Technique 39: Do It Again

(Part of chapter 6: Setting and Maintaining High Behavioral Expectations)

This technique is simple to describe: have students repeat a task until they master it.  The author is talking about getting K-12 students to "line up, come in quiet", etc. -- i.e., behavioral responses in the classroom.  More examples include

• transitioning from one classroom to another
• tracking the speaker
• giving a Call and Response
• moving from one activity to another in the classroom.

Seven reasons repeating a less-than-perfect behavior works are: it shortens the feedback loop; it sets a standard of excellence, not just compliance; there is no administrative follow-up; there is group accountability; it ends with success; there are logical consequences; it is reusable.h -- i.e., you can Do It Again and Again until the behavior is perfect.

It is important to be positive: "Let's do better!"  A result of Do It Again is that it can change attitudes.  

Asking a low-energy class to repeat something with enthusiasm (especially, and critically, while modeling those attributes yourself) can start to be a self-fulfilling prophesy. (p 193, 194)

My response:

In my college classroom I don't have problems with students having to make transitions between classrooms, activities, etc.  But, I do have problems with students not doing, with enthusiasm, the activity that I ask them to do.  I think Do It Again could help.  If it is true that repeating a Call and Response until it is done enthusiastically actually gets students enthused, then I must try it!