Teach Like A ChampionSpring Semester

Lindsey Rae Atkins

Section 1

Technique # 1: NO OPT OUT

Description: This strategy does not allow students to take the easy road
of saying I dont know. For students that are unable or unwilling to
answer there are four basic formats that a teacher can use to respond to
the student. Format 1: You provide the answer, the student repeats the
answer. Format 2: Another student provides the answer, the initial
student repeats the answer. Format 3: You provide a cue, your student
uses it to find the answer. Format 4: Another student provides a cue, the
initial student uses it to find the answer.

Observation/implementation: Within my classroom I observed my
teacher implementing this strategy by also using the strategy of wait
time. Students are not allowed to say I dont know but must work
through the problem. When working individually with students I tried
to implement this strategy by not giving them answers but rather asking
questions that made them think through the problem.


Technique # 4: FORMAT MATTERS

Description: This strategy focuses not on what students say but rather
how they say it. Students should be expected to respond to questions or
ideas in standard English. The main areas are: grammatical format,
complete sentence format, audible format, unit format.

Observations/implementation: This strategy is still not a major focus in
my classroom, however students are expected to respond appropriately
when addressed.




Section 2

Technique # 11 DRAW THE MAP
Description: Conciously designing and shaping the physical environment
in which you teach. Ensuring that seating arrangements, posters,
etc. should support each days lesson plan and objective.

Observation/implementation: The way that my cooperating teacher had
her classroom set very much supported the learning objectives of
each day. Student tables are positioned so that each child has an
unobstructed view of the board as well as the easel at which she
completes a majority of her teaching. Posters that help with
vocabulary or spelling words are strategically placed throughout
the room to aid students and allow them to not spend time asking
the teacher questions such as how to spell something.


Section 3

Technique #12: THE HOOK

Description: This strategy focuses on introducing students to material
and content in a captivating, fun, and stimulating manner. A hook
should be: short, energetic and optimistic, and be a smooth
transition to more substantive things.

Observations/implementation: The teacher will often bring in concrete
objects to engage students in the lesson that is about to be taught.
Most of my teachers hooks implement the use of technology.
When I taught my last lesson I brought in pictures of different
locations in Alabama as a hook to engage my students in our study
of the diverse physical environments of our state.


Technique # 15 CIRCULATE
Description: Circulation throughout the classroom is very important. It
allows interaction between teacher and students while a lesson is being
taught, and keeps the students actively engaged in what the teacher is
saying. It is also very effective in managing behavioral expectations.

Observations/Implementation: I believe this strategy is very effective for
keeping students engaged, also making it a great classroom
management tool. My teacher does most of her explicit instruction on
the carpet with her students gathered around her. During opportunity
for practice both the teacher and I circulate throughout the classroom
informally assessing students and answering questions.


Section 4

Technique # 22: COLD CALL

Descriptions: Cold call is calling on students to answer a question
regardless of whether they raised their hands or not. This strategy
keeps students alert and engaged during instruction, and prevents
a skewed formative assessment due to students who know the
right answer always answering the questions. There are several
essential elements of a cold call: predictable, systematic, upbeat
and positive, scaffolded and unbundled, and focused on curricular
substance.

Observation/implementation: In my clinical setting my teacher often
implements the cold call strategy. She would primarily call on
students who were obviously not paying attention, in order to
make a point. I think using cold call would also be good for giving
students who are quieter and more reserved the opportunity to
speak up in a group setting.


Technique # 25: WAIT TIME


Descriptions: Wait time is the delay after a teacher asks a question
before she accepts a students answer. This is important because it gives
students an opportunity to process through their answer. When
introducing the strategy of wait time into your classroom it is important
to narrate what students should be doing during the quiet time. There
are several important effects of wait time: 1. Increase in the length and
correctness of the answer 2. Increase in the number of students who
raise their hands 3. Increase in the use of evidence in the answers.

Description/implementation: Wait time was used in my classroom in
order to ensure that all students had an opportunity to participate in
discussions. This strategy was most often used during math and number
talks.


Section 5

Technique # 30 TIGHT TRANSITIONS
Description This technique is another that is meant to better organize
and manage class time. It cuts down on lengthy narrations by the
teacher, and is something that once it is routinized should be able to be
executed effectively by the students.

Observation/Implementation Students in the class Im observing know
that they are expected to move quickly and quietly for all transitions.
This is good because valuable class time is not wasted moving from one
activity to another.


Section 6

Technique #45 WARM/STRICT
Description The warm/strict technique sends a message to the students
that having high expectations is part of caring for and respecting
someone. To make this technique effective the teacher needs to explain
to the students why she is doing what she is doing, distinguish between
behavior and people, demonstrate that consequences are temporary,
and use warm nonverbal behavior.

Observation/Implementation My cooperating teacher implements this
strategy by maintaining an authoritative tone in the classroom while
also having a warm and caring demeanor.



Section 7

Technique #48 EXPLAIN EVERYTHING
Description Teachers who explain everything share the big picture with
their students, constantly reminding students why they do what they
do.

Observation/Implementation My teacher is great talking through things
with the students to ensure that they understand the deeper meaning
and real-life application behind the work that they do. I feel that this
motivates students much better that grades ever could.