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Victoria Bye Teach Like a Champion Strategy Reflection Journal

ENTRY #1 Technique # 2 Circulate !e"cription# The author describes the importance of moving around the room while students are working. This will help to ensure that students are staying on task, focusing, and doing their best work. This reminds me of how often times in elementary school my teachers would sit at their desks and work on other things or talk to other teachers the entire time we were doing independent work. Unsupervised work often resulted in some students finishing their work early and distracting others and students who did not understand the assignment completing the entire activity incorrectly. However, if the teacher had been circulating the room, she could have minimized distractions by redirecting students who had completed the assignment and providing reinforcement and help to those who were struggling to understand the concept. $%"er&ation'(mplementation This is my first task everyday Tuesday at Trace. !hen " arrive in the classroom, the students are coloring and writing in their #ournals while $rs. $c%dams is preparing for the day. &uring this time, it is very easy for students to become distracted and interrupt other students. 'tudents are re(uired to draw a picture and then use words to describe their picture. 'everal of the students in the class struggle with letter recognition, and therefore, do not have the ability to write words on their own. " circulate the room helping keep students on track and aiding four or five students who struggle with writing.

Technique # )* Stretch (t !e"cription The author describes the importance of not stopping and moving on after a student simply provides a correct answer. !hen a teacher asks a (uestion and a students answers correctly, instead of moving onto another (uestion or topic, the teacher should keep digging and ask more (uestions in order to ensure that the student has a deep understanding of the concept, can defend his or her answer, tell how they got their answer, promote higher thinking, and possibly initiate a class discussion on the topic. $%"er&ation"'(mplementation $rs. $c%dams uses this strategy often in her classroom. )or e*ample, last week she asked the students what +,- e(uals. .ne student raised his hand and answered correctly. $rs. $c%dams asked him how he came up with his answer. 'he then challenged him to come up with other combinations of numbers which add up to ten. %fter he provided another combination, $rs. $c%dams opened the discussion up to the class and asked more volunteers for combinations adding up to ten. The conversation could have ended with the boy answering /01,2 but instead the class had a full discussion and everyone thought of numbers adding up to ten.

ENTRY #2 Technique #12 The +ook !e"cription# The author points out that it is a great idea to have an engaging introduction. !e have talked a lot about this a lot in 3lanning 4ffective "nstruction. The introduction should grab the students attention and get them e*cited about the lesson. The hook could be a story or book, a game, a fun creative5thinking activity, hands5on activities etc. The hook will lead up to teaching portion of the lesson through grabbing everyone6s attention and getting them interested in the topic. $%"er&ation'(mplementation# $rs. $c%dams utilized a /hook2 in her science lesson last week. The lesson was on parts of a crab and included students reading a book about crabs, drawing a picture of a crab, and learning about the different parts of crabs. 'he grabbed each student6s attention by having the students sit in a circle and placing the classroom crabs into the middle of the circle. This e*cited the students and encouraged them to begin thinking about and talking about crabs.

Technique #22 Col, Call !e"cription# % /cold call2 is when a teacher calls on a student who did not raise his or her hand. !hen used fre(uently in the classroom, this techni(ue to be used to keep students thinking and engaged throughout the entire lesson. "f students know that they will only be called on when they raised their hands, then some students will never raise their hands and zone out during the lesson. However, if a teacher often uses cold calls, then students will remain aware and with the class throughout the lesson because they never know when their name will be called. This techni(ue will push some students, but it is important because some students would never speak in class if it was solely up to them. $%"er&ation'(mplementation# $rs. $c%dams uses this strategy in almost every lesson she teaches. !hile she does ask for volunteers to answer (uestions at some points, she often calls on students who do not raise their hands and maybe do not seem as engaged in the lesson as the rest of the class. "n $rs. $c%dams6 class, cold calls help students to focus and provide $rs. $c%dams with information on which students understand a concept and who needs reinforcement.

ENTRY #) Technique # 2- .ega" !e"cription# This strategy uses entertainment to encourage enthusiasm and engagement in a lesson. This can take many forms such as singing a song, dancing, using rhythm and beats, acting, etc. 4ach /vegas2 activity must be directly linked to the ob#ective being taught, reinforcing learning. This strategy challenges the normal ideal of a lesson and is likely to e*cite and motivate students throughout a lesson.

$%"er&ation'(mplementation !hen talking about letters two weeks ago, $rs. $c%dams6 class sang /Vowel Bat.2 This is a fun and catchy song which goes through each vowel and its sound. The students stand and sing while flying like a bat. This is a very upbeat song7 therefore, it e*cited the students and helped them practice their vowels without simply sitting and repeating after $rs. $c%dams.

Technique #)- /hat To !o !e"cription# This strategy re(uires teachers to tell students e*actly what to do. Too often teachers get caught up in telling their students what not do that they forget that students need to know what is e*pected of them and how they should act in the classroom. "nstead of saying /do not get out of your seat,2 a teacher could say /be sure to finish your worksheet at your desk before moving on to the ne*t activity.2 These directions should include specific details about what students are to do instead of vague demands. This strategy will help manage students who often get distracted during class and in turn, distract others around them. $%"er&ation'(mplementation# This is a strategy that " have tried to implement into my e*perience at Trace. There are several challenging students in my class at Trace. &uring the first couple of weeks, " found myself telling them to stop doing certain things over and over again. The same children seemed to gravitate towards the same behaviors on a consistent basis. "nstead of telling student 8 to stop playing with his pencil over and over again, " realized that it was more effective to instruct him to /use that pencil to draw a crab during science,2 /be sure that you are using your pencil to solve the math problem,2 etc. 3roviding a concrete action and e*pectation resulted in student 8 responding better to instructions and completing more of the activity.

ENTRY #0 Technique # 2 Entry Routine !e"cription# The beginning a the day sets the tone for the day. "f there is no morning routine and the students enter the class disorganized and doing whatever they please, it will be difficult to regain their attention and conduct an effective school say. "t is imperative that students know e*actly what to do when they arrive at school and enter the room, where they should place their possessions, where they are to sit, and what they are to be working on. This will help set the class up for an efficient and effective school day. $%"er&ation'(mplementation# 4ven though they are only five years old, the kindergartners in $rs. $c%dams class know e*actly what to during their early morning routine. They leave their backpacks on the hangers in the hall and bring everything they need into the classroom and put it in designated areas. They then pick up their #ournals, go to their seats, and begin coloring and writing. $rs. $c%dams taught the class this routine the first few days of school, and it will remain the early routine until the end of the school year.

Technique #)) $n Your 1ark !e"cription# 'tudents should be /on their mark2 when class begins. This means being ready for class with all of their materials in the correct place and ready to begin learning. The teacher should let the students know e*actly what they need and then students are responsible for having their materials when they are needed in class. !hen students are not prepared, teachers can use a minor conse(uence to remind them of the importance of being prepared. $%"er&ation'(mplementation# $rs. $c%dams re(uires her students to bring everything they will need into the classroom when they arrive at school. %fter they leave their backpack outside and enter the classroom, they are not to return to their backpacks for materials. They are to bring in their conduct folder, take home folder, water bottle, snack and9or lunch. They put their folders in the correct bins immediately after entering the door and proceed to put their snacks and lunches in the food cubby, and their water bottles ne*t to the sink. $rs. $c%dams checks the folders every morning in order to make sure each child had a parent look over the conduct folder and returned both folders. "f a student failed to return the folders to the bins, $rs. $c%dams will ask them why they do not have it and sometimes ask them to move their clip to warning.

ENTRY #2 Technique #00 3reci"e 3rai"e !e"cription# The author points out that positive reinforcement is important7 however, it must be carefully monitored. Teachers must think about the praise they give students in order to ensure that it is praise for something important, not something e*pected, intentional and informative, and public. Teachers should be careful not to praise students for every little thing they do correct because this will take away from the impact of praise when they do something really great. Teachers should also be informative. /8ood #ob2 is ineffective because students need to know what9how they did a great #ob. "t is also important to ensure children are praised publicly. This will help with confidence, self5esteem, and hopefully have a positive impact on their desire and motivation to learn. $%"er&ation'(mplementation# This is a strategy " have been trying to implement into my work at Trace and at &awson )amily of )aith where " work with the children. " too often catch myself saying /good #ob2 instead of giving accurate and informative praise. " am forcing myself to carefully word praise whenever /great #ob2 pops into my head. )or e*ample, student B in $rs. $c%dams class does not know very much 4nglish and struggles to recognize letters, much less write them. :ast week he wrote a letter in his #ournal for the first time all year the letter /B.2 " was tempted to scream /that6s awesome; good #ob;2 as loud as " could because " was so e*cited, but instead " said /" am so proud of you for writing a B in your #ournal;2

Technique #02 /arm'Strict

!e"cription# The author points out that in order to be an effective teacher, we must be both warm and strict. " think " often associate these two characteristics with completely different teachers and seek to imagine myself as only /warm.2 However, both attributes are e*tremely important. Teachers need to have the warm side and show affection to their students in order to make their students feel like someone loves them and cares about them. Teachers who care about their students are also strict. They have high e*pectations and want their students to work hard in order to reach their potential. !arm and strict must go together. $%"er&ation'(mplementation# " definitely see this in $rs. $c%dams. 'he loves on her students and gives them support, but she is also hard on them. 'he e*pects them to follow the rules and do e*actly what they are supposed to do. "f they misbehave, she enforces conse(uences, but she usually lets them know e*actly why they are being punished and how they can avoid it in the future.

ENTRY #4 Technique # 2 /ithout 5pology !e"cription# This strategy seeks to make sure that teachers do not lower e*pectations through apologizing for content. Teachers should never assume that something is going to be boring. Teachers have the power to make any content interesting and engaging. "t might be difficult7 however, creative and engaging teachers will take time to ensure that their students are engaged in order to get ma*imum effort and reach achievement goals. "n this same way, teachers should avoid blaming content on administrators or officials. !hen teachers make statements such as /we have to learn this because it is going to be on our '%T ne*t month.2 % teacher6s bad attitude will rub off on her students, and they will have a negative outlook towards the contact to follow. Teachers should make content /accessible2 through finding a way to make connections between students and the content. % teacher can do this through telling students the upside of content, telling them an engaging reason for learning, and finally, to provide encouragement. :ikewise, whenever students apologize for content because they believe it is too boring or difficult, teachers should work to reverse their thinking, encourage them to press on, and not allow them to give up. $%"er&ation'(mplementation $rs. $c%dams is great using this techni(ue with her students when they are trying to apologize for content and give up. 'he re(uires them to keep trying even if they do something incorrectly. 'he also provides encouraging words which help remind them that have the capacity to perform well and that their work will pay off. This helps the students persevere because they know that they are not allowed to give up and that someone believes in them.

Technique # )2 Slant !e"cription "n order to learn at the their highest capacity, students must be alert and actively engaged in the content. "n order to this, there are necessary behaviors for students to employ. They need to 'it up, :isten, %sk and answer (uestions, <od their heads, and Track the speaker. 4ach of these techni(ues help add to the understanding and absorption of content. $any teachers have a visual sign to help students remember to ':%<T. $%"er&ation"'(mplementation $rs. $c%dams does not use this techni(ue e*actly or call it a techni(ue7 however, she e*pects her students to be sitting up, listening, and engaged in the lesson. "f they are not doing these, she is (uick to correct them in order to ensure that the class does not get off track and achieve their ob#ectives for the day.

ENTRY #Technique #) Strong .oice !e"cription# $any teachers have great command over classrooms and are automatically in control when they enter a room. .ne way to achieve this is through strong voice. Teachers need to be sure to use

the economy of language belief, which emphasizes the (uality of words over (uantity, not talking over students when they become distracted, not engaging or entertaining other sub#ects which are off5topic, utilizing a powerful, confident body language, and utilizing (uiet power. $%"er&ation'(mplementation# $rs. $c%dams definitely has a powerful voice. !hen she is in the room, her students are always listening for her voice and typically respond immediately to what she says to them or instructs them to do. " often use the techni(ue of not talking over students. !henever students begin to become rowdy, " remind them that " e*pect them to listen and " am not going to talk over them.

Technique #0* S6eat the !etail" !e"cription# "f teachers are going to e*pect a high level of achievement, they must sweat the details and hold themselves and their students to high standards and attention to detail in the classroom. "f teachers are strict about minor details, there is a lower chance that they will have to deal with ma#or issues. Teachers must plan for orderliness in order to ensure proficiency and efficiency. Teachers should lay out clear e*pectations for their students and ensure that they follow them in order to contribute to order in the classroom. $%"er&ation'(mplementation# " am very focused on details prior to classroom instruction. " believe that being prepared makes me feel more confident and ready for the lesson. 'tudents can definitely tell whenever a teacher is not feeling confident. " also try to lay out e*pectations at the beginning of each lesson in order to make sure students know e*actly what they need to do during the lesson.

ENTRY # Technique # 2- Normali7e Error !e"cription# Teachers must remember that making a mistake and then correcting it is a fundamental part of school and instruction. "nstead of chastising students when they make a mistake, they should remember that everyone makes mistakes and make it feel like a normal part of learning. This will help students feel more confident in the classroom and less afraid to make a mistake. Teachers should also refrain from praising students e*cessively when they get things correct. "t should be an e*pectation that students will achieve correctness. $%"er&ation'(mplementation $rs. $c%dams is great at encouraging her students to press on when they get things incorrect. 'he often reminds them that everyone makes mistakes and is nothing to be scared of. " try to employ this techni(ue whenever " am working with students because " don6t want them to feel bad about getting something wrong.

Technique #)2 3rop"

!e"cription# This techni(ue employs praising students who demonstrate e*cellence or are e*emplifying virtues. "t is important to ensure that props are (uick, visceral, universal5 the whole class engaged, enthusiastic, and evolving5 let students help suggest and develop. 3rops can provide the motivation students need to continue their efforts and pursue e*cellence. $%"er&ation'(mplementation# $rs. $c%dams makes a big deal whenever a student reaches a goal. !hen one child finally learned and mastered the difference between the letter /u2 and /v,2 she put on the students6 favorite song and allowed them to dance around and celebrate with the student and ending with a thumbs up for a student.

ENTRY #8 Technique # 2 /ait Time !e"cription# !e have discussed the importance of this multiple times this semester. "t is e*tremely important to pause for a few seconds after asking a (uestion in order to allow all students in the room to process the (uestion and formulate an answer. This will give students who are not the top achievers in the class an opportunity to be engaged in classroom discussion. $%"er&ation'(mplementation# " am trying to better about employing more wait time after " ask a (uestion. =ight now, " am forcing myself to count in my head after " ask a (uestion in order to avoid rescuing, asking another student, or giving the answer. " am hoping that this will become automatic as " practice it more.

Technique #)) Emotional Con"tancy !e"cription# "t is important for teachers to modulate their emotions and tie them to student achievement, not to their own moods and emotions towards the students they teach. Teachers with emotional constancy think carefully about what they imply the goal of student decisions to be, treading cautiously around much of the language that other teachers use as habit. $%"er&ation'(mplementation# " try to remember that my students should not suffer do to my bad mood, my attitude towards them, or my emotions about circumstances in my life. " should always be focused on student achievement and focus on responding appropriately to their achievement. " have utilized this techni(ue with my action research.

ENTRY #1* Technique #4 9egin 6ith the En, !e"cription# The instructor begins lessons and lesson planning with the en goal and result in mind. This re(uires teachers to progress for unit planning to lesson planning, use a well5framed ob#ective to

define the goal of each lesson, determine how the goal will be accessed, and deciding on your activity. "t is important for teachers to know their ob#ective and where the lesson is going before they try to plan activities and teaching. This will ensure that ob#ectives drive instruction. $%"er&ation'(mplementation# " have learned how to effectively use this techni(ue through the education block instruction this semester. " start each lesson with a standard and develop an ob#ective, assessment, and then begin thinking of ideas for teaching, activities, and practice which align with the standard and ob#ective. These are the lessons " teach to students in order to ensure that students are learning in the most effective way.

Technique #1* !ou%le 3lan !e"cription# The author points out the importance of having a double plan for instruction. This means that teachers not only have a plan for what they are saying and doing during instruction, but they also have a plan for what the students are doing and saying. 3lanning this out helps teachers ensure that students will be engaged and active in the lesson prior to the lesson beginning. $%"er&ation'(mplementation# " use this techni(ue to prepare for and write lessons. %s " go through a lesson, " think about everything that students could be doing while " am saying or doing whatever is going on. "f what " think the students could be doing is not what " want them to be doing, then " rethink my plan and develop a plan that will better engage students.