Teach Like a Champion Strategy Reflection

Journal:
Fall 2014
Part One: Entries 1-5
Entry #1:

Technique #13 Name the Steps:

Description: Name the steps is a technique where the teacher identifies how to
break down a process into no more than seven manageable steps. Then she creates
a sticky or catchy way to remember them through ideas such as a mnemonic
device, song, or story. These steps are also posted visually in the classroom so that
students can refer back to the steps easily.

Observation: I saw evidence of this strategy in the decorations on the walls of Mrs.
Wiggins classroom. She has a poster with the five steps of How to Write a Story
which does not have a mnemonic device or any particularly catchy device. However,
she does clearly simplify and display the steps for students. Also she has the I PICK
to be a superstar reader poster, which outlines five goals for her students. To look
at the book, find its purpose, to be interested in reading, to comprehend reading,
and to know the words of a text. Lastly, the best example is her CAF wall. Where
she has four components of proficient reading: Comprehension, Accuracy, Fluency,
Expand Vocabulary. Then under each, she gives strategies for each aspect of reading.

Technique #15: Circulate:

Description: Circulate refers to the idea that a teacher should move about the
room during each part of instruction, give meaningful feedback, and minimize blind
spots. When the teacher has full ability to move about the room and moves based on
their own decisions and not student behaviors, students recognize the teachers
authority in the room. Teachers must also not just rely on proximity alone to fix
behavioral issues. They must engage students and address behaviors. Finally,
minimalizing blind spots keeps students aware that the teacher is watching and they
are more likely to be on task.

Observation: Today in class, Mrs. Wiggins circulated as she checked students
writing journals and math warm-ups. As she circulated, she greeted each student
good morning, checked their work and continually scanned the room to make sure
students were on task while working with a student. She also did not just use
proximity when addressing a behavioral issue. She would begin with eyes, then
proximity, and finally a direct quiet address to the behavior.


Entry #2:

Technique #20: Exit Ticket:

Description: The exit ticket allows the teacher to know what students know by the
end of the lesson. It informs the teacher who needs the material to be retaught and
who understood the content. Also, exit tickets help the teacher to see common
errors in thinking, which can help inform the teacher where the lesson may be been
a bit confusing. This ensures that the teacher can clarify their instruction the next
time they teach the content.

Observation: My current teacher gives her students an exit slip each day at the end
of math to see if they have grasped the concept. After a whole group lesson, she will
give the students one or two word problems that demonstrate their mastery of the
concept. This informs her which students need to be retaught, who understood, and
where her teaching could have been clearer.

Implementation: I have been using this strategy with my Action Research Group. I
give a short assessment at the end of each session to see what they have learned and
what I need to explain or cover again. These assessments guide my planning for the
next day.


Technique #22: Cold Call:

Description: Cold call is a technique where the teacher expects each student to be
paying attention in the lesson and picks at random a student to answer or respond

to a question. This strategy allows the teacher to assess a students understanding at

any time, decreases time waiting for a volunteer, ensures that the teacher is hearing
responses from everyone in the classroom, and increases students motivation to
pay attention in class. The teacher should not use this strategy to punish students
that are clearly off task. Cold call should be integrated as a routine procedure that
does not show favoritism to any select students.

Observation: In my current placement, my teacher uses this strategy every time we
have a whole group lesson. Whether it is reading or math, she ensures that she hears
from each child, not just the upper-level students in the class, through using cold
call. She extends this process of assessing each childs understanding by having her
students shake a surfer hand back and forth between themself and the person
responding if they agree with a students response.

Entry #3:

Technique #23 Call and Response:

Description: Call and Response is a technique used by the teacher to ensure each
student is involved, engaged and learning. She begins by asking a question or giving
a task to students and all of the students respond in unison together. Call and
response should be full of energy and can be initiated by a hand gesture from the
teacher, a verbal cue such as when I say gogo! or a count down. It is important to
monitor which children are not engaged or speaking with the rest of the class so
that they do not get away with not practicing the information. Also, is it effective to
mix in cold call with call and response. This means the teacher should shift between
calling on the whole class and specific individuals to answer questions.

Observation: Many of my teachers have used this technique, particularly in math. I
remember at my Brookville placement, my teacher would point to multiplication
facts and the students would respond in unison with the answer to each one to
reinforce their multiplication knowledge. She would also pause and then ask specific
students to give answers. In my current placement, my teacher asks the students
What is our poem of the day? and the students all know to read the poem in
unison. She monitors who is speaking and who is not paying attention.

Technique #29: Do Now:

Description: A Do Nows is a short written task that students complete without being
asked on a daily basis. The goal of a Do Nows is to help students establish
responsibility for initiating their own work. Consistency is key for a student to
establish this habit of initiating his or her own work. Thus, the teacher should have a
Do Now daily for the students. Its product should be written to see clearly if the
student followed directions or not. Also, it should be a short way to get students
thinking, usually at the beginning of the day.

Observation: Mrs. Wiggins uses this practice with her daily journals and math work.
Every morning after breakfast, students are expected to complete one page in their
math workbook and answer the journal prompt on the board. She has enforced this
policy since day 1 and she or I rarely have to tell students what they should be
doing. They know when they are off task. Through the math work and their daily
journals, she is ensuring that students develop responsibility for initiating their own
work.


Entry #4:

Technique #30: Tight Transitions:

Description: Tight transitions are a crucial component of the school day because
they help the teacher conserve her most precious resource, time. Sloppy transitions
from place to place within the classroom, lining up, or to places outside the
classroom waste precious instructional time and can lead to behavioral problems
amongst students. During the first week, students should be given a clear and
consistent procedure for transitions that they can follow every time without being
told. The teacher should ensure that students learn these procedures within the first
week of class and consistently enforce them.

Implementation: This summer at Memphis Teacher Residency Camp (MTR Camp)
we were taught very specific procedures to ensure tight transitions. For example,
when transitioning students to centers, the teacher would assign each center group
to their center. After students completed the first center, the teacher would tell a
student to begin the clean up song. By the end of singing the clean up song twice,
students were expected to have their center cleaned up and they should be standing
on the black line taped in front of their table. Then the teacher would begin the
center song as all of the student sang along, Center #1 goes to center #2. Center #2
goes to center #3. Center #3 goes to center #4. Center #4 goes to center #5. Center
#5 goes to Center #1!! After the students move, they would stand on the black line
until the teacher told them they could begin working. For lining up, the teacher
would call the quietest group to line up at the door quietly, facing forward, hands to
self. When the teacher was ready to go, the teacher would hold up her hand and the
students would quiet down. They knew to be silent in the halls and she would tell
the line leader specific areas to stop at when necessary.

Technique #32: Slant:

Description: The SLANT method stands for sit up, listen, ask and answer question,
nod your head, and track the speaker. It is a method that ensures that students are
paying attention and are ready to learn.

Implementation: At MTR Camp, we had a similar philosophy called SWAG. Sit up
straight, watch the speaker, ask and answer questions, and give encouragement.

When we told the kids to show me swag, it meant for them to sit up, watch the
speaker, be engaged, and encourage the teacher by showing engagement with body
language and other students by being respectful. We made posters as well with the
SWAG philosophy on them for each classroom.

Entry #5:

Technique #34: Seat Signals:

Description: It is important for the teacher to have a system of signals that students
can use to clearly and quickly communicate what the student needs to the teacher.
These should be unobtrusive hand signals and non-verbal.

Observation: In my Brookville placement last semester, my teacher implemented a
system of hand signals to determine the needs of her students. She had five
different signals for need to go to the bathroom, need to sharpen pencil, need a
Kleenex, have a question, and have another need. Each one had a certain number of
fingers that the student should hold up to indicate what they wanted.

Technique #35 Props:

Description: Props refers to a system involves both the teacher and the student in
giving positive praise to students efforts and wise choices. Props should be
enthusiastic, universal, quick, specific to what is being praised, and open-for student
creativity. First, props should be universal meaning that all students join in and
enthusiastically praise their friend. Also, they should be short yet also tell the
student being praised and all the other students what actions are worthy of a prop.
This encourages the student to continue to make wise decisions and encourages
other students to make the same wise choices. Also, students should be able to make
up their own chant for their friend to make the prop more meaningful to both the
student being praised and the one leading the praise.

Implementation: This summer in our classrooms, MTR taught us this technique of
positive praise called chanting. We the teachers would implement quick and
specific chants to reinforce positive behavior. For example, after a student helped
another student without being asked, the teacher would say, Way to be a
leeeeader! and the students would echo enthusiastically back. Also, at the end of
the day, all the campers and staff would sit in the shout out circle. Staff and campers
would give shout outs to anyone in the circle in order to encourage a camp wide
classroom culture. After the student explained why they were shouting out another
student, the student created and led a chant for the whole group such as Way to be
a good friend!

Part two: Entries 6-10

Entry #6

Technique # 27 Vegas: This technique refers to the idea that there should be a little
pizazz throughout the day to promote student engagement and love of learning. This
can be something simple such as singing a quick song or performing a wiggle dance
but these Vegas activities should be short, like a faucet (students turn way on and
all the way off at the appropriate time), should be in unison/whole group
participation, and should contribute to the days learning objective.

Observation: In one of my classrooms, my CT led her students in little wiggle breaks
throughout the day that always contributed to a concept the students were learning.
She would have them skip count and do jumping jacks and other clever games to
help student grasp the concept but have a little fun while doing so.


Technique #36 100 Percent: This technique refers to 100% of students following
instructions completely 100% of the time. The teacher should settle for nothing less
than this. When students are not meeting this standard, the teacher should quickly
use the least invasive form of intervention as possible. Example strategies for this
include, nonverbal intervention, positive group correction, anonymous individual
correction, private individual correction, or very fast public correction. To
encourage 100% compliance the teacher should be firm and calm in her demeanor,
maximize visibility, be seen looking for compliance by verbalizing when she sees it,
explain clearly the expectations, and use call and response.

Observation: I have seen my teachers enforce this 100% mentality through
encouraging positive classroom behavior. When the teacher feels like all of her
students have done a phenomenal job following directions fully the first time, she
will let them put some marbles in a jar. Then once the jar is full the class receives a
prize like a short ice cream party. This ensures that all students are motivated to
give 100%, 100% of the time!



Entry #7

Technique #37 What to do: In the classroom, it is crucial that students know clearly
what they should be doing and how they should be doing it at every moment.
Teachers should be sure to give students a clear what to do at all times. These what
to dos should be specific, concrete, sequential, and observable.

Implementation: I have tried to incorporate this strategy into my own teaching
through giving clear and concise directions that I can observe if students are
following them. Often I learn that I need to say things in a more kid-friendly way

however each time I give directions, I learn the importance of making sure they are
clear and concise. I also want to be sure to show students that I am not going to
accept half-hearted compliance and if directions have been made clear I have told
students to clip down for not following directions the first time. If students have
been given a clear what to do, then they should be expected to follow instructions
fully the first time.

Technique # 44 Precise Praise: Precise praise or positive reinforcement is
recommended by experts to be given three times as often as criticism and
correction. A champion teacher recognizes the difference between
acknowledgement and praise and when each is earned. Unlike correction, praise
should be loud for the whole class to hear, should be truly earned and should be
specific. After praising a student, other students should know exactly what is
necessary to receive that same praise.

Implementation: Throughout my time in the classroom, I have seen the effect of
positive praise on the work ethic of my students. Telling students quickly and loudly
what specifically I am pleased to see them doing immediately makes all the other
students attentive to that behavior and more likely to imitate it! Also, this summer
in MTR camp, the staff modeled how to chant praises for our students in the
classroom by saying Way to stick with it Way to be an owner and more! Then we
would have our campers create short chants of praise for something special their
friend did for them or how they saw them working hard in the classroom. The chant
had to be specific so that we could all know what special thing their friend had done
for them. Then we would all repeat the chant back.




Entry #8

Technique #38 Strong Voice: In this technique, the teacher should exude a small
voice. This does not simply have to do with vocal volume and quality. A strong voice
has five components: economy of language, do not talk over, do not engage, square
up/stand still, and quiet power. First, the teacher should strive to say as little as
possible to get her point across. All of her words should be intentionally selected
and all extraneous detail should be omitted. Next, the teacher should never talk over
her students and should wait until the room is completely quiet to begin or begin a
sentence and self-interrupt and wait for silence. Also, the teachers demands should
not engage in petty conversation, stand up tall, and quiet her voice when she is
getting frustrated/ students are unruly so they have to strain to hear her.

Observation: My teacher Mrs. Wiggins is a master at quieting her voice so that her
students have to quiet down to hear her. She rarely raises her voice when she is
upset but when she lowers her voice to regain control, it works every time.

Technique # 39 Do It Again: In this strategy, the teacher asks students to repeat an

activity over and over again until they all do it correctly. This is important because it
makes students immediately realize the consequences of their actions, these
consequences are more logical, it sets a standard of excellence, promotes classroom
accountability, and it ends in success.

Observation: At times, I have seen my CTs wait to go to recess or lunch until there is
full compliance. Or she will have the students start over the task that they were
doing (lining up, etc.) and will have them repeat this procedure over and over until
they are fully compliant and follow the rules completely. This is important so that
students know that when the teacher talks it is not an option and they know to
follow the instructions fully the first time.



Entry #9
Technique #43 Positive Framing: As talked about in precise praise, students
respond at a higher rate to the positive than to the negative. Although positive
reinforcement of other students is important, it is often important to explicitly
redirect student behavior. Positive framing not only helps redirect student behavior
so that they know exactly what they need to be doing now, but it also tells the
child that the teacher assumes the best about that child. Positive framing allows for
the correction anonymous so that all students check their behavior and no student
feels degraded. Also, it is an opportunity for teachers to challenge, build up the
momentum of students, and communicate high expectations for the student.

Implementation: In our classrooms this summer, we used a phrase called SWAG to
represent student behavior in class S-sit up straight, W-watch the speaker, A- ask
and answer questions, G- give encouragement. We would challenge the students by
saying, Hmm I wonder if I can see this whole class sitting in SWAG and ready to
learn? also we would communicate high expectations by saying, I know that every
single one of you can be in SWAG by the time I count down from 3, 3.2.1.


Technique #45 Warm Strict: Warm-Strict is all dispositions as a teacher. This style is
all about being warm, nurturing and caring, while at the same time as being strict
and somewhat inflexible. Teachers can accomplish this by explaining why things are
being done the way that they are and let them know you are going to work with
them to fix the behavior, instead of purely disciplining them. Also, the teacher
should be sure to call the behavior bad, not the student. The teacher should also tell
students that consequences are temporary and that the teacher hates to have to
enforce them. Finally, the teachers nonverbal behavior should be strong and gentle.

Observation: A kindergarten teacher I observed in the past mastered this warm-
strict disposition! She would consistently show patience to her babies through
condemning the behavior not the child. She would tell them that she cared for them

and thus she was going to have to enforce the consequences of an action so that they
would learn to abstain from that action in the future. Her non-verbal behavior was
always warm and positive also.

Entry #10
Technique #46 J-Factor: J-Factor, similar to the Vegas strategy, involves
incorporating activities that allow for students to take joy in learning and to see the
teachers joy for learning! J- factor activities can be in the form of fun games, putting
content to song, dramas or dances and more. J- factor can come from students being
able to be apart of an elite us where only their class gets to do something special
(nicknames, songs, etc). Also, J factor can come from creating suspense and surprise
in the classroom.

Observation: In Mrs. Wiggins classroom, she has little funzies throughout the day
that are incorporated into content and behavioral management strategies. For
example, in the month of October, she had a Halloween song that she would teach to
her students each week and when she needed them to be quiet, she would begin
singing the song to them and all the students would join in, then be silent after the
song was over. Also, she incorporates games into her math center time which make
learning these concepts more engaging for students.


Technique #49 Normalize Error: This strategy is all about helping students
understand that errors are a normal part of the learning process. The student will
make errors before they perfect a skill and this is perfectly ok! To enforce this
mindset, teachers should not make too big of a deal either right or wrong answers.
For wrong answers, take the class through the content again by re-explaining in a
different way. For right answers, acknowledge them but do not linger on the topic.
The teacher should always praise effort rather than right or wrong answers.

Observation: In Mrs. Wiggins math time, she incorporates this strategy well by re-
explaining the concept in a different way if students are not getting the concept, or
she will sometimes call on a variety of students so that there are a mixture of right
and wrong answers. As the class decides which ones are correct, there is no
acknowledgement of wrong answers but only a clear path shown to thinking about
the correct answer.

Teach Like a Champion Strategy Reflection

Journal:
Spring 2015
Part two : Entries 11-15
Entry #11

Technique #3 Stretch It:

Description: The Stretch It technique offers an alternative to just responding, yes,
or good to a students response. It asks the teacher to go a step further or stretch
their learning by asking the students an additional deeper question. These questions
may include, How do you know that? Can you think of another way? Can you
apply this to another context? Can you think of a better word? These types of
questions ask students to defend their knowledge and show the teacher that the
student genuinely knows the information (didnt guess) and can handle unexpected
challenges.

Implementation: I feel that I have incorporated this strategy into my lesson plans
and into my Unit. In my unit, I often ask my students how they know the information
that they have given me or why they think that the content they have said is
important. This practice forces students to think deeper about the concepts they are
learning and to defend their answers.

Technique #7 4 Ms:


Description: 4 Ms addresses the idea that objectives should be: manageable,
measureable, made first, and most important. Objectives should be manageable in
that they should be accomplishable in one lesson. Teachers need to craft their
objectives so that they are measureable or easily observable/quantifiable. Teachers
should be able to quickly assess if the students have met or not met the objective.
Also, the teacher should write her objectives prior to the lesson so that she knows
clearly what students should be able to do by the end of the lesson. Objectives
should be most important because they are a clear measure of ones mastery of
academic content which puts them on the path towards college.

Implementation: We have been learning all semester how to write objectives
according to the 3 Ms. I remember when it was so difficult for me to write objectives
and I didnt understand. However, now I feel like I can better gauge how much
content I can teach and assess in one lesson (manageable) and am using more
techniques/resource ideas in order to make sure my objectives are measureable. Of
course these objectives are written first because quality teachers begin with the end
in mind.


Entry #12

Technique #8 Post It:

Description: In this technique, the teacher should post her objective in her
classroom so that students and visitors can clearly see the days expectations. This is
a McRel strategy also!

Observation: In my Oliver placement, my teacher posted the days objectives on
chart paper each day for the students to see. These objectives met the requirements
of these three Ms and if they did not fully get through a lesson, the objective was
assessed the next day.

Technique #9 Shortest Path:


Description: This strategy refers to the idea that teachers should always deliver
their lessons in a way that will lead to mastery of the lesson objective as directly and
quickly as possible. Of course it is good to try new things as a teacher, however
when in doubt, choose a method of delivery that your data tells you yields results
with your students. These methods may not actually be short in reality but made up
of short segments of teaching and activity.

Observation: In Mrs. Wiggins classroom, she always alternated the levels of
thinking her students were using by varying activities. For reading, she would begin
the day with a fluency poem for the students to read, then a book of the super-
helpers choice, and a big book to read through for some sort of phonics skill. Then
students would read with a buddy and would later in the day read independently.
This seemed to be the most direct and simple way to reach her daily objectives. She
didnt try to add a ton of flair, but her lessons were still engaging and enjoyable for
students.
Entry #13
Technique #10 Double path:


Description: This technique states that teachers often plan what they will do, say
and think during the lesson but often forget to plan what students should be saying,
doing, and thinking during the lesson. Thus, teachers should double plan what will
be occurring for each the teacher and the students during the lesson. This includes
anticipating students prior knowledge and misconceptions to be able to address
these in the lessons!

Implementation: In our lesson plan scripting, we are asked to think about what
students will be able to know, understand, and do (KUD) by the end of the lesson. By
thinking through this, this forces the teacher to plan not only what her actions will
be but what the students actions and thinking will look like. Also, we are asked to

predict students prior knowledge levels and their misconceptions about concepts
because this will help us plan for how to better clarify the concepts during the
lesson.

Technique #11 Draw the Map:


Description: This strategy refers to planning the physical layout of the classroom. It
very interestingly challenges the pod grouping of students because students are able
to interact but they most ignore the student directly across from them during
instruction, turn to the side to listen to the teacher, then swivel back to write
information. They suggest having a default layout but considering each day how the
learning environment should be adapted for the days lessons.

Observation: I noticed in Mrs. Wiggins classroom, she had students four to a round
table in her class. When she was giving instructions while students were at their
tables, some students would have their backs to her (based on the seating
arrangement) and ironically these tended to be the children that showed the most
behavioral difficulties. I wonder how much of this could have been avoided by
moving their seating to that they could better attend to directions.
Entry #14
Technique #12 The Hook:


Description: This strategy refers to the idea that each lesson should begin with an
engaging hook to capture students attention at the beginning of the lesson. It should
be short, engaging, and motivating for the student to want to learn more about the
lesson content. This can be in the form of a short video, a prop, a challenge, etc.

Implementation: One of the best hooks I have used for one of my lessons was the
mystery bag. I was teaching ar and or vowel patterns and brought in a bag full of
items with these vowel patterns in their names. I had my small group of students
take turns pulling items out of the bag then stating their names. Then, I would ask
the student to repeat the names of all the items that had been pulled out and tell me
if there were any similarities in how these words sounded. After a few items, they
were so excited to realize that some of the words had an ar sound and others had
an or sound. They stayed engaged the rest of the lesson which taught me the
power of a good hook!

Technique #14 Board=Paper:


Description: For this technique the teacher should set the expectation that in her
classroom, if she writes it on the board, so should students. I think this is especially
important when teaching content. It is effective for the teacher to make her display
and the students worksheet or notes the exact same and then as the teacher fills in
blanks so do the students.


Implementation: I structured my note-taking guide for my Social Studies unit this
way. My PowerPoint mirrors my note-taking guide for students. I have words
underlined that the students will fill in on their note-taking guide, thus helping them
see what is most important in the lesson.
Entry #15

Technique #40 Sweat the Details:

Description: This technique outlines the idea that teachers should be sure to make
sure their classroom is organized and student work is always completed to the best
of the students ability. The teacher can do this by marking the floors with tape for
students to check their desks at the end of the day and can use a homework
standards rubric for how homework should be turned in. The teacher should adhere
to this rubric and make comments on if the student is adhering to this or needs to
improve in this area. The teacher can also teach students how to file away papers in
their binder, how to work carefully by commenting as they work, and to raise their
hands through practice and constant reinforcement.

Implementation: I want to ensure that I do this in my classroom because these small
yet important details of the day will set a standard of excellence and organization
for my classroom. I want each student be require to work to the best of their ability
on each assignment and to know that anything less will not be accepted. However if
I set high expectations, I need to be willing to offer high levels of support when
needed.

Technique #42 No Warnings:


Description: This strategy talks about how the teacher should not give warnings but
should rather act early, act reliably, and act proportionately to the situation.
Warnings tell a student that once is ok, twice is pushing a line, and three times is
finally a limit. The teacher should respond immediately with either teaching proper
behavior or a consequence when students misbehave. This response depends on the
motive of the child. If the child genuinely doesnt understand the expectation, the
teacher should practice this with the student after class. However if the child is
misbehaving out of defiance, a consequence should be taken. In this case the teacher
should be sure to have an appropriately sized consequence for the size of the
misbehavior and should be consistent in her enforcement.

Observation: One teacher I remember from my sophomore year did not give
warnings to students, ever. When students were misbehaving, she was an expert at
determining when the child was misbehaving out of defiance and when they were
misbehaving out of ignorance. She would either immediately give a consequence
(but not in a mean way) or teach the student to the correct behavior. This inspires a
standard of excellence in the classroom!