Strong Voice & Precise Praise

NAME: __________________________________________ DATE:___________________

TEACHERS WILL:
Come to a common understanding of Strong Voice and Precise Praise effective classroom practices.
Develop steps to effectively implement Strong Voice and Precise Praise strategies.
Practice both strategies to develop the skills needed to succeed.

SESSION NORMS AGENDA FOR TODAY

Be Present Review of I-9 Indicators
Be Honest Key Elements of Strong Voice
Be Respectful Strong Voice in Action
Acknowledge Silent Signal Layups
Take Care of Personal Needs Key Elements of Precise Praise
Precise Praise in Action
Layups
Revising Praise

DO NOW AIRTIGHT ACTIVITY

Directions: Answer the following questions in the space provided during or after viewing the video of Ms. Worrell and
her students.

What types of communication tools What does she do when a student is Does Ms. Worrell talk about the off-
(speech, silence, gesture, facial off task? task behavior? Why was her approach
expression), does Ms. Worrell use to effective?
communicate expectations?

CONNECTIONS TO THE HISD INSTRUCTIONAL PRACTICE RUBRIC

INSTRUCTIONAL PRACTICE INDICATOR(S)
CRITERIA

I-9 Classroom Management Teacher ________________ communicates high behavioral

expectations with students, ___________________ non-compliance,
and reinforces appropriate behavior, as needed.

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 Teacher maintains lesson ______________ because there is no
inappropriate or off-task behavior, or because the teacher
_______________________ it in a ___________ and
____________________ manner.

KEY PRINCIPLES OF STRONG VOICE

Directions: Use the space below to write out the 5 key principles of Strong Voice and the details behind each key
principle.

1.

2.

3.

4.

5.

SEE IT IN ACTION
Directions: Use the space below to capture your thoughts as you see Ms. Worrell demonstrate the 5 key principles of
Strong Voice in the video clip.

1.

2.

3.

4.

5.

COMMON OFF-TASK BEHAVIORS

Directions: Identify as many off-task behaviors as you can. Once you have finished, compile your responses with your
table.

Note Box:

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STRONG VOICE LAYUPS!
Directions: You will need to form groups of 3 for this activity. Each person will assume the role of either Observer, Off
Task Student, or Teacher. You will practice one of the common off-task behaviors you have listed in the previous activity
assuming the role you have chosen. There will be 1 minute to practice, 2 minutes for feedback from the Observer, 1
minute to practice again using the suggested feedback and then time to debrief. After everyone in the triad has had
the opportunity to be the Teacher, have a seat. Two groups will be asked to volunteer and show off their skills!

Round 1 Round 2 Round 3

Teacher: Teacher: Teacher:

Student: Student: Student:
Observer Observer Observer
First try Notes First try Notes First try Notes

Feedback notes Feedback notes Feedback notes

Second Try Notes Second Try Notes Second Try Notes

Reflections:

PRECISE PRAISE EXEMPLAR VIDEO

Directions: Use the space below to capture your thoughts after viewing Ms. Lewiss classroom.

Why would Ms. Lewis want to avoid using words like When Ms. Lewis praises students in the second half, what
great when describing behaviors in the first half of the is different about the behavior she is describing?
video?

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KEY PRINCIPLES OF PRECISE PRAISE
Directions: Use the space below to write out the 5 key principles of Precise Praise and the details behind each key
principle.

1.

2.

3.

4.

5.

SEE IT IN ACTION
Directions: Use the space below to capture your thoughts as you see Ms. Lewis demonstrate the 5 key principles of
Precise Praise in the video clip.

1.

2.

3.

4.

5.

PRECISE PRAISE LAYUPS!

Directions: You will need to form groups of 3 for this activity. Each person will assume the role of either Observer, Off
Task Student, or Teacher. You will practice one of the common off-task behaviors you have listed in the previous activity
assuming the role you have chosen. There will be 1 minute to practice, 2 minutes for feedback from the Observer, 1
minute to practice again using the suggested feedback and then time to debrief. After everyone in the triad has had
the opportunity to be the Teacher, have a seat. Two groups will be asked to volunteer and show off their skills!

Round 1 Round 2 Round 3

Teacher: Teacher: Teacher:

Student: Student: Student:
Observer Observer Observer
First try Notes First try Notes First try Notes

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 Feedback notes Feedback notes Feedback notes

Second Try Notes Second Try Notes Second Try Notes

Reflections:

REFRAME AND PRACTICE

Situation Acknowledgement or Praise Revised Response

A student who struggles to

look at the speaker catches
herself looking out the
window and turns her body
to face a peer speaker
Chronically unprepared
student brings in her pencil
and begins class correctly
A student answers your
question with a complete
sentence, as you expect.
A student delivers a well thought
out complete answer of unusually
high quality.
Student uses a difficult
vocabulary word in a
sentence without prompting.
Student turns negative
attitude around from the
morning
A student who normally
shouts out the answer
raises her hand
Draft a situation that will Acknowledgment
come up in your classroom:

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 Draft a situation that will Praise
come up in your classroom:

SESSION REFLECTIONS
Questions I Have

Actions Ill Take

Support Ill Need

SESSION EVALUATION
We value your feedback.

Please complete the Session survey by scanning the QR code below. If you do not have a QR code scanner on your
phone, you can complete the survey via the link found in your email.

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