louder this time) Switch!

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Trainer: Great! That’s a point for you. (Marking on the student side of the

Scoreboard.) Audience: Oh, yeah! Trainer: Great. Now, teach your partner everything I’ve taught you. 1’s teach

the 2’s. Switch when I say switch. Teach! Audience: Okay!

(After about a minute, shout Switch and everyone switches. Switch a few times and then get your students’ attention.) Trainer: Class, class! Audience; Yes, yes! Trainer: Hands and eyes. Audience: Hands and eyes! Trainer: You’ve now learned Power Teaching’s Big Six. Use the class-yes, with

various tones to get your students’ attention. Review the classroom rules frequently, and as you teach, call out a rule whenever you want to correct a student’s behavior. Teach-okay is a powerful technique for involving your students in your lessons. Students love to teach each other. The Scoreboard is a powerful motivator. But remember the plus/minus 3 rule. Always keep the Smilies and Frownies, or the Teacher vs. Student scores within three points. Use Hands and Eyes whenever you make a large point. Shout Switch when your students are teaching each other, so that all your students are getting practice in speaking and

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listening. Now, explain this to each other, use high energy … and maybe, just maybe I’ll let you out early for your break! Teach! Audience: Okay! (The group explains what you said to their neighbors.)

PRACTICING TEACH-OKAY

Trainer: Class! Audience: Yes! Trainer: Now, that you’ve learned the Big Six,you’re ready to practice the one

difficult skill in Power Teaching. Teach-okay is the hardest aspect of Power Teaching to master. You must learn to speak in short units, usually from 30 seconds to one minute. We became teachers because we love to talk! I want the 1’s to stand up, teach the 2’s for 30 seconds and then I’ll call Switch! You shout Switch and then the 1’s will sit and the 2’s will become the teachers. Teach anything you want about Power Teaching, but try to finish your lesson before I say Switch! Okay, Teach! Audience; Okay!

(Continue calling “Switch!” every 30 seconds for three minutes. Then, follow the list below, switching every 30 seconds for three minutes at each step: -- your students add graphic gestures and teach for 30 second intervals (model the difference between “floppy” and graphic gestures.)

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-- the teaching student begins with “class” and then uses graphic gestures for 30 second intervals. -- the teaching student begins with “class” and then uses graphic gestures, teaching an actual classroom lesson (not information about Power Teaching.) -- divide the class into groups of three. The teaching student begins with “class”, uses graphic gestures, teaches an actual classroom lesson and finishes with “teach!”. The student listens while his mini-class teaches each other and then taps one of the seated students on the shoulder. This student stands and becomes the new teacher. You should move around the room and encourage those who are hesitant. Model speaking and listening gestures; let this continue for about ten minutes and then conclude as follows. Trainer: Class! Audience: Yes! Trainer: Teach your neighbors everything you’ve learned about Power Teaching.

Use high energy, big gestures, really get into it! Teach! Audience: Okay! (The group explains what you said to their neighbors.)

-- Conclude by guiding your class through the Brain On Power Teaching diagram (pg. 37). Then ask your class to give you a mighty oh yeah and hand out the evaluation sheet (pg. 38).

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Suggestions The six scripts above with ample time for your group to practice Teach-Okay should take about an hour. For a two hour seminar for elementary school teachers, strictly on classroom management, add the following in this order: • Jay Vanderfin’s Card Practice System • Levels • the Guff Counter • Please-Okay • Independents • Bulls-eye Game Descriptions of all the above are in “Teaching Challenging Elementary Students” available as a free download at: http://homepage.mac.com/chrisbiffle/Menu38.html For middle school/high school teachers, introduce, in the following order: • Levels • Guff Counter • Please Okay • Power Detention • Bulls eye Game

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Descriptions of all the above are in “Teaching Challenging Teens” available as a free download at the site listed above. For three hour seminars for teachers of any level, move on to “The Power Student Olympics” available at the site above. “The Power Student Olympics” download contains descriptions of how to use the SuperSpeed Reading and SuperSpeed Math games in a highly motivating game in which students set and break personal records. Here are answers to several common questions often posed by teachers. Question: Do you use Power Teaching all day? It seems like it might be tiring? Answer: The beauty of Power Teaching is that you can use it as often as you wish. Like any new system, it will take some time learning and may, initially, feel tiring. However, every time your class is involved in teaching each other, you have a small rest. In addition, instead of going home tired from having hassles with your class, you’ll go home tired from successfully teaching them. Question: What rewards besides more or less recess can be offered for winning the Scoreboard game? Answer: We use anything (except candy and prizes) that we know will motivate students. Music, videos, art, less homework, anything doled out in very small amounts can be used as a reward. As the year progresses, you can increase the reward from one minute of a video to two minutes and so on. If you use more

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or less homework as a motivator (extremely powerful) then begin by giving slightly more homework than normal. You can then reward with less homework later; your students will end the year doing exactly the amount you wish, but they will have it doled out in larger and smaller amounts. We especially recommend using games from the Power Student Olympics as rewards. It is amazing to see how hard students will work to gain the privilege of setting and breaking personal records in our SuperSpeed reading and math games. Question: Do students get tired of all the Mighty Oh Yeahs, Mighty Groans, and so forth? Answer: So far as we can tell, no. The key is variety. Change your tone of voice, let different students lead the rules, add Levels to the game, change the rewards. Students of all ages like short breaks to be silly ... Power Teaching gives them lots of opportunities for on task silliness. Question: What, in a nutshell, is Power Teaching all about? Answer: Power Teaching’s goal is to create student engagement. That is all we are trying to do. When the teacher says “class!” and students respond “yes!” that is student engagement. When the teacher shouts “switch!” and the students respond “switch!” that is student engagement. Repeating the five classroom rules, giving Mighty Oh Yeahs and Mighty Groans, energetically teaching neighbors, using “hands and eyes” ... everything we do is to create the magical beginning of learning, students engaged with their instructors.

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Teaching Challenging K-5 Students Intro To Power Teaching The Big Six (Handing out papers)

1. The Attention Grabber: Class-Yes (Use this technique whenever you want to quickly gain the attention of your class. For maximum effect, occasionally vary your tone of voice.)

2. The Organizer: Five Class Rules (Rehearse classroom rules and their gestures many times a day. During instruction, when a rule is broken, call out the rule number and students, with gestures, will respond in chorus with the rule.) Note: You may want to use “Listen when your teacher is talking” as the “rule above all rules.” Use a hand to the ear as the gesture. 1. Follow directions quickly!

2. Raise your hand for permission to speak.

Power Teachers Training Manual, copyright 2008, Chris Biffle

3. Raise your hand for permission to leave your seat.

4. Make smart choices.

5. Keep your dear teacher happy!

3. The Whole Brain Activator*: Teach-Okay (Speak briefly and then ask students to paraphrase, with meaningful gestures, what you’ve said with a partner. Move around the classroom to monitor your students’ comprehension.)

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4. The Motivator: The Scoreboard (Frequently reward positive behavior and penalize for negative behavior. Observe the plus/minus 3 rule and keep the positive and negative scores within three points.)

5. The Focuser: Hands and Eyes (Use this technique whenever you want maximum attention.)

6. The Involver: Switch! (Count your class off in 1’s and 2’s. Use this technique so that every student has an opportunity to practice speaking and listening skills.) -- The Brain on Power Teaching (see attached diagram) *The Reviewer is Power Teaching’s most powerful technique. Speaking briefly is also the most difficult skill to master! --------------------------------------------------------------------------------------------------------------For more information, contact: Chris Biffle [email protected] A good place to learn about Power Teaching is classroompower.com 100’s of pages of free downloads describing Power Teaching’s classroom management, reading and math strategies. are available at: http://homepage.mac.com/chrisbiffle/Menu38.html Videos demonstrating Power Teaching techniques are available at: www.youtube.com/chrisbiffle and at http://www.teachertube.com/uprofile.php?UID=32259 A model Power Teacher training site is available at http://www.quia.com/pages/hemet.html:

More about the Power Teaching organization can be found at: www.powerteachers.org

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Teaching Challenging Teenagers Intro To Power Teaching for middle school/ high School The Big Six (Handing out papers)

1. The Attention Grabber: Class-Yes (Use this technique whenever you want to quickly gain the attention of your class. For maximum effect, occasionally vary your tone of voice.) 2. The Organizer: Five Class Rules (Rehearse classroom rules and their gestures many times a day. During instruction, when a rule is broken, call out the rule number and students, with gestures, will respond in chorus with the rule.) Note: You may want to use “Listen when your teacher is talking” as the “rule above all rules.” Use a hand to the ear as the gesture. 1.

Follow directions quickly!

2. Raise your hand for permission to speak.

3. Raise your hand for permission to leave your seat.

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4. Make smart choices.

5. Keep your dear teacher happy!

3. The Whole Brain Activator*: Teach-Okay (Speak briefly and then ask students to paraphrase, with meaningful gestures, what you’ve said with a partner. Move around the classroom to monitor your students’ comprehension.) 4. The Motivator: The Teacher vs. Students Scoreboard (Frequently reward positive behavior and penalize for negative behavior. Observe the plus/minus 3 rule and keep the positive and negative scores within three points.) 5. The Focuser: Hands and Eyes (Use this technique whenever you want maximum attention.) 6. The Involver: Switch! (Count your class off in 1’s and 2’s. Use this technique so that every student has an opportunity to practice speaking and listening skills.) -- The Brain on Power Teaching (see attached diagram) *The Whole Brain Activator is Power Teaching’s most powerful technique. Speaking briefly is also the most difficult skill to master! ------------------------------------------------------------------------------------------------------------For more information, contact: Chris Biffle [email protected] A good place to learn about Power Teaching is classroompower.com 100’s of pages of free downloads describing Power Teaching’s classroom management, reading and math strategies. are available at: http://homepage.mac.com/chrisbiffle/Menu38.html Videos demonstrating Power Teaching techniques are available at: www.youtube.com/chrisbiffle and at http://www.teachertube.com/uprofile.php?UID=32259 A model Power Teacher training site is available at http://www.quia.com/pages/hemet.html:

More about the Power Teaching organization can be found at: www.powerteachers.org

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The Brain On Power Teaching! The Big Six 1. Class-Yes activates the pre-frontal cortex, the reasoning center of the brain. Think of this area as a “light switch” that must be turned on, repeatedly by Class-Yes, for the rest of the brain to process information information. 2. Five classroom rules because they engage seeing, hearing, saying, doing and the limbic system engage the pre-frontal cortex, Broca’s area, Wernicke’s area, the limbic system, hippocampus, visual cortex and motor cortex. 3. Teach-Okay is the most powerful of Power Teaching’s learning activities. Students have their pre-frontal cortex engaged, activate Broca’s area as they listen, Wernike’s area as they speak, the visual and the motor cortex as they see and make gestures. This whole brain activity powerfully stimulates the hippocampus to form long term memories. 4. The Scoreboard keys directly into the limbic system’s emotions and the amygdala which registers pleasure (Mighty Oh Yeah) and pain (Mighty Groan!) as students accumulate rewards and penalties. 5. Hands and Eyes focuses all mental activity on seeing and hearing the teacher’s lesson. 6. Switch helps students fully develop both their listening (Broca’s area) and their speaking (Wernicke’s area) abilities.

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POWER TEACHING EVALUATION

Name ___________________________________________________________ You are: circle one (teacher, administrator, support personnel, student teacher, substitute teacher) other _____________________________________________ State/School/District ________________________________________________ To receive announcements of Power Teaching conferences and free downloads (please print neatly!) Home email:______________________________________ School email _______________________________________________________ What is your reaction to today’s seminar? ________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Your overall grade for the seminar is: A, B, C, D, F because _________________ __________________________________________________________________ How many people could you forward our emails to? ____________ How can we improve? ________________________________________________ __________________________________________________________________ __________________________________________________________________ I want to join Power Teachers of America to help spread Power Teaching’s methods and free downloads: Yes _____ No _______