Teach Like a Champion: Spring Semester

Entry #1
Technique 1: No Opt Out
Description: This technique is very important when it comes to setting
expectations in the classroom. If a child answers, I dont know, then
a teacher isnt to just move on to someone else. The teacher asks
someone else the answer and has them tell you correctly, then goes
back to the student that doesnt understand, and asks him the
question again. This keeps the child engaged. Even if he really doesnt
know the answer at first, that isnt an excuse to opt out of
participating. This creates a really good classroom environment that
has everyone engaged.
Observation/Implementation: I noticed one child in my 1st grade class
during my Jan-term placement who constantly said she didnt know the
answer every time I would ask her a math question. I did a lot of small
group math lessons while I was there, and this was one thing I kept
noticing happening. I know the student goes to tutoring, so she really
didnt know a lot of the answers. I found myself really not knowing
what to do in this situation because I wanted to help. A lot of times I
would just explain to her and talk her through the problem. If it was a
simple problem, though, I would use this technique. I would ask
someone else in the small group the answer, and then ask this child
the question again. I dont know if it did very much in her learning
process, but I hope it did!
Technique 2: Right is Right
Description: This technique is about the child getting the full right
answer. If the answer is half right, then we should not tell the student
that they are correct. We can ask them to elaborate or ask more
questions to get the full right answer. If the child is missing a negative,
we should not just say that they are missing it and correct them. The
answer isnt right, and we need to challenge them to find the full right
answer. This technique doesnt mean not commending them for
answering because that doesnt create a positive atmosphere. Praise
the student for effort and then push them to finish until they get the
full right answer.
Observation/Implementation: I noticed this happen during my Jan term
placement in one particular lesson on math fact families. Instead of
showing my class how to make the four fact families and an example,
my teacher pushed them to get the full right answer by talking it
through as a class. If they were close or half-right, she didnt tell them
that. She let them figure it out, and let the light go off on their own

instead of showing what to do. It was so fun to see them get excited
about the actual right answer that worked instead of just doing it
halfway. I will do this technique in my classroom.

Entry #2
Technique #4: Format Matters
Description: This technique is all about using correct grammar and
sentence format whenever the opportunity arises within your
classroom. As a teacher, you should not stray from using correct
grammar or sentence structure because you need to be setting a good
example. Setting an example will implement the ideas deeper into a
students mind. Repeat the error in a tone that shows them they need
to self correct. If they dont self correct then begin the correction for
them. This keeps accountability.
Observation/Implementation: When I was at Trace Crossings, this
technique wasnt at the forefront of my mind because I was working
with preschoolers. With preschoolers, word choice is limited and you
have to be very clear, so this came naturally. However, when I got to
my Urban Placement, I was shocked how much I had to think about my
grammar. It is so easy to let a child say what they want to say, but it is
so important that we correct them in a structured way. I tried the way
the book talked about, and it seemed to work well. I think whats
important is to sprinkle it in and not do it to one student too much. We
dont want them discouraged but rather encouraged to learn more!
Technique #6: Begin with the End
Description: This technique is all about figuring out what you want your
students to know by the end of the day. It reminds teachers to not just
think about an activity, but rather think about what you want your
students to learn and then think about how you will accomplish that.
Teachers really need to question Why am I teaching the material that
Im teaching?. Teachers have to plan in advance and not just throw in
an activity to entertain the children. Everything they do needs to be
intentional for learning.
Observation/Implementation: This technique is something we use when
we write our lesson plans. It is something I had to learn along the way.
Instead of coming up with activities first, we narrow down what we
want our end result to be. This technique came into play when I was
planning my lessons with my teacher at Irondale Community School.

We decided that for my first lesson I was going to teach Fact and
Opinion. We wanted the end result to be the children understand the
difference between fact and opinion and can be able to decipher
statements revolving around fact and opinion. With this in mind, I then
created my teaching component and brought it activities. I didnt just
randomly come up with the activities, but rather I used them to
succeed in having that final result of what I wanted my class to learn.

Entry #3
Technique #10 Double Plan
Description: So often teachers will plan a lesson and only think about
what they are going to be doing during the lesson. A lot of times
teachers will forget to think about what the students will be doing
during the lesson to stay engaged. This might mean a graphic
organizer to be filling out, taking notes, just listening, etc. There are so
many ways to keep them engaged, but we have to think of that before
hand so that we can prepare accordingly. The double plan keeps the
classroom as a whole on task and following along.
Observation/Implementation: This is something that I thought was just
an obvious self-explanatory action, but it really does take some
thinking and planning. When I was writing my lessons during my Urban
Placement, I had to really dig deep to figure out how to keep the
children engaged and what they would be doing while I was teaching. I
didnt just want to talk at them and have them tune me out. I really
wanted them to be following along and staying focused. I did this by
asking a lot of questions during my lessons to keep them actively
engaged. I had each student participating during the teaching instead
of just coming up with everything and teaching at him or her. I thought
about bringing them to the carpet for a while but also allowing for time
at their desks. I even implemented a fun game that got them moving
around the classroom. I tried really hard to think about what the
students would be doing while I was teaching in order to implement
the Double Plan.
Technique #11 Draw the Map
Description: This technique is all about the layout of the classroom and
creating a well thought out plan for it. The way desks are arranged
really matters and a teacher must think about where the students will
be facing and how much interaction they will be having. A teacher also
needs to think about what she is putting on the walls and making sure

it is beneficial for the students. Really mapping out your classroom can
create a positive tone for the entire year. It can also cause a lot of
problems with the seating style, so it is something a teacher really
needs to think about.
Observation/Implementation: I had a conversation with my teacher at
Irondale about the desk arrangement, as I was curious about the way
she does it. She has the students in pods facing each other. There are
5 pods in the room. My teacher talked about how she really encourages
her class to hold each other accountable because they are a team. She
wants the students to ask their teammates at their table their
question about something before they come and ask her. This holds
everyone accountable and creates a positive learning environment.
Having the desks set up that way is her way of encouraging this
communication. The only thing I noticed that might be a negative to
the set-up, is that not every student is facing the front of the room.
This makes it hard for some students to see and be comfortable
watching the front of the room.
Entry #4
Technique #13 Name the Steps
Description: This technique is all about naming the steps of something.
It makes it so much easier for a student when things and ideas are
broken down into manageable steps instead of just a chunk of
information. That chunk of information needs to be disguised as easy
to handle. This can happen if easy to follow steps are put in place by
the teacher. There are so many scenarios for a teacher to be able to
implement this within all different subjects. Breaking it down works in
the real world as well as in the classroom. It also is a way to implement
strategies for when they are to do something on their own, the student
can refer to the steps they have been taught.
Observation/Implementation: This is something my teacher at my
Urban Placement does a lot is create steps. She thinks through
logically and thinks out loud modeling what the children should do. I
noticed she did it for a lot of their morning work that she writes on the
board. In terms of learning something, she did it to do math problems
such as perimeter and area. They are to follow a series of steps for
figuring it out on their own, but they can use whatever strategy they
want. I tried to do this when I reviewed perimeter and area with the
students by thinking out loud when I approached a problem. I went
through the steps as I worked the problem. Then we did problems
where the students worked it out.
Technique #16 Break it Down

Description: This Technique is a reactive technique, as it is responding

to a students error. It is highly effective though in the learning process.
If a child guesses a wrong answer or doesnt know the correct answer,
the teacher is to break it down. Start with a nudge, then nudge a little
more, and then until the child figures it out. So for example, the
student in the book was trying to read the word nature, but he was
stuck on what sound the a made. The teacher wrote a line above the
A to give him a hint on the board. He still didnt get it, and she said it is
a long A. At that point he got it, and he was then able to say the word.
By breaking it down little by little, the student was able to understand.
Observation/Implementation: At first I didnt understand this technique
until I read the example. It makes sense to do this instead of just
correcting the student right away. The student learns better when they
are the ones to figure out the answer, so I wanted to try that out. I did
it when I was working on measuring with my class. The student was
confused because he thought every time there was 3/4th of an inch
mark on the ruler, that meant it was simply inch was the answer
even if it was 3 and inches. Instead of correcting him, I tried to break
it down. I drew a line on the board and told him it was inch. Then I
put a 1 after it and asked how many inches. Then I kept drawing until I
got to 2 inches. I asked him how many inches. Then I did a 3/4 after
the 2, so he could visualize it. Then I asked how much it was. He
understood that it was 2+3/4 now. So the answer was 2 and inches.
He then understood his error after I had broken it down.
Entry #5
Technique #25 Wait Time
Description: This is a great technique for asking questions because it
allows for all the students to engage. Wait Time is when a teacher asks
a question, and they wait longer than expected to call on someone for
an answer. Even if there are ten hands in the air, she may continue to
wait so that everyone gets a chance to really think. Students might not
understand wait time, so it is important to maybe use some dialogue to
explain. A teacher could use phrases such as This is a tough question,
Im going to give us a little extra time to think. Or I want to see
almost everyone with an answer before I call on someone. This is a
good explanation so that wait time doesnt become awkward.
Implementation/Observation: This is one of my favorite techniques
because I think it is so necessary. So many times as teachers we end
up calling on the same people because they are always the ones to
raise their hands first. With wait time, we are able to bring in other
students and really let students generate a well thought-out question. I

tried to really implement this in my lessons. I also did this with a math
review time. I wouldnt call on anyone until I had given enough time for
everyone to thoroughly figure out the questions I gave them. I said
something like Im going to give everyone a chance to work out this
problem and work it out well before I even think about calling on
someone. That way the people that raised their hands first could
think about their problem and make sure it was thorough.
Technique #36 100 Percent
Description: This technique is all about including the whole classroom.
The expectation should be for an entire classroom to follow the
direction the teacher has given, and not just most of the students. The
students need to be accountable for their actions and that means
everyone in the class. If most of the class does what the teacher says,
she shouldnt move on. She should wait until the entire class has done
what she asks. This keeps everyone on the same playing field and
creates a respect for the teacher and what she says. It shouldnt be
about a power hungry teacher, but rather it should be about simply
following directions.
Implementation/Observation: This technique is something my teacher
at my Urban Placement is big on. She always wants 100% from her
class because together they make up a team. She says Team, Team,
Team. And they are to echo it back and be silent and still. Sometimes
she will do it and only half of the class will respond and get quiet. If not
everyone does then she will correct them and do it again until the
entire class has stopped what they are doing, are quiet, and are
looking at her. Instead of just being okay with a semi-quiet classroom,
she holds her students accountable for following directions.