Teach Like A Champion Journal

The Providence Christian Academy observations occurred over January

Term from January 6-January 21, 2016.
The Trace Crossings observations occurred throughout the fall 2015
and spring 2016 semesters.

Entry 1
Technique #41: Threshold
This technique helps set expectations from the very beginning of
the day. It involves teachers reminding students of the
expectations everyday. The teacher should greet the students yet
also engage them from the beginning. Regardless of what the
teacher does, she must do two things: reinforce classroom
expectations and establish a personal connection with each
student. If students do not properly greet the teacher, she can
send them to the back of the line. This technique helps the
students understand that the classroom is a different environment
with its own expectations.
Observation: (Providence Christian Academy)
I have written about this technique before, but I saw my Jan term
teacher really use this technique in a wonderful way. I also had the
chance to use this technique on my own, so I wanted to discuss
my observations. The students waited at the door before the
teacher arrived. Once the teacher arrived, she hugged each
student. One student specifically used to enter the room with a big
scowl. She told me that she decided to not allow him into the room
until he smiled. While it took him some time to understand that he
had to smile every morning, he eventually understood. He now
smiles every time he enters the classroom. When my teacher was
running late, I would greet the students at the door. Those who
were comfortable enough with me would give me a hug (they all
hugged my teacher), and I would greet the others. I tried to
compliment every child that morning as well. I really saw that this
technique worked so well, and I believe that it is very important for
teachers to implement!
Strategy #9: Shortest Path
This technique avoids the clever and artsy lessons. While these
lessons could be good, the technique shows that the best lessons
connect the shortest path between two points. Lessons need to
include the direct method I/We/You and methods that have been
proven to work. The book tells us that there are many wonderful
methods of teaching, but the best method to choose is the one

that will lead to the shortest path between the two points.
Students do not need incredibly clever or great lessons to learn
even though they are fun. Rather, students need to master the
lesson, and the teacher needs to use the best and fastest way to
teach it. Teachers need to use these methods to motivate learners
in the classroom, and they need to switch between methods to
keep the students engaged.
Observation: (Providence Christian Academy)
I saw my teacher use this constantly. Providence is a classical
school, and there is not much technology in the room. The teacher
teaches wonderful lessons, but they are simple and
straightforward. The students definitely mastered the concepts
quickly, because the lessons were so straightforward. Although
first grade is such a wonderful grade to do fun activities, there was
a time for those. The students mastered the content first, and then
they did activities with the lesson. My teacher did not use multiple
resources for her lessons, but the method in which she taught
ensured the students learning. When discussing the presidents,
the students did the same lesson every day. The teacher, however,
changed the lesson some based on who the president was. While
this might not be an incredibly clever lesson, the students knew
their presidents! I was so impressed hearing all that they knew
and learned, and I think my teacher was very good at using the
shortest path to ensure learning!

Entry 2
Strategy #23: Call and Response
The main idea of this technique is that a teacher asks a question,
and all of the students respond in unison. This method engages
the entire class, and it promotes better behavior from the
students. There are five levels of Call and Response. The first is
repeat, where the students repeat something the teacher says.
The next is report. The teacher will ask a question, and the
students will respond with their answers. The next is reinforce.
One student might answer a question, and then the teacher will
make the entire class repeat the answer. The fourth level is review,
where the students review previously learned information. The
final level is solve, where the teacher will ask the students to solve
a problem the first time and say the answer aloud. Teachers use
cues to signal to the class a response. There are many types of
cues that can be used in different ways.
Observation: (Providence Christian Academy)

This is a technique that is frequently used at Providence. I grew up

with teachers using this technique, and I absolutely love it! I saw
my teacher use it over Jan term, and I also used it some myself.
The students chorally respond frequently in the class, and the
teacher checks understanding. Most of the questions were
answered with choral responses. This is due to the type of
schooling, but I saw benefits. Students must pay attention, or they
will be the only one who is not talking. I saw my teacher use the
report, review, and solve levels of this technique. When the
students sloppily did the phonogram cards, the teacher would
have them do it again. I used this technique while checking
students responses. Although there are some issues with this and
the possibility of not knowing the students understanding, I was
able to call on the students who did not respond loudly. In a small
enough classroom, the teacher can listen to the children and
check for understanding. I think that I will try to see if I can
implement this in other classrooms with students. I know that I
have not done it in other schools, but I see the great benefits from
this technique!
Strategy #30: Tight Transitions
This technique is important in saving time. Teachers must teach
these transitions, but it will save the teacher a vast amount of
time in the future. Transitions should take less than 30 seconds.
When teachers teach the transitions, they need to scaffold the
steps. The teacher must lay out the proper steps for the students,
and then they need to direct the students. Another key method in
this technique is point to point, where teachers direct students
through points as they move. Students do not need to talk during
these transitions, and the teacher must keep the students on
track. Moving materials is important in this technique as well. The
teacher needs a tight method to efficiently manage the materials.
Observation: (Providence Christian Academy)
I always wondered how to do transitions in the classroom. I am
really working to improve my classroom management techniques,
and transitions are vital. My teacher over Jan term used a bell.
Without having to speak, she could ring the bell and the students
moved. When students were sitting at their desks, the teacher
rang the bell for them to join her on the carpet. I loved seeing that
the students were trained and knew what to do in transitions. If
students did not complete the transition efficiently, she sent them
back to their desks. The bell was not the only method for
transitions, but I saw the benefits of using this. I plan in the future
to buy something that is a nonverbal attention grabber. I see that

these work better than voices even, because it grabs attention

immediately.

Entry 3
Strategy #33: On Your Mark
This technique shows children how to prepare before class begins,
so teachers do not have to walk students through the routine
every morning. The first part of this technique is that teachers
must be explicit about the materials needed to start the day. The
second part is that teachers must set a time limit, which gives an
amount of time for students to be ready. The third part of this
technique is that teachers must use a standard consequences to
ensure that students stay on their mark every day. The fourth part
is that teachers provide materials without consequences for the
students who realize that they need them before class. This part
recognizes students who are trying to be on their mark, but they
need the necessary tools that they are lacking. The final part of
this technique is that teachers must include homework. Students
must turn in their homework daily, or they face the consequences
of not being on their mark.
Observation: (Providence Christian Academy and Trace Crossings)
I have observed both of my teachers using this technique! This is
such a wonderful technique, and it helps hold the students
accountable. At Providence, the students entered the room. After
they put up their items, they went to their desk and checked for
two sharpened pencils. If they do not have two pencils, they
exchange them at the front of the room. They must turn in their
homework folders, homework, word lists, and any forms. If
students do not turn in their homework and folders, then they
must clip down. They have until 8 AM to be ready for the day. The
students know the routine, and they know that they face
consequences for not being on their mark. At Trace, the students
have a similar routine. They do not get their tables ready, because
they eat breakfast. The students must get ready after breakfast
quickly. My teacher gives them a few minutes to clean up and get
their journals. They turn their folders in every morning with the
homework as well. I think that this is a great technique! I really
plan on using it in my classroom, and I love the example from the
book. I would like to put up a diagram of how I would like my
students desks to look. Students need a schedule, and this
strategy helps them stay organized and be prepared!
Strategy #35: Props
This technique allows teachers and the class to recognize a
student. While this is a wonderful technique, there is some criteria

for the praise. Props should be quick. Teachers should be able to

quickly cue the prop, and students should quickly give the props.
They should also be visceral, and they rely on movement and
sound. They should be universal for the entire class and teacher to
participate in giving the props. Props should be enthusiastic to
show a difference in the routine and a way to excite the children.
Finally, props should be evolving and allow the students to add to
the ideas.
Observation: (Providence Christian Academy)
I had never seen this in a classroom before, and I was very excited
when I saw my teacher use this technique. When a student
correctly counted the change and added the correct new coin, the
class would give them props. The props were very simple, but it
was a quick way to celebrate their accomplishment. My favorite
prop was the firecracker clap. The teacher took one second to
initiate and two seconds to complete. I noticed how much the
props meant to the student who received it. Students also loved
giving props to their classmates. I want to do this in my classroom
to encourage them and build a loving and welcoming community
in the classroom. The book mentioned other props that are popular
in the classroom, and I would like to use some of these. My
teacher also allowed the class to give themselves props. When the
students did something together well, my teacher would
encourage them to give themselves props. They would take a
selfie, give themselves a selfie hug, or kiss their brains. They loved
doing this! I would love to do this as well.

Entry 4
Strategy #38: Strong Voice
This technique helps the teacher take charge of a room full of
students. Many times, teachers struggle to command attention in
the room, and this technique helps teachers gain that power. The
first principle in this technique is the economy of language.
Teachers do not need to be verbose, and they can choose their
words specifically for the message. The second principle is to not
talk over. A teacher does not need to compete with the students,
because she has important things to say. However, a teacher may
need to start talking to stop talking to prove a point. The third
principle is to not engage. The teacher should not allow side
conversations or a distraction from the topic. The fourth principle
is to square up/stand still. This commands attention, and the
students are more likely to pay attention if the teacher is not
moving around the room. The fifth principle is quiet power. When
the teacher has a quieter voice, it commands more control and

respect. Teachers can use this technique to take total charge of

the room, and it will promote engaged students.
Observation: (Providence Christian Academy)
My teacher was very great at this technique. I am still learning
classroom management, and this technique helps teachers
command power and respect in the room. My teacher had the
childrens respect in the room. The children were well behaved and
knew the classroom rules, but they were children! When they grew
too loud, my teacher would wait for them to grow silent. Students
eventually understand that the teacher will not compete with
them, and they quiet. Many times, I wonder how teachers can
have a quiet voice yet command respect. I saw my teacher do this
in class. She would not yell or raise her voice, and students have
to listen carefully to hear the lesson. When teachers get flustered,
they tend to use more words than necessary. I see how important
it is to choose words carefully for many reasons. When my teacher
gave a lesson, she thought about the words she used. Her words
were important, and the students needed to listen to the whole
lesson to understand. I hope to work on this technique! I want to
carefully use my words to teach my lessons.
Strategy #39: Do It Again
This technique gives students a chance to practice and improve on
tasks. There are seven reasons that this technique is effective.
First, this shortens the feedback loop. By doing something again,
the students associate the consequence more than sitting out or
doing something later. Second, it sets a standard of excellence.
Students cannot do something poorly and turn it in without
consequences, and this technique shows them that they must
always do excellent work. Third there is no administrative followup. Fourth, there is group accountability. This technique can be
used for a group, and people will do better knowing that the whole
group suffers consequences together. Fifth, it ends with success.
Students will remember succeeding in whatever task they needed
to complete. Sixth, there are logical consequences. Students know
that the consequence of failing to do something results in doing it
over again. Finally, it is reusable; and teachers can continue to use
this until students get this right. This can be used in many
scenarios. As soon as teacher sees that the students are not
executing the task properly, she should have the students do it
again.
Observation: (Trace Crossings and Providence Christian Academy)
I have seen this at both Trace and Providence. At Trace, I have
seen my teacher use this while having the students line up. When

the students lined up poorly and talked, my teacher told them to

line up again. The students lined up correctly the second time. I
also saw this at Providence and used this technique for myself
there. If the students weakly identify the correct phonogram, my
teacher would tell them to try again. I ran the morning meeting
several days. If the students struggled with counting coins, then I
had them recount them altogether. I saw that this really helped
the students pay attention and give their best effort. I also had
them greet me again several times. They were very used to
addressing their teacher as Misses. I explained that I was Miss,
because I was not married. Eventually, the students remembered
to greet me as Miss Knox! I think that this technique works
incredibly well, and I would like to use this in my classroom.

Entry 5
Strategy #42: No Warnings
This technique helps teachers stop problems before they grow to
become a true issue. There are three actions that teachers take
using this strategy. They must first act early. Teachers use a minor
consequence when students are off track rather than a major
consequence in the future. Teachers must also act reliably. They
must be consistent in their punishments and consequences.
Finally, teachers must act proportionally. The consequences that
they give must reflect the type of misbehavior. Teachers give
warnings, but warnings do not take action. Students do not need a
consequence for everything, and teachers need to be careful in
not punishing incompetence. This technique requires teachers to
know when they need to give consequences and when to teach
the student to comply. When teachers know that the student is
misbehaving due to disobedience, then the teacher should give a
consequence. Since these consequences should be proportional,
teachers need a scale to match the consequence.
Observation: (Providence Christian Academy)
My teacher did a wonderful job with this technique. I think that this
is a hard technique to master, because teachers need to find a
balance. Sometimes, my teacher would give a warning to the
students. When students are very young, I think warnings could be
necessary to remind students of expectations. If the student
repeated the behavior or misbehaved knowingly, my teacher
would give them a consequence. I saw different consequences for
different situations. If a student was careless, they clipped down. If
students did not put their names on the paper, then they had to
clip down as well. When one student upset another, my teacher
made the offending student apologize to the other in the hallway.

While students often clip down as a consequence, they also must

face the other consequences of their action. They understand that
they will have to clip down for not turning in homework or for
intentionally disobeying. Students who do not complete their work
must also finish their work. The expectations are established at
the beginning, and students know that there will be consequences.
Strategy #40: Sweat the Details
This technique helps teachers create order or the perception of
order in the classroom. Teachers must prepare and plan for
keeping the classroom in order. A teacher must plan their
students actions as well as planning how they will keep the
classroom organized. Teachers should keep the students desks in
order. They also should give expectations for homework, and they
should hold the students accountable for tidiness. If teachers want
their students to try their best on individual work, then they must
observe and ensure that the students are trying their best.
Expectations are essential in this technique, and teachers must
teach the students their expectations and the proper way to do
what they want the students to do.
Observation: (Providence Christian Academy)
My teacher really used this technique in her teaching. I saw her
truly focus on the details. When the students learned their spelling
words, she made them write the words five times. If the writing
was not the students best writing, then my teacher made them
write the words again. When the students wrote their numbers,
she counted off if they wrote the numbers backwards. Although
the children are in first grade, my teacher knew that they could
meet her expectations. If the students turned in messy work, they
had to redo it. I really think that this is important, because
students need to know that they should always turn in their best
and neatest work. As she circulated the room, she pushed their
desks in straight rows daily to keep them aligned and organized. I
helped my teacher grade homework and class work, and she
showed me how to sweat the details. She had high expectations,
but the students knew how to meet the expectations. If the
students did not try on their seat work, then they would redo it
during the day. I think that this technique is very important in the
classroom, and it holds the students accountable for their work.