Chandler McAlister

April 20, 2015

Teach Like a Champion Strategy Reflection Journal
ENTRY #1
Technique # 3: Stretch It

Description: This technique has the teacher stretch questions further. For
example, if they asked the student a question that they got correct then
the teacher should ask another question that tests the students
knowledge. Sometimes students get answers correct out of luck and not
because they are knowledgeable. If the teacher asks the students another
question that is similar or more difficult and they are able to answer it
right then the teacher will know that the student truly understands. This is
a great tool to use to differentiate. This is a quick way to give those
students a chance to think more deeply and stay engaged. Some
questions to ask to stretch the curriculum include: how, why, another way,
a better word, evidence, integration into another subject, and to apply the
skill into a new setting.
Observation/Implementation: I really liked this technique because I do
struggle with knowing where to go when students get the answer right. I
do answer, great or thats right very often when I could be engaging
them further and making them think. You can take a lower level question
first that all students can answer and then take it a step further so that
the gifted and talented students can think about the material on a
different level or in a different subject. One easy way I could implement
this is by having students explain their answers. This helps the students
think more deeply and it also allows the teacher to see how the students
are thinking.

Technique # 4: Format Matters

Description: This technique requires teachers to hold their students to

high expectations in writing and speaking, specifically that they use
proper syntax. To do this the teacher should correct improper grammar,
require students to write in complete sentences, and make students listen
to their peers when they speak. The main focus of this technique is for
teachers to hold high expectations for language usage in their classroom.
Observations/Implementation: Sometimes when students grow up in
different dialects it becomes difficult to correct their language. Its just
where they grew up. It isnt going to change. That is what I used to tell
myself. However, I really think if I make a conscious effort to correct their
language usage, especially early on, that their dialect will begin to change
some. I know in my placement at Tarrant some of the oral language and
written language was not proper. I did try to correct that, but I didnt
notice my teacher doing so.

Chandler McAlister
April 20, 2015
ENTRY #2
Technique # 6: Begin with the End

Description: When planning a lesson it is important to begin with the end

in mind. Before planning an activity, it is important for the teacher to
determine what she wants her students to learn that day. To do this she
needs to create a good measurable objective and an assessment. Once
that is completed she can then create an activity or lesson for the day
that will teach students what she wants them to learn.
Observation/Implementation: The Samford Design for Learning is set up
using this technique. We always find a standard and then write the
objective. We think about what we want students to do and how we will
assess them before we ever plan how we are going to teach it. I honestly
dont think I could write a lesson now without knowing what I want the end
product to be. I will always plan lessons this way.

Technique # 7: 4 MS

Description: There are 4 Ms that teachers must follow when writing

learning objectives: Manageable, Measurable, Made First, Most Important.
A manageable objective has a scope and sequence that can be met
through one lesson plan. Make sure that students will be able to grasp the
concept within that lesson. For example, students will not be able to
master the idea of theme the first time they are presented with it. They
may be able to tell you what theme is but you cant go too deep within
that first lesson. The next M, Measurable requires that the objective is able
to be graded. The teacher must be able to determine if the objective was
met. This may be through a rubric, a grade, etc. The next M states that
objectives must be made first. It should guide the activity, not be made as
a justification of the activity at the end. Finally, most important, the final M
states that the objective should meet what is most important for students
to be able to do to go to college.
Observation/Implementation: When we first learned to write objectives we
were told to always follow BAC which is similar to these rules. You have to
make sure that the objective is manageable and measurable. The other
two werent mentioned as much but I do think they are important. The
goal is to make sure that students are learning the things they need to
know to get a higher education someday. My teacher as Tarrant did create
objectives beforehand. However, I dont think she followed all of these
rules. Most teachers tend to slack off when writing full objectives (or they
never learned) after they have been teaching a while. Shes not the only
one I have noticed do that. I want to make sure that I always write
objectives using these rules so that I am a purposeful teacher.

Chandler McAlister
April 20, 2015
ENTRY #3
Technique # 8: Post It

Description: This technique is simple and quick. Teachers should post their
learning objectives somewhere in the room so that students and teachers
are able to read the objective as a reminder of the end goal for that week.
Visitors will be able to see what the students are learning as well.
Observation/Implementation: My teacher at Tarrant did a great job doing
this. She had a bulletin board for math and one for reading. There would
be different goals or skills to learn that week. She will alternate them each
Monday according to what they were doing. It was nice for me to have
since I am not always present in her classroom. It was also nice for the
kids to have so that they knew what was expected of them. This technique
is easy and quick. I will definitely use it.

Technique # 9: Shortest Path

Description: After creating an objective teachers should plan their lessons

to reach the goal on the shortest path from point to point. This means that
if you have an objective and you have different activities to teach it then
go with the shortest, most simple one. The shortest path will vary
depending on the students. The teacher should also make sure she is
varying her instruction to keep students engaged and interested in
learning.
Observation/Implementation: I have found myself planning and teaching
lessons and then at the end thinking, what was I thinking? Sometimes I
make lesson planning more complicated than it needs to be. I need to
start to ask myself what the most effective way to teach that is. Mainly I
need to make sure I am using what research says works best such as I
do, we do, and you do. I wouldnt say I have really seen this in play
before because I dont always know what is going on in a teachers mind
and why s/he chose to do the activity that they did. I have noticed though
that having students do worksheets is not the shortest path. Students are
unengaged with worksheets and they take forever. Half the time the
learning objective is not met through worksheets either.

ENTRY #4
Technique # 10: Double Plan

Description: Double planning means that you are planning for what the
students will be doing during the lesson as well as what they teacher will
be doing. You may plan an activity for the students but you have to make

Chandler McAlister
April 20, 2015

sure that you have planned out what you will be doing as well. For
example, the teacher should plan the questions she will ask, the parts she
will model, etc. But, the most important part is to plan what the students
will be doing. If you plan lessons with students in mind then you will begin
to see the lessons through their eyes and it will be more effective.
Observation/Implementation: While planning my unit on the causes of the
Civil War I have been using this strategy without even realizing it. I make
sure that I chunk content so that they are interacting with the content
they are learning. I think this is so important to remember. A lot of the
times teachers just talk and the students listen, but if the teacher thought
in this way then the students may be doing a lot more than just listening.
They have to think of what the students are doing and are they really
learning by the teacher just talking. Make sure that the students are
interacting with the curriculum, not just the teacher.

Technique # 12: The Hook

Description: The hook, just like in writing is a short blurb of information

that introduces the content/skill and engages the student in the lesson.
The hook can be a story, riddle, picture, fun fact, or more. The hook of a
lesson engages the students and gets them ready to learn.
Observation/Implementation: We always write hooks or engagements into
our lessons. It is so important to make sure you hook your audience, even
if your audience is young students. I hooked my class before we read an
article in Time for Kids at Tarrant. We were about to read a story about The
Great Barrier Reef so we went on google earth and looked at The Great
Barrier Reef on street view. Students were able to travel to the Reefs
through this neat program. They were then engaged and ready to learn
about the reefs. Another way I have hooked students is by asking
questions to activate background knowledge. Finally, I hooked students by
reading a book to them. Then we went back in the book when we learned
the skill for that day. Teachers must engage students with hooks before
teaching them anything. If they are not engaged then they will not learn
anything.

ENTRY #5
Technique # 15: Circulate

Description: Circulate is a technique that helps teachers move

strategically around their room during all parts of the lesson. First
teachers must make sure that they break the plane or go past their
comfort area and into the classroom with the rest of the students. This

Chandler McAlister
April 20, 2015

shows students that this is your classroom and that you are in charge.
This will help with behavior management as well. The next thing teachers
should do to circulate is to make sure they have full access to the entire
room. Make sure the room is set up so that you can move around and
reach every student. Next, when circulating the teacher should make sure
that she isnt just observing but that she is interacting with the students
by making verbal and nonverbal interventions. Next, she should move
systematically. This allows the teacher to move around students that are
causing issues without the entire class knowing that she is singling them
out. Finally, she should make sure that she is facing as much of the class
as possible. She shouldnt lose control of the class or miss something
because her back is to the issue.
Observation/Implementation: My teacher at Tarrant did circulate some but
not as much as this book mentions that you should. She would sometimes
move around when students were working but most of the time she would
go back to her desk and work on other things. I think she could have
helped a lot of students one on one during this time if she had circulated
the room. When we were writing their stories one week we did do a lot of
circulating but I wouldnt say it was strategic. The students required a lot
of support so we both walked around and helped. I have found though that
standing next to a child with a behavior issue will get that issue under
control without the whole class knowing that is what you are trying to do. I
never thought about it being a way to handle behavior without the class
realizing it before. I think thats cool and I will definitely continue to use
that technique.

Technique # 19: At Bats

Description: At bats is a technique that has students doing a skill

repeatedly until they get it. They should have the opportunity to keep
trying until it is mastered. To do this teacher should present the
material in various formats. Teachers should also make sure they are
using their tie for enrichment and differentiation. Sometimes students
just need lots of practice at bat to finally hit the ball.
Observation/Implementation: This is one thing I did see my teacher at
Tarrant do. The students did not comprehend figurative language so for
a whole week we taught figurative language in a different way to give
them more practice so that they would hopefully understand it. I also
did this technique in a lesson I planned about theme. The students had
to practice determining theme and each time they did it the skill was
presented in a different way. They were given a lot of practice before

Chandler McAlister
April 20, 2015
their assessment where they were expected to be able to determine
the theme of 4 different short paragraphs.
Entry #6:
Technique #49: Normalize Error

Description: Students will answer questions correctly and incorrectly

throughout their schooling. Teachers should realize that both of these
are important parts to the learning experience of children. Therefore,
when a child gets something incorrect it is not a big deal and when a
child gets something correct it is also not a big deal. Both of these
responses are expected, therefore they are normal. Dont praise
students for being smart; instead praise them for working hard. When
students get an answer wrong dont scold them, just help them get it
correct. Good teachers expect both right and wrong to happen so they
dont make a big deal about either one.

Observation/Implementation: My teacher gets right to the point of the

lesson. He wants students to do well and get answers correct but he
also understands that this wont happen every time. He helps the
students get to the correct answer instead of focusing on if they
answered it right or wrong. He does praise them but he does not overpraise. It is going to be difficult to be very intentional with this. I have
to get into this mind-set to really succeed at carrying out this
technique.
Technique #1: No Opt Out

Description: This technique begins with a student not knowing an

answer or unwilling to answer the question and ends with the same
student giving you the right answer. For example, if a student answers
with I dont know you may ask another student the same question
and that student will give you the correct answer. Once that has
happened go back to the same student that didnt know the answer
and have him then tell you the answer. They still have to do the work.
A better way to use this is to cue the students towards the right
answer. Help them think towards the answer. Dont let them just give
up. I dont know will not get them out of participating in class.
Therefore, they cant opt out of school work.
Observation/Implementation: Dr. Underbakke always asks another
student to answer the question if the original student he asks cant get
to the answer. He does give the student some time to answer the
question as well as offers clues and support before he moves onto

Chandler McAlister
April 20, 2015
letting another student answer. If the students does not answer the
question correctly and another student must answer it then he almost
always gives the same style of question to the original student. This
gives the student help in understanding the answer to the original
question while following up with another opportunity. I see him use this
in math more often than any other subject. Sometimes he doesnt do
this technique when things get fast paced.

Entry #7
Technique #2: Right is right

Description: Most teachers will allow students to answer questions

incompletely and then add something onto the answer making the
students think that their answer was good enough or right when it
isnt. We call this rounding up. When the teacher does this she is
setting a low standard for correctness. Instead, tell the students that
they are almost there until they can reach the 100% correct answer.
Make sure the students are answering the question that you asked.
Make sure that students are answering your question at the correct
time and not getting ahead of the rest of the class.

Observation/Implementation: Dr. Underbakke is great at making

students reach the correct answer. For example, one time he asked
the students a question and he was looking for a specific answer. He
would praise the almost correct answers for good thinking but he
didnt allow that to count as absolutely correct. He let the children
continue to think until they got the absolutely correct answer. This sets
a high standard for correctness in his classroom.

Technique # 5: Without Apology

Description: Teachers should never apologize for the content that they
must teach students. If you apologize for any work you make students
do then you lower your expectations. Therefore, dont apologize for
something you assume will be boring. Dont blame your content on
any higher power, like standards, principals, etc.

Observation/Implementation: I dont think I have ever heard Dr.

Underbakke apologizing for content he must teach. I, however, have
found myself apologizing for work I have made the children do, etc.
This is something I should work on. I dont need to assume that the

Chandler McAlister
April 20, 2015
work will be difficult or boring. If I go in excited about a lesson or
activity then my class will likely feed off that energy. If I apologize in
advance then they will almost always assume that the lesson will be
boring or difficult before we even begin.
Entry #8:
Technique #11: Draw the map

Description: Teachers often arrange their classroom, particularly the

students desk, so that they are able to interact with each other, rather
than learn from the teacher. Therefore, instead of arranging the
classroom one particular way they should arrange it so that they
students may learn best. With this being said, Draw the Map means
that you are planning what your space should look like for each
particular lesson you plan to teach. You should think about the layout
of the room for every single lesson you teach. Should students be
facing each other to interact? Should all students be facing the board
so that they can easily take notes? Should they all face the teacher so
that they can listen more attentively? These should be questions you
ask yourself each time you are planning a lesson.

Observation/Implementation: Dr. Underbakke will relocate the students

in his class to their squares in front of his rocking chair for read-aloud
time, but the children stay in their chairs most of the day. Not all of the
students seats face the front of the room making it difficult to look at
the board while he is teaching. Many students like to talk to each other
when they are not supposed to be because they are facing one
another. From reading this technique and observing in Dr.
Underbakkes class I would rearrange my room so that all children are
at least able to see the board at the front of the room for lessons.

Strategy #13: Name the steps

Description: Teachers have to break down the material into smaller

steps when teaching. Students dont know as much about the material
as you do. Help your students learn complex skills by breaking them
down into manageable steps. A good idea is to give each step a name
so that the step can be easily recalled. Before you teach build all of
your steps so you know exactly what to teach. First, you must identify
all the steps to solving a certain problem. Dont simply tell them how
to do something, show them all the steps that their mind should make

Chandler McAlister
April 20, 2015
to get the right answer. Second, give each step a name to make them
sticky, or make they memorable.

Observation/Implementation: My mentor teacher does a good job of

breaking down content into smaller pieces for his students most of the
time. From what I have observed he almost always breaks down
content in math. Most days in math we only focus on one step each
day. Then the next day we will review what we did the previous day to
add another chunk of the bigger picture. With the way his math
lessons build on each other followed by lots of practice the kids hardly
notice the math getting more difficult.
Entry #9:

Technique #14: Board = Paper

Description: Students must learn how to be students just like they

have to learn the content and skills. Teachers must teach them how to
take notes. Therefore, the starting point is to have students make their
paper look exactly like yours. Gradually students will be able to write
down just the important information in a way that makes sense to
them.

Observation/Implementation: Have fill in the blank worksheets for

students to take notes on. Fill out the same worksheet along with them
while teaching and remind them to make their paper look just like
yours. Dr. Underbakke sometimes has his students fill in math
worksheets when they do the problems together on the board. He tells
them to show their work and write the answer just like he does, so this
also fits this technique of Board = Paper.

Technique #17: Ratio

Description: The goal is to have the students do as much of the work

as possible with you leading them to finding the correct answer. To
achieve this technique you must unbundle or break questions into
smaller pieces that the students can answer to eventually get to the
final answer. Make half-statements and let them complete them. Ask
whats next. Turn the tables and act like you dont know (fake
ignorance). Have students give many examples. Have students
rephrase or add onto an answer. Ask them why and how often. Ask for
students to give supporting evidence. Allow students to discuss with
each other without commenting yourself.

Chandler McAlister
April 20, 2015

Observation/Implementation: Dr. Underbakke constantly asks the kids

questions during lessons. Sometimes the kids dont know the answers
so he will guide them a little farther but he is really good at having the
children think. They know that they must figure out the answers
because he wont simply feed it to them. To implement this technique I
will have to make sure that I am helping guide the students learning
while not simply telling them all the answers. The I do section will be
very small compared to the we do section if I follow this technique.
Entry #10:

Technique #20: Exit Ticket

Description: End each lesson with a single problem or a short series of

questions to check for understanding and to keep students
accountable. This is called an exit ticket. Exit tickets are quick, yield
data, and make great, quick mini assessments.

Observation/Implementation: In my clinical class after children have

read each day they have fifteen minutes to write about what they
read. They are expected to write a connection that they made while
reading the book. They do this almost every day as their exit slip for
silent reading time that day. The kids expect this each day in their
routine. Its a great way to implement exit slips.

Technique #32: SLANT

Description: Slant stands for Sit up, Listen, Ask and answer questions,
Nod your head, and Track the speaker. This reminds students to be
alert and participating while also actively listening during lessons. If
they arent doing these things you might as well be teaching to a brick
wall. Have the SLANT acronym posted in your classroom and just tell
them slant before beginning a lesson or if they begin to become
uninterested and restless. You can even develop a nonverbal hand sign
so that you can easily remind them in the middle of a lesson.

Observation/Implementation: My teacher does not use this acronym or

even one similar to it but he definitely should. We are constantly
telling kids to sit up, pay attention, listen, etc. This technique would
save him so much time and energy. I will definitely be using this
strategy in my classroom. He is great at using hand signs with his
class. For example, if they want to go to the bathroom they can sign to
him, he points and then they go. This would be an easy technique to
implement in any classroom.

Chandler McAlister
April 20, 2015

Entry #11:
Technique 23: Call and Response

Description: Call and Response is a technique that is used to engage, excite,

and increase participation in the classroom. When a teacher asks a question
all students are expected to respond with an answer, right or wrong, verbally.
There are different kinds of ways to use this. First, you can use it when
asking the whole class to solve the problem in unison. Second, you can use it
to review previously gained knowledge. Third, you can use it repeat answers.
One child gives the answer and then the rest of the class repeats it. Fourth,
you can us it by having the students repeat what you say. Fifth, you can use
it to have students report answers back to you. You must make it very clear
who the questions are directed towards. For example, students need to learn
when a question is rhetorical, when a question is directed at a single student
and when its directed towards the whole group. These differentiations can
be done verbally and nonverbally. Some may need to be taught explicitly and
sometimes students may catch on. You can mix things up by just asking a
specific group, boys vs girls, etc.
Implementation: I have been doing this in my lessons that I taught already,
however, I am not very clear when I want the whole class to answer. That is
something that I have to work on because I have noticed it is a problem. You
have to be very clear with directions and teach the children how they can
differentiate between who the question is directed towards.
Technique 30: Tight Transitions

Description: Tight transitions means you have a routine of transitions for

students to follow. The teacher will scaffold each transition beginning with
modeling. Once she has modeled the children will practice a few times. If you
follow through with the transitions you set in place then you will save a lot of
time, distractions, and conflicts in the classroom. Make sure you tell students
that they are expected to do the steps just as they practiced every time.
Once they get used to this they will perform transitions quickly, thus giving
the teacher more time to actually teach. You can also use point to point
transitions. You tell them a task and then a stopping point. Both ways will
increase organization and speed.
Implementation: My teacher gives good instructions for transitions inside of
the classroom but they could be improved by following a more set routine
and enforcing rules more. In the hallway, the kids dont really do well with
transitions. They dont walk in a straight line and they dont walk quietly,

Chandler McAlister
April 20, 2015
because the teacher has not enforced this. I like both the scaffold instruction
and the point to point implementation. I would like to enforce this in my
classroom.
Entry #12
Technique 31: Binder Control

Description: This technique helps students stay organized and ensures that
they dont lose their work. Provide a binder at the beginning of the year.
Have a specific place for them to take notes, put homework, etc. Dont let
them take this binder home. If they have homework then they can take the
work out of the binder and take it home in a homework folder to return the
next day. You can have a required format that they must follow when
organizing papers. Everyone will be on the same page and you as the
teacher will be able to find things easily in each students binder.
Implementation: My teacher at trace crossings does not use a system like
this. He keeps track of all student work himself. They are in second grade so
they dont keep track of notes, etc. I would use this technique in a higher
grade. Some kids need a lot of help staying organized so this is a great way
to help them. All of the students have to do the same thing so they can help
each other and then I will be able to help easily because I know exactly what
is expected.
Technique 34: Seat Signals

Description: Teach students nonverbal signals that they can use at their seats
to let the teacher know what they need. This will decrease interruptions. For
example students can raise two fingers in the air crossed to signal that they
need to go to the bathroom. Have them posted around the room and teach
them these at the beginning of the year. This will help keep students from
being a distraction to themselves and to others.
Implementation: My students at Trace Crossings actually use the bathroom
signal suggested in this book. I think that a few more signals would be
helpful. A signal that they need to sharpen their pencil would be helpful. That
is one of the main reasons they get out of their seat. I also think a signal for
I need help vs. I want to share something with you would also be useful.
Most of the time when a childs hand is raised they have something to
comment on rather than an actual concern. I will definitely use this in my
classroom, because I have seen it work well for TCES.
Entry #13
Technique 41: Threshold

Chandler McAlister
April 20, 2015

Description: In Threshold you use the very beginning of the day to set the
expectations for the day. First, greet students each morning to gain a
personal connection. Second, reinforce your expectations for the day. It is a
lot easier to start off right, rather than fix it later once its already bad.
Implementation: I have noticed that a lot of teachers at TCES greet their
students each morning outside the room with a hug. This helps the students
feel welcome and wanted by the teacher. I think this is a great way to ensure
everyone has a great start to the day. I will just have to make sure that I get
to school in time to prepare for my lessons that day so that I can spend those
15 mins of personal time with the kids.
Technique 42: No Warnings

Description: You have to act rather than get angry when behavior problems
arise. You should act quickly, fairly, and be consistent. You shouldnt give
warnings. Warnings tell students that you may take action and therefore are
counterproductive. Take action without a warning. If you give warnings they
will continue to test you and take advantage of their warnings. If the child is
incompetent use a reminder. If the child was disobedient then a warning,
reminder is unnecessary and useless.
Implementation: My teacher at trace could use this in his classroom. While
the students are very well behaved, they could use a little bit of work. My
teacher doesnt implement consequences but he does give a lot of warnings.
The students respect the teacher and this isnt necessary. The class is well
behaved. However, I do think that giving no warnings would help create a
sense of respect and obedience in the classroom.
Entry #14
Technique 44: Precise Praise

Description: You should know the difference between acknowledging good

work and praising children for going above the expectation. Children should
be acknowledged when they do something good but praise should only
happen when they go above and beyond. You should also praise and
acknowledge children loudly for all to hear, but fix problems quietly. Finally,
make sure all praise is genuine. Dont praise a student to get another student
to change their behavior.
Implementation: Quite often teachers use praise towards one student to
correct another students behavior. I, myself, do this. That is something I
need to work on. Let the student doing well set the example and you should

Chandler McAlister
April 20, 2015
try to fix the problem with the student in the wrong quietly. I plan to work on
being more precise and genuine when praising a student for their work.
Technique 45: Warm/Strict

Description: As a teacher it is important to be warm and strict, caring and

relentless. To do so you must show students you care about them by being
strict. First, explain to students why you do what you do. Second, make sure
you dont tie them personally to the bad behavior. Next, show them that
consequences are only temporary and serve a purpose. Finally, use warm,
nonverbal behavior like a tap on the back, etc.
Implementation: This is so powerful. I honestly think that discipline shows
people that you care about them and that you have high expectations for
them that you know they can reach. I love these ideas. Discipline is obviously
an important part of classroom management so disciplining in a warm way is
important. I will definitely keep this in mind when I become a teacher and
when I am dealing with children.
Entry #15
Technique 47: Emotional Constancy

Description: Teachers must always be able to remain calm and collected

when dealing with students. They should expect things to go wrong, for
student behavior to rise and fall, etc. Therefore, they should not over react
when something happens. A teacher that is always in control will gain more
respect from the students and will be able to handle any situation with grace
and poise.
Implementation: I have watched so many teachers that are able to remain
calm in any situation. Its not easy but it is important. The teachers I have
seen that dont stay collected typically have a worse behaved class than their
counterparts. For example, a substitute I have seen was not able to control
her emotions well. The children did not respect her and were out of hand
most of the day. My teacher at TCES is very structured and does a pretty
fantastic job staying in control of his emotions from day to day. I have never
seen him break down in front of a student. When something happens, he
honestly probably saw it coming, then handles the situation and moves on.
He doesnt hold grudges against students for misbehavior either.
Technique 48: Explain Everything

Description: In this technique the teacher is expected to explain why

students do the things they do all the time. For example, if they must do
something for homework she tells them why they must do it. If she is giving a

Chandler McAlister
April 20, 2015
consequence for something the students did she explains why. For example,
if a student was doing something dangerous she would tell them they have to
stop, their punishment, and why they had to stop because you could hurt
yourself by doing that.

Implementation: I think this is so important to explain to students why they

have to do the things they do. I already make sure I tell students a learning
objective so they know what to expect and what is expected of them.
Students need to know that you arent just being mean by stopping their fun
game or their chatting but that you have a reason for doing it. My teacher is
really good about this. He has chats with his class all the time about their
behavior. He tells them what they did good and what they need to improve
upon and why almost daily. He gives great explanations all day long.