Classroom behavior modeling is key to helping students follow your expectations and instructions. You can have fun with each time you use TEMPO in your demonstrations. I like to talk through why I am not doing something or the outcome if I were to proceed. This helps students understand more clearly the words you are saying.
Classroom Modeling – TEMPO
- T – Tell Expectations
- E – Explain Why
- M – Model, Non-model, Model
- P – Practice
- O – Offer Feedback
TEMPO Example
Lining up is a transition that should happen in about 30 seconds. The process should be safe, swift, and silent. Using TEMPO, students can understand the line-up procedure in your classroom.
- T – Tell Expectation. When I call your row to line up, I expect your voice to be off, your chair to be pushed into the table, your feet to walk, and your body facing forward once in line. Your hands should be at your side or folded.
- E – When we all line up like this, it will only take about 30 seconds, allowing us more time to create our artwork.
- M- Model (1) – Physically demonstrate how you want them to line up. Sit in a chair, make sure your voice is off, stand up, push in the chair, walk to the front, and stand facing forward.
- M- Non-Model – Now is the fun part – do everything wrong! This time, talk and make comments the whole way, don’t push in your chair, slide your hand across the chalkboard, and stand with your back to the door while talking to the student next to you. (Students love this, and they laugh.)
- M- Model (2) – Repeat your full expectation and ask students to watch.
- P – Practice – Have students practice without a timer. Focus on one expectation at a time. This time, I want to hear that all voices are off. This time, I want to see all the chairs pushed in. This time, I am looking for hands to your side or folded. This time, I am watching for all your eyes facing forward in line. Etc. Practicing can happen any day that line-up is not following the modeled and desired expectations. Practicing can also be asking a student to go back and try it again. If two students are talking, don’t send both back. The chance of them talking again is high as they’ll be in line next to each other again.
- O – Offer Feedback – Every time students line up, identify and recognize students following the expectations. “Thank you, Lucy, for pushing in your chair to touch the desk. I like that Matt is walking safely in line. Excellent example, John, joining the line with your voice silent.”
TEMPO is applicable throughout the school year. If student processes are not following your expectations, stop and review with the students using TEMPO. The goal is to maximize class learning and work time and minimize transition.
Applying TEMPO To Art Projects
As I demonstrate art tools, I like to apply TEMPO to my demonstrations. “I hold the tool like this… I don’t want to hold it like this or this because I could get hurt. So, I hold the tool like this…” It’s a great way to show what to do to be the most successful and safe in the art room.