Teach Like a Champion Strategy Reflection Journal

Trace Crossings Elementary School

ENTRY #1
Technique #1 No Opt Out
Description: Many times students want to opt out of their work and act like they do
not know the answer. This results in them not trying as hard and not paying
attention to what is happening in class. Students many times try to opt out of the
thinking that is required of them and see what they can get away with. This
technique allows this attitude to not be as prevalent in the classroom. If a student
were to say I dont know when asked a question, the teacher can then call on
someone else to answer the question. Rather than stopping there, the teacher can
then ask the struggling student the question again once his or her classmate has
answered it out loud. This allows the student to still have to answer the question
and stay engaged in learning.
Observation/Implementation: I am observing in a first grade classroom, and many
times my students will ask me to spell words or tell them what a word is. I know that
the majority of these words are ones that they should be able to recognize and
know the pronunciation of. If they do not know the spelling, they have the skills to
spell the word out. I try to challenge the student to think about the word, break it
down, and figure out the answer to his or her question on his or her own. Because
the students sit at tables, I have the ability to ask another student at the table how
to spell or pronounce the word. The struggling student is able to repeat the answer
and still see the importance of trying hard. By persistently challenging the student
to think for himself or herself, he or she will begin to develop self-discipline and
self-challenging skills.
Technique #3 Stretch It
Description: The idea of stretching it encourages the learner to challenge himself
or herself and not simply end with the right answer. This technique takes the
learning to the next level and rewards right answers with another question. Several
different questions can be asked to stretch a student farther than he or she had
accomplished. A teacher can ask how or why the answer was given, for another way
to answer the question, for a better word, for students to integrate a related skill, or
to apply the same skill in a new setting. Stretching it challenges students to think
more in depth than they naturally want to think. By stretching their thinking a little
deeper, students will be able to apply the knowledge they have in different ways.
Observation/Implementation: I was able to try this technique out on my own. One of
the higher-level readers finished the writing assignment with ease. She wrote her
answer with two sentences that were very descriptive and spelled correctly. When I

looked at her sheet, I recognized that she could come up with more than what she
had written down. I asked her to write another sentence that answered the question
before finishing the assignment. She immediately started thinking and writing,
because she knew of another answer to the question. By challenging her thinking, I
made her work a little harder than the other students and cause her thinking to go
to a deeper level than it wanted to. I felt very confident that she liked being
challenged, because it made her confident that she could do higher-level work.
ENTRY #2
Technique #12 The Hook
Description: This technique is one that is very important when writing a lesson plan.
A hook is something at the beginning of the lesson that gets students attention and
introduces them to what is going to be taking place. There are several different
ways a teacher can hook her students when introducing the lesson to her
students. She can tell a story, give an analogy, use a prop, utilize different types of
media, describe the status of something great, or challenge the students with a
difficult task. Hooks are not meant to be overpowering, exhausting introductory
activities; rather, they are meant to be short, lead way to the rest of the lesson, and
give students a positive outlook on what they are about to study.
Observation/Implementation: Using a hook is something that is very often talked
about when learning how to write a lesson plan. I have been able to think about
different ways to introduce my lessons to the class and engage them in what is
happening. One way I have observed the students being hooked is by the use of
pictures that related to the story being taught. When displaying these pictures to
the students, they were able to instantly be involved in the story before even
reading it. They answered questions about what was happening in the picture and
made curious as to what was going to happen in the story. The students were then
engaged and ready to learn from the story that was about to be read.
Technique #18 Check for Understanding
Description: The first step to checking understanding is to gather data. Data can be
gathered in many different ways, but the main part of it is to engage in a lot of
questioning. After data is gathered, it is very important for the teacher to respond to
that data. The data that is collected will either tell the teacher that the students
have understood what was being taught or that they it needs to be retaught using a
different method. Different actions include using a different approach, identify and
reteach the problem step, identify and explain the difficult terms, use a different
order, teach at a slower pace, or use more repetitions. Checking for understanding
will tell the teacher how the students are responding and what she needs to do
differently.

Observation/Implementation: During the Daily News portion of our morning, the

first grade class I observe had a great learning opportunity one morning. The class
was going through the process of writing the date for their news that day, and the
majority of them were very confused as to what day came next. While this was
something that should have been mastered in Kindergarten, my teacher recognized
the opportunity to reteach this concept. She checked for understanding by asking a
lot of questions and recognizing that the students did not truly know the answer.
She then began to take a moment and explain the days of the week again to her
students. She recognized their need and knew that it was something that needed to
be revisited. She not only taught a brief lesson about the days of the week during
this moment, but she also made a mental note to revisit it another time as well.
ENTRY #3
Technique #20 Exit Ticket
Description: An exit ticket is something a teacher uses at the very end of class to
assess how the students did in learning the material taught. She will ask the
students one to three questions and have them write it on a slip of paper. Once they
have finished that, they are free to leave the class or move on to something else.
The teacher will collect these exit tickets and observe what was understood and
what was not. An exit ticket provides an expectation and incentive for students to
pay close attention while learning. Students will know they are going to be asked a
question at the end of class, and this question will challenge the students to pay
greater attention to what is going on than they may normally do.
Observation/Implementation: I have observed an exit ticket in a fourth grade
classroom before. The students were asked a question at the end of the lesson that
was a good summary of what was taught. This question was one that pertained to
the main idea and key details of what was trying to be achieved through the
teaching. Students answered the question, packed up their bags, and then went to
the door to line up to leave for their next class. When the teacher told them they
could go to their next class, they had to give the exit ticket to the teacher. Once all
of the tickets had been observed, the teacher would then look at their answers and
see what needed to be revisited and what was fully understood.

Technique #23 Call and Response

Description: Call and Response is one method that can be used to ask students
questions. Instead of students answering a question individually, they can answer
together as a class. There are three main goals that can be achieved when
implementing the Call and Response technique. These goals are to achieve
academic review and reinforcement, have high- energy fun, and have behavioral
reinforcement. This technique gives everyone the chance to answer a question,

rather than a handful of students being the ones that normally answer most
questions. When students are able to answer together as a class, their spirits are
more active and engaged. They do not have to sit silently and listen for a long
period of time. Instead, they are able to participate and feel a part of the action. The
different levels of call and response are repeating, reporting, reinforcing, reviewing,
and solving. A typical way this technique could be observed is by the teaching
asking a question and the class answering in a unison choral response.
Observation/Implementation: While observing the first grade class I have been
assigned to, they were asked several questions and answered with unison thoughts.
The teacher asked the question and prompted one student to give the answer. Once
the answer was given, the whole class was asked to give the answer in unison. By
having the class answer together as a whole, they were more engaged and excited
to be participating in the discussion. I could see the excitement on the students
faces who were able to talk. Because this class is one that loves to talk and share
their thoughts, giving them the opportunity to do this was very beneficial. Even if
they are simply saying the same thing as the person next to them, they love to feel
engaged and a part of the lesson.
ENTRY #4
Technique #25 Wait Time
Description: Wait time is a very useful strategy that can be used in a classroom.
This is when a teacher delays the time to answer the question so that more
students can have time to think about their answer. People process information at
different rates, and wait time allows the students who take more time to think about
their answer a sufficient amount of thinking time. Wait time can do several things to
improve learning. It can increase the length and correctness of a students
response, minimize those who say they do not know, increase the amount of
volunteers, and improve the amount of evidence found in answers. Wait time can be
difficult for students to adjust to, but teachers can have strategies to help coach the
students along. Teachers can say things such as Im waiting for more hands, Id
like to see at least fifteen hands before we hear answer, or Because this question
is tricky, you first answer may not be the best. All of these questions prompt the
students to wait quietly and continue thinking critically.
Observation/Implementation: I have observed that wait time is very hard to
implement in a classroom. When I am working one on one with a student, I can
more easily allow the student to have an ample amount of time. Making the whole
class sit silently and continue to think can be very challenging though. I do not like
having awkward silences, which causes me to instantly desire to call on a student.
While teaching one of my group lessons, I did not always give a lot of time for
students to think in between questions. This resulted in many shorter answers that
did not produce the answer I wanted to hear. The teacher I am observing has given

the students wait time throughout her lessons. She gives them opportunities to
think and process the information. This allows more students time to think about
their answer and raises the amount of people that can be called on. Wait time is key
to success and is something that I need to challenge myself to do more when
teaching a lesson.

Technique #28 Entry Routine

Description: Having an entry routine is all about making a habit out of something
and sticking to it. Having the students do the same procedure every day for certain
activities will provide order and result in less chaos. Entry routines can look different
for every class, but sometimes they begin with students walking into the room and
picking up a packet of materials from a certain table. Giving the students a specific
task that is implemented every day will allow things to go more smoothly and
causes less stress for the teacher. Students should know exactly where to go and sit
while going through this process. Whenever students need to put completed work
somewhere, they need to do the same thing with that work everyday without
prompting. All of these routines set the tone of the classroom and will set the
students and the teacher up for success.
Observation/Implementation: A first grade classroom is one that has to have a lot of
order and routines. Without the routine being implemented, students are lost and
the classroom becomes chaotic. When going back to the classroom after lunch on
my first day of observing, the students stood outside the door in a clump. The
teacher can to the door and got on to them because they knew better than to do
that. The students were not following the order they had been taught, and it was
clearly evident that the break in routine resulted in bad behavior for the class. Not
only does this class have a routine with coming into the classroom, but they also
have many routines with the procedures they use throughout the day. They have a
certain folder they know to put their completed work in. They also have a specific
system as to how to clean up their breakfast in the morning, how to pass out the
writing journals, and where to sit on the carpet. Without this order, many questions
would be asked and students would take a lot longer than necessary to accomplish
tasks.

ENTRY #5
Technique #34 Seat Signals
Description: Seat signals are very important for students to have to implement,
because asking for permission to do certain things can come up quite often and be
a large distraction for the learning environment. Seat signals should include a

couple of different specific criteria. Students should be able to ask for permission
from their seats and do this nonverbally. The signals should be specific but also
subtle to minimize the distraction level. Whenever responding to seat signals,
teachers should be able to simply nod their head to give an answer. Several signals
have been proven to be beneficial in several different classrooms. One of these
signals is used for students to go to the bathroom. By simply sticking their hand in
the air with two fingers crossed will allow the teacher to know they need to use the
restroom. If a child needs a new pencil, he or she can stick the pencil in the air and
wait for a new one to be brought and exchanged. One last signal is used when
students need to blow their nose. If the student pinches his or her nose, the teacher
will know that he or she needs a tissue.
Observation/Implementation: During my observations, I have not seen many seat
signals, but I have seen one that is very popular. Having students stick their hand in
the air with two fingers crossed is a very common signal. This signal results in a
very simple head nod or shake to give a response. The class I am observing is not
consistent in this signal, but it has been used. I know that I need to be more aware
of the movement and signals throughout the classroom. It can be very challenging
to be keenly aware of every students needs, but it is true that signals can add to
the classroom management of a class. By not having students verbally ask
questions, it keeps the sound at a low level and results in fewer distractions
throughout a day.

Technique #35 Props

Description: Props are known as shout-outs to students. They are done publically in
order for the rest of the class to hear the praise or see the excellence
demonstrated. This technique sends encouraging messages that inspire children to
behave and learn better in the classroom. Receiving public praise can be a great
reward after working very hard on a project or assignment. It allows the student to
know whatever they were doing was a great value and desired to be done by other
students. Props should be done quickly, crisply, and enthusiastically. Not only should
props be done quickly, but they should also be visceral. Instead of only being
verbal, props should also include movement or the use of manipulatives. Props
should also be evolving. Students love to think of new ideas and implement new
things. By allowing the students to come up with different props, they will never get
old and will keep the classroom fresh and exciting.
Observation/Implementation: Props are not a natural thing for me to implement
while teaching. Many times I notice good things students are doing, but I do not
acknowledge it for the whole class to see. This is something I most definitely want
to change. In many different settings I have observed teachers complimenting and
praising students for something good they are doing. It does not take long for other

students to follow suit. Students want to do well and to have attention from their
teachers. If they see that the teacher will positively acknowledge them, they will
more than likely copy the student who is doing the positive behavior. Simply in one
day I had several kids try to be the example for their classmates. They would stand
quietly with their finger over their mouth and their other hand in the air. They would
not only do this one action, but they would also stare at me with big eyes waiting to
make sure that was what I wanted to see.
ENTRY #6
Technique #36 100 Percent
Description: Theres one suitable percentage of students following a direction given
in your classroom: 100 Percent. If you dont achieve this, you make your authority
subject to interpretation, situation, and motivation. If a teacher were to ask the
class to use their signal to be quiet so they could listen to the teacher but only of
the class did what she asked, the teacher would not have the entire classs
attention. If she were to move on with the quarter of the class still talking, she
would be portraying the signal that not everyone in the class has to do as she says.
A teacher needs to avoid this signal and make sure she is in total control of the
classroom. There are different steps a teacher can take to make sure her students
are attentive. She can implement nonverbal intervention by gesturing or making
eye contact with the off-task students. Giving positive group correction can
sometimes be effective and allows the teacher to avoid singling out one student. If
group correction does not work, she can anonymously correct the off-task individual.
Giving private individual correction or lightning-quick public correction is sometimes
the next steps in correction that must take place. Overall, a teacher wants to do
what she must in order to stay in control of her classroom.
Observation/Implementation: While observing at Trace Crossings, I have seen the
importance of 100 Percent in a classroom. First graders can be very distracted and
crazy if the teacher is not in control. Allowing one student to talk over you once
gives that student the idea that they have more power than the teacher in the
classroom. Because my teacher was gone for two weeks, she has to correct
students often in order to remind them of their classroom management routines.
When the class is on the carpet, she uses a mix of group correction and lightningquick public correction. Sometimes she will tell the class as a whole that she cannot
continue teaching until everyone is quiet. Other times, the majority of the students
are being respectful while a couple of students are distracted and making side
comments to one another. She will simply call their name and redirect their
attention to what she is doing or saying. During one of the lessons I taught, I
realized that calling out students who are completely not paying attention and in
their own world could have a negative impact. In this case, I think it is important to
remind the class as a whole what is expected of them rather than singling the
student out.

Technique #37 What To Do

Description: Many times teachers only tell their students not to fool around or to
stop doing something. When a teaching tells the students this, they may not always
understand what they are supposed to do. Instead of telling students what not to
do, teachers should be intentional and inform students what is expected of them.
They can do this by implementing four characteristics that reinforce accountability
among students. Teachers should be specific when giving directions that are
manageable and precise. The directions should also be concrete including clear,
actionable tasks. The next characteristic is sequential. If a skill is complex, the
teacher should explain each step of the task in a specific sequential way. The final
characteristic is to make the task observable. If steps are made observable, they
leave little room for the student to have wiggle room.
Observation/Implementation: Sometimes observing teachers using the What to Do
method is hard to find. As humans, it is our natural instinct to tell students what not
to do because that is what is on our mind. The teacher I observe at Trace Crossings
does not always tell the students what to do. Many times she may tell students
what she does not want them to do. I have observed her using a heavy What To Do
method with her Autistic student. Because he needs direct instruction, she knows
and is more intentional when directing him. I have tried to use this method when
sitting and observing the class. If students are doing carpet time and not paying
attention, I like to tell them to listen rather than not to talk. By telling them to listen,
this command is giving them an action to take on rather than simply not doing
something. If I were to tell a student to stop talking, they may need the next
direction as to what they should be doing.
ENTRY #7
Technique #39 Do It Again
Description: This technique helps students improve on something they are not
succeeding at every time. If students fail to line up correctly at the door, the teacher
can have them repeat the task over and over until they get it right. This technique
is effective for seven different reasons. The first reason is because it shortens the
feedback loop. Behavioral science has shown that the shorter the transition time,
the more effective a response may be in changing the behavior. The second reason
is that it sets a standard for excellence, not just compliance. If students do
something well, the teacher has the opportunity to tell them their completion was
good but she wants great. Another reason Do It Again is effective is because is
allows no administrative follow-up. This skill is freestanding and allows the teacher
to not have to fill out forms or make parent phone calls. Two more reasons it is
effective are because it gives group accountability and ends with success. Having
logical consequences leads way to the sixth reason. This idea helps students to

understand what they did wrong and what is expected of them. The final reason a
teacher should implement this technique is because doing it again is reusable.
Observation/Implementation: I have seen my Trace Crossings teacher use this
technique several times. There have been moments when the class did not properly
line up at the door when she asked them to. They should have known the proper
procedure at this point during the year, but she made sure to not let them proceed
to recess until they understood what they were supposed to be doing. When
students were improperly lined up at the door, she asked them to return to their
seat because they did not line up the way they had been taught. This resulted in the
classroom being quiet and the students doing it right the second. It got their
attention and made sure they new where excellence was valued.

Technique #42 No Warnings

Description: No Warnings is a skill that provides the teacher with more patience
instead of having to get angry at her students. It is important to remember to act
early, reliably, and proportionately. By acting early a teacher will stop off-task
behavior and use a minor consequence instead of something major happening later.
When a teacher acts reliably, she will be consistent in her discipline and not allow
her own behavior to influence how she reacts to each and every scenario. And
finally, acting proportionately begins when the misbehavior is small. The teacher
does not have to react in a huge fashion if the misbehavior is not huge itself. When
a teacher gives warnings, she is telling the students that what they did may happen
once, but they should not do it a second time. Initially that sounds fine, but if you do
not want a student to do something twice, then it should not happen one time.
Observation/Implementation: One day there was an issue with too many students
going to the bathroom at one time. When they did this, they got into trouble,
because they were being bad while in the bathroom together. The teacher sat the
class down and told them the new system that was going to be implemented. She
did not tell them they had another chance, nor did she give them options. She told
them they would have one escort to the bathroom when they went, and this person
would be the same for everyone. Not only did she did give them this new rule, but
she also created a time system for when they could go. The teacher used No
Warnings by telling the students what was to be expected of them. She did not yell
at the students, but she did make sure she told them what was expected.
ENTRY #8
Technique #44 Precise Praise
Description: A teacher should use Precise Praise to make sure positive
reinforcement is being implemented into her classroom. When giving positive

praise, a teacher should differentiate acknowledgement and praise. Many times

these two comments seem like the same thing, but they are actually different. A
teacher can acknowledge good work by telling the student he or she was ready for
class right on time. On the contrary, a teacher can praise a student by telling he or
she they did a fantastic job. A teacher should also praise and acknowledge loudly
but fix things softly. Good news is good news, which allows it to be said loudly in
public. Praising loudly will boost a childs esteem while also showing the other
students what is expected. Anytime a teacher needs to fix a problem, she should do
this softly in order to ensure the correction is taking place without tearing down the
attitude of the student. The final thing to remember when praising a student is to
make sure the praise is genuine.
Observation/Implementation: When observing my clinical classroom at Trace
Crossings, I have had the opportunity to see several students perform very well with
specific tasks. I love to tell the students they are doing a great job. They seek for
this attention and approval. Whether it was reading a story well or completing a
written task properly, the students want to know they are succeeding. I love to tell
them I am very impressed or that they did a fantastic job. Other times while we
have been sitting on the carpet for a lesson, students very easily get distracted or
off topic. Whenever this occurs, I like to look for the students who are doing what
has been asked of them and point them out. If several students are raising their
hand to answer a question but only one of them are doing so quietly, I like to say, I
like how Sally is sitting quietly and raising her hand. Why dont you answer the
question for us? By acknowledging a students success, it shows the rest of the
class what is expected of them.
Technique #46 The J-Factor
Description: The J in the J-Factor stands for joy. Excellent teachers try to incorporate
joy into all aspects of their learning. This can be seen through many different areas
of a lesson and a students day. The first place this can be seen is through fun and
games. By allowing students the opportunity to have challenges, competition, and
play, they can be more engaged. Teachers can also integrate drama, song, and
dance into their lessons. Using movement to raise spirits also helps some students
identify more easily with what is taking place. Teachers should also implement
humor into their everyday classroom. Laughter is one of the base conditions of
happiness and will build a positive environment. Not only should there be humor,
but there should also be suspense and surprise. Routines give way to very
predictable days. Having an element of surprise can be very powerful, because it
keeps students on their toes and varies the lesson from what is expected.
Observation/Implementation: I have observed a teacher using a quick method to
review sounds with students. She makes a type of song to go over each letter. She
says the sound and has the students repeat. She does not just do this in a boring
tone of voice; rather, she says her instructions with a rhythm in her voice. The

students catch on and stay on their toes as they are fully attentive. She not only
uses a song to review these letter sounds, but she also makes a competition out of
it. This competition is between the students and the teacher. Whoever wins the
competition gets to cross off the other groups face on the board. The students are
very excited and invested in the task, because they want to cross of the teachers
face. This method proved to be beneficial, because the students were engaged and
answering the questions correctly.
ENTRY #9
Technique #48 Explain Everything
Description: A teacher that explains everything allows her students to know the
consequences of actions, good or bad. Students will know the logic behind rules and
expectations that are set for their success. When teachers explain everything, they
make their expectations clear, rational, and logical. They will constantly remind
their classroom why they do what they do and will make their expectations firm and
concrete. Students will not have to wonder what is happening or going to happen,
because their teacher has prepared them well. If a teacher needs to keep moving
through her lesson but a student keeps asking questions, she will simply tell the
student Id love to spend more time talking about this, but there is a lot we need to
continue doing. By telling the student this information, the student will then
understand that the teacher is not moving on because she does not care about his
question; rather, the student will know she has to move on in order for the class to
continue learning.
Observation/Implementation: I have observed a teacher who is very informative to
her class. She does not disregard their importance or what they have to say; rather,
she makes sure she listens well while also redirecting their attention. This teacher
did not just tell the students what to do; she made sure to explain fully what was
expected and what was going to happen. Whenever they were moving on to
another task, she would tell them what they were going to be doing. If a student
had a question not pertaining to the topic, she would tell that student they could
discuss that information at another time, but they needed to move on to their
lesson in order to finish on time. I know that I want to be extra aware of the words I
use when speaking to my students. I want to inform them why I am doing what I am
doing and what I expect them to do.
Technique #2 Right is Right
Description: When students answer questions in class with a partially correct
answer, many times teachers tell them what they said is correct and add the rest on
to the answer themselves. For example, a teacher may say Right, they dont like
each other because they have been feuding for generations. The student needed
to understand it was more than the families not liking each other, but the teacher
did not explicitly tell the student that. The teacher made that student think he or

she knew all he needed to know. When using this technique, there are four things a
teacher should make sure to do. The first thing is to hold out for all the way. The
teacher can praise the student for his or her work, but not confuse the answer with
mastery. The teacher could say, I like what youve done. Can you get us the rest of
the way? The next thing a teacher can do it to make sure the student answers the
question. Many times a student will want to avoid the uncertainty by answering a
different question, but a right is right teacher can make sure to have the student
answer the given question. The third step a teacher should follow is to make sure
the student answers with the right answer at the right time. Sometimes students
want to sound smart by getting ahead of the question, but a teacher can be aware
of this and make sure this is not the case. The final thing a teacher should do it
make sure technical vocabulary is used. Good teachers will require their students to
answer the questions using the correct academic vocabulary. This shows the
knowledge they are gaining and helps reinforce what they have learned.
Observation/Implementation: When observing one teacher, I saw her make sure her
student use the correct vocabulary when answering the question. This student knew
what she was talking about, but she needed to take her answer to the next step.
The teacher told her she was going to ask her to make one correction to her answer,
because a detail of the answer was not axes. The student then returned to her
question and reworded what she said. By having this student go back and correct
her answer, she was able to see what she was viewing incorrectly and solidify the
correct terminology in her mind. This correction did not lead way to
discouragement; instead, it led to further learning for this particular student who
answered the question.
ENTRY #10
Technique #8 Post It
Description: A teacher should be very intentional in letting her students know what
she expects of them for each activity they do. Whenever she has stated the
objective for the lesson, she should post that objective somewhere visible in the
room. Being aware of what is expected of them will result in them working more
intentionally towards that specific goal. If a visitor were to come into the classroom
to observe and see what the teacher was doing, having the objective posted
somewhere would lead way to more beneficial feedback. This visitor could give the
teacher very specific feedback, because he or she knew exactly what she was trying
to do. A teacher should make sure to post this objective in the same place everyday
so the students know where to look in order to know what is expected of them.
Observation/Implementation: One of the teachers I have observed made sure her
students knew what they were working towards every day. Whenever the class
would gather at the carpet before going over their Language Arts lesson, she would
hold up a card that said what they were going to learn during that lesson. She would

then place this card on the board behind her so the students knew what they should
be focusing on. This objective was written in kid friendly terms. It not only told them
what they should focus on, but it was also a kid friendly form of the standard she
was teaching. Showing the students this information allowed them to stay focused.
It also allowed me as an observer to know what was being worked towards as a
class. She followed the Post It technique everyday by showing the students her
objective and placing that objective in the same spot each time.
Technique #15 Circulate
Description: Whenever a teacher circulates, she moves around the room
strategically during all parts of her lesson. This allows her to get near her students
and make the classroom feel fluid rather than separated. The teacher should break
the planethat imaginary line the runs through the front of the classroom that the
students should not cross while the teacher is teaching. A teacher should break this
plane within the first five minutes of class beginning. The next thing a teacher
should do is having full access. She should be able to stand next to any student in
the room at any time necessary. This occurs by having a fluid classroom layout. A
teacher should also engage the students while she is circulating throughout the
room. A teacher needs to be aware and intentional to face as much of the class as
possible while circulating throughout the room. This keeps the students focus and
allows for fewers disruptions.
Observation/Implementation: Circulating throughout the classroom is very common
when students are taking tests. One of the teachers I have observed loves to walk
around and make sure the students are doing what they are supposed to be doing,
whether it be during tests or classwork. When students are doing their morning
work or writing in their journals, the teacher intentionally walks around the
classroom making sure they are on task. If they have a question she is available to
them to give assistance. Not only is she there is they have a question they want to
ask, but she also observes what the students are doing and makes sure they do not
need extra assistance they are not asking for. Whenever I am in the classroom
during my clinical placements, this is something I do. I do not sit in one place during
my time there; rather, I walk around and talk to the students about their work. This
allows me to see their thinking and give extra help wherever it is needed.