Teach Like A Champion #2Spring Semester

Lindsey Rae Atkins

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: I tried to implement this during my
lessons in Birmingham City by encouraging the students to try even if
they werent sure of the correct answer. Some students responded to
this better than others.

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: I tried to do this in both by symmetry
lesson and my language arts lesson in which were pulling textual
evidence by using a funny video and pictures of butterflies as an
engagement. It was fun and it got the kids interested, but
sometimes I felt that it almost got them off task.







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. I tried to do this in my BC placement, even when I
wasnt teaching to help students stay engaged and give them feedback
on their discussions.

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 This is something I definitely had to use in
my BC placement. I had to be firm and authoritative with my students,
but it was also very important to me that they we aware of how much I
cared about them. This was a successful strategy for me.

Technique # 27: VEGAS

Description: This is the fun and sparkle that engages students and
brings them together while still progressing towards a learning goal.

Observation/implementation: I tried to do this during engagement for
my lessons, sometimes it was successful sometimes it wasnt.







Technique #29: DO NOW

Description: This is a short activity that you have written on the board or
placed on students desks for them to do as soon as they enter the
classroom as a part of their entry routine.

Observation/implementation: My math class had bell work that they
completed every morning when they came into the classroom. This was
good for review and also keeping the students on task in the morning
before teaching began.

Technique # 44: PRECISE PRAISE

Description: This strategy is a very intentional form of positive
reinforcement. This is more than a simple good job or you are so
smart it is acknowledging and praising a specific behavior or action of
the student. This is particularly useful for actions that students choose
to do.

Observation/implementation: I definitely tried to use this in my BC
classroom so that the students would not only be encouraged but also
have feedback that they could use.


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: I tried to do this particularly in my math
class so that students of all levels could participate in the discussions.


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 I used this many times during my BC
placement. Particularly when I was taking them to PE or to change
classes. We would walk to the end of the hallway and pause and regroup
before moving on, doing this at each hallway until we reached our
destination. This helped to cut down on behavioral problems.


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: The students in my classroom were
expected to speak with proper English, as well as stand up and speak
clearly and at an appropriate volume when answering a question.