Lindsay Donahoo

Teach Like a Champion Strategy Reflection Journal Spring 2016

ENTRY #1
Technique #4 Format Matters
Description:
What students say isnt always as important as how they
communicate what they are saying. Certain things in society are
accepted where as in a classroom they shouldnt be because it doesnt
promote correct grammar. This is where champion teachers step in!
This technique requires teachers to correct slang and grammar. A
champion teacher will correct a students writing or speech if they
speak slang or are continually grammatically correct, even if it is the
norm for that student. The teacher will identify the error and let the
student realize what they said so that they can correct it. This
technique also shows the importance of making sure that students
speak up and speak clearly, because when a teacher accepts an
answer that she can barely hear, this appears as if that students
answer doesnt matters.
Observation/Implementation:
I have observed this in both of my clinical placements this
semester, but was definitely needed much more in my urban
placement. While I was at Tarrant elementary school, there were
students that definitely struggled with grammar orally and also in their
writing. I was with a 4th grade class, and some of the things they would
say and write were things that I could never fully decode. The first
week that I was in the school, my teacher was out with the flu so I was
able to take the reins much more than I would have ever tried if she
were there. I never corrected the students grammar right away, I
wanted them to hear what they were saying and I made them either
read their writing to me or repeat what they had said verbally. Then I
would ask them, if they think that was correct grammar. They would
always respond by saying no and even though they knew it wasnt
grammatically correct, I could tell that they really werent sure how to
speak, read or write without using slang or using incomplete
sentences. After I saw that they attempted to correct themselves, I
would share with them the correct way to say it. Unfortunately I still
witnessed this everyday, but I know that if it was addressed daily it
would make a difference. My cooperating teacher never corrected her
students writing or their speech, and it made me realize why it was so
consistent and normal. Obviously the students home life and prior
knowledge and experience would be a factor because they will speak
the way they hear their parents speak. Although I also think the fact

that the teacher lets so many things slide, that they dont even think
twice about it.
Technique #5 Without Apology
Description:
The technique consists of the teacher not apologizing for her
teaching or materials, no matter what they may be. Champion
teachers shouldnt teach something in a way that she knows students
will not enjoy. If that same teacher does decide to teach that content,
she should never introducing it by saying how boring it is or telling the
students that shes sorry that they have to listen to the lesson or do a
specific task. When using this technique a teacher will introduce any
and every lesson or task with excitement and encouragement. If a
lesson or task starts with negativity, especially from the teacher, the
students will automatically be disengaged and uninterested. Students
will have preconceived notions about something they have yet to do,
merely because the teacher began the lesson by saying it will be
boring or that shes sorry that she must teach it. A champion teacher
will share with the students that the information they are going to learn
is exciting and that it will challenge them! That is a much more
productive approach because content in a lesson extremely vulnerable
to assumptions and stereotypes.
Observation/Implementation:
I have seen this technique used several times in both of my
placements this semester, but definitely more so when I was at Trace.
During my placement there I was in Mrs. Burtons kindergarten class
and she used this strategy in every lesson she taught. The students
over all were positive about learning, but when they showed disinterest
in a topic or lesson she always had a way to transform those negative
thoughts and leave them wanting to know more! One thing that she
would do is different voices when reading or teaching something to
make it fun for the students. Also, when students had trouble reading
or writing a word, she would assure them that they could do it!
Whenever students thought that any content she presented them with
was above their ability she would always reassure them that they were
more than able to do it. Mrs. Burton always made sure that the
students saw that these things were challenges for them to over come
and once they did they would be so proud of what they accomplished.
ENTRY #2
Technique #6 Begin With the End
Description:
This is a technique that champion teachers should use in every
lesson! In this technique, the teacher begins planning a lesson by

thinking about the desired objective. The teacher should do all she can
to reach this objective by the end of the objective or unit. Activities
can be great, but only if they support and enhance the learning of the
objective. If a teacher has activities she wants to use because they fit
in with a holiday that is near or because they will be fun, this is not
enough reason for them to be implemented into a lesson. Everything
that is used in a lesson must have a purpose and this purpose must be
planned and realized in the beginning stages of planning. The
objective is the main focus of the lesson and this should be evident in
all parts of the lesson.
Observation/Implementation:
Mrs. Burton used this technique in every lesson she taught and
even in every book that she read. We would have a short amount of
time to fit in a quick read aloud and even these stories were purposeful
to her objective for the day or for a specific lesson. I specifically
remember this when they were learning about community helpers and
she decided to read a book about mail carriers before we went to
lunch. She didnt read it to waste time, but to help reach the objective.
I think this is extremely important when planning a lesson and I have
implemented it as much as possible in my lessons and in my unit as
well.
Technique #7 4 MS
Description:
This technique shows that objectives must have these 4 MS:
manageable, measurable, made first and most important. The
objective must be manageable, meaning that it should be able to be
taught in one lesson. The objective of the lesson should also be
measurable, meaning that its success or failure can easily be seen and
measured. The objective should also be made first, meaning that it
shouldnt be the result of wanting to do a certain activity, but the first
thought when writing a lesson. This technique also shows that an
objective must also be the most important and main focus of a lesson!
All of these things work together to help students grow and learn so
that they can eventually go to college and then a professional career.
Observation/Implementation:
I have observed the importance of this time and time again. On
several occasions I saw how bad a lesson really can go if all three of
these things are not followed. Mrs. Burton always showed this in all of
her lessons! Everything was simple and precise considering it was a
kindergarten class. One day we were able to go to the Makers Studio
and they were working on measurement. She would have the students
measure a farm animal that was projected onto the floor. Then the
students would take turns and lay down on the image and they would

also take turns measuring each other. They would compare the sizes
of each. This was easy to measure the objective, it was manageable,
she made the objective first and the most important thing in the lesson
was clear.
ENTRY #3
Technique #9 Shortest Path
Description:
The technique is very clear in its name, the simplest explanation for a
lesson is the best! As long as the objective is met then the shortest
path should be used, whatever it may be. This makes it easier for the
students and the teacher. If the information is clearly given to the
students and is concise then they will be more likely to meet that
objective. On the other hand if a lesson uses activities that are just
busy work and contains organizers not related to topic then students
will get confused and unengaged.
Observation/Implementation:
I have seen the importance of this technique because I had a lesson
that went awry because I didnt use this technique. I used too many
graphic organizers and it took up time that I could have been teaching
information that could have helped the students not confuse them
more. I should have used the shortest path, but I wanted to make sure
that I had enough things to help them remember what I was teaching.
Instead I used way too many acronyms and graphic organizers and it
was over whelming for the students. The positive side to this was that
I definitely learned in the process and after the lesson I realized things I
could have done differently and taken out of the lesson.
Technique #11 Draw the Map
Description:
This is a critical part of planning and classroom management.
Champion teachers Draw the Map and move students desk to enhance
learning no matter how often that may be. Each lesson objective,
discussion or activity may call for a different way of participation in the
class. Moving students so that they are involved and can easily learn
the objective is important. Students should be able to see the board,
not be distracted and want to share and be actively involved in each
lesson, whatever it may be.
Observation/Implementation:
I saw the importance of this in my clinical placement at Tarrant
Intermediate. In the 4th grade class I observed a student that always
sat at the very front against and facing the wall. He couldnt see the

board very well and was always turned around facing the other
students. I understood that this was obviously for behavior reasons
that he had to sit at the front of the room, but it did not help him learn
at all or improve behavior. Of course, I did not have the authority to
move him permanently, but any time that I was teaching or reading I
let him sit in a desk with his peers that was not being used. I knew it
was important that he could see the board and could turn in talk in
necessary. If he stayed in his seat it would have been more work for
both of us. But I really just wanted to make sure that he received the
same learning experience as the rest of the class.
ENTRY #4
Technique #17 Ratio
Description:
This technique shows that after the happy medium between
teachers teaching their lesson and students responding to that lesson.
Teachers shouldnt have to drive themselves crazy going back and
forth explaining the same thing over and over the same way. A well
written lesson and lesson of objective will be met and seen easily and
the students will respond to that lesson by completing an assessment
that shows they understand. But before they start the assessment,
they should be asked questions during the lesson so that they are
involved in the process. Then students will participate in the practice
and then they should be able to complete the assessment on the
objective successfully.
Observation/Implementation:
I have implemented this technique in my clinicals in a
kindergarten classroom setting. Every lesson I have taught I have tried
to use a ratio of my teaching to the students cognitive and thinking to
show understanding, but one lesson stands out among the rest. This
lesson was one that I taught on sequencing. It was an easy lesson to
teach and I went over what I knew they needed to know, using
different manipulatives, but it helped the students understand the
objective. I had the students help me put different pictures in order.
Each group of pictures had a fun new topic and not only did they love
it, but they learned how to sequence events! Then I had students put
events in order using a topic that Mrs. Burton had taught the day
before and every student passed the assessment. The students did
most of the cognitive work, and were given more and more to think
about and understand in each step.
Technique #18 Check for Understanding
Description:

This technique is so important for teachers to use daily! It

confirms the significance of knowing if students understand what you
are teaching. Champion teachers realize the difference between
knowing and understanding and they will make sure that their students
understand the lesson before she moves on. She will do this by
assessing her students throughout the lesson with discussions and
questions. If a student isnt ready to move on then a champion
teacher will make certain that they gain understanding before she
moves on.
Observation/Implementation:
Everyday that I observed her class, I saw this technique being
used in Mrs. Burtons kindergarten classroom. She constantly asked
her students questions, and if a student was unable to answer a
question, she would help them by rewording the question. Then if they
still were unable to answer the question she would help them still by
adding more and more to what she gives the student to help them put
their prior knowledge together to answer correctly. Then after the
lesson she would take note of it and ask the student to come to her
table at the front of the room during reading time and go over
whatever it was they were struggling with. She would act on it right
away and made sure that they understood the material.
ENTRY #5
Technique #20 Exit Ticket
Description:
This technique is also important when writing and presenting a
lesson, because you must have something to measure your success of
the lesson. This ticket should be very short, be used to measure data
and make great Do Nows. The Exit Ticket is just a few questions that
will help teachers keep track of her students understanding and her
own success in her teaching. This is so important because it shows the
teach if she needs to re-teach the objective or work individually that do
not understand the objective fully.
Observation/Implementation:
Everyday that I was at Tarrant Intermediate I saw this technique being
used. I was in a 4th grade class and my teacher would teach short
lessons and then handout a worksheet. Unfortunately, this technique
was not used correctly. She would hand out the work that she wanted
to use as the Exit Ticket, and expectations were low for students to
finish these worksheets. Most students always finished, there were
about three students that never seemed to turn in work, again, very
unfortunate. Also the worksheets never seemed to fully reflect what
she had taught and usually always used the Scholastic News. There is

nothing wrong with using this resource, but there must be a clear
objective that is shown to students so that they can successfully
complete their Exit Ticket.
Technique #21 Take A Stand
Description:
I love this technique because it pushes students to get involved
in discussions! Students give opinions about their peers opinions and
this opens up a debate for students. Its important that students learn
how to share their thoughts and opinions in a friendly way. They need
to realize that they will not always feel the same way as their peers
about every topic. Champion teachers will show this by explaining to
students that everyone is different, because they have different family,
do different things, like different things and have had different
experiences and those things shape their opinions.
Observation/Implementation:
In Mrs. Burtons kindergarten class, she constantly used this
technique when students were on the front carpet when she read or
they were working on some type of Language Arts topic. She would
ask her students to raise their hand if they could sound a word out that
she was pointing to, and then she would ask the rest of the class if
they agreed, whether the student was right or wrong. She would do
this because most of the time there would be at least one student that
did not agree. Mrs. Burton wanted to know who that student was and
what they believed the word was when they sounded it out. Whether
they got the answer right or wrong she would make sure that she
showed them that making that effort to figure out the answer was
awesome! She always told the students that she always wanted them
to try, and when they got an answer wrong that was okay because that
showed her that they were trying. She encouraged them to share their
answers even though they might not be 100% sure they were correct
because this always encouraged conversation and sometimes they
would figure out the answers together as a class and sometimes with a
partner.