Strategy Used
Technique 17: Stretch It
Technique 60: Precise Praise
Technique 10: Show Me
Technique 43:Turn and Talk
Explanation
This strategy involves building upon your questions with
more in-depth questions to encourage understanding. It
leads students to think deeper about their work and critically
think about their processes. I used this strategy in my 3rd
lesson plan by starting my questioning with simple questions
asking students to identify the body parts of animals, then
describing the way the animals move. then asking more
difficult questions about how this helps the animals survive in
nature.
This strategy involves providing specific praise to students.
Instead of saying blanket praises such as “you did an
excellent job,” you tell them exactly what they did correctly
such as following specific rules or performing specific tasks
correctly. I used this technique when assisting students
during their math lessons. I give tell them praises such as
“You did a great job of using the question to find the correct
number to start on and the correct number to jump when
counting on.” This told the students exactly what they were
doing correctly and reinforced the objectives for the lessons.
I also used it as a classroom management tool during my
lessons by saying things like “I love how you are sitting
quietly and waiting for the next instructions.” This
encouraged all of the students who heard me give this praise
to correct their behaviors to match the student that I was
praising.
This strategy involves students showing the answer to a
question visually in unison. This allows teachers to quickly
gauge the students' understanding. This can be done with
whiteboards or with the students' hands I used this technique
during my math lesson by having students show the correct
answers with their fingers. I also used this technique during
my lessons by having students show the correct answers
with their fingers representing “A,” “B,” and “C” and by
answering true or false questions with thumbs up or down.
Even though some students inevitably copied their peers, I
was able to quickly see when a majority or a few students
were incorrect and was able to go back and reteach how to
answer the question.
This strategy involves having students turn to a partner or
group to discuss in-depth questions. This encourages
student involvement and collaboration. It also allows
teachers to listen to the discussions to choose students to
share with the entire class. I used this strategy during my 3rd
and 5th lessons. During my 3rd lesson, I had students turn to
 their groups and partners to try to answer more difficult
questions together. During my 3rd lesson, I asked students to
turn to their shoulder partner or group several times to
answer questions related to pumpkins and their attributes.
This technique proved difficult as the students are not used
to it yet and a few students had a difficult time working
together. I feel that it would have been more successful if I
focused an entire lesson on teaching this skill first.

Technique 19: Without This strategy involves not allowing students to believe that a
Apology lesson or question is too difficult for them. Instead of
apologizing and letting them give up, you show them that
they are fully capable of it. I used this technique with a
student who often struggles during math. Instead of just
giving her the correct answers when I noticed she was not
doing her work or following along, I guided her through the
steps using scaffolding until she was able to do most of the
work on her own. By the end of the lessons, she even found
the courage to raise her hand to share her answers with the
entire class. I also used this strategy while students were
working on writing assignments for my mentor teacher.
Instead of telling them how to spell a word when they asked,
I would encourage them to sound it out and use the phonics
rules that they had learned in class. I even used these
strategies for difficult words that were above the students'
skill levels to show them that they are fully capable of
spelling tricky words on their own.

Technique 25: Circulate This strategy involves teachers moving around the entire
classroom while they teach. This encourages engagement
and participation in the entire classroom, instead of just the
students at the front. I used this technique during all of my
lessons which was very helpful for keeping the students in
the back of the room on task. The students began to realize
that I expected them to be on task even when I was in a
different part of the room because I gave all students equal
attention. I also used it during centers to make sure that I
helped every student who needed assistance. It also allowed
me to correct any students who were off-task during their
centers as well as while my meteor was teaching.

Technique 15: No Opt Out This strategy involves getting students who are unable or
unwilling to originally answer a question correctly to
eventually answer the question. This can be done by leading
the student to the correct answer, or having a different
student or students correctly answer the question and having
this student repeat it back. I used this technique during my
5th lesson when a student gave me an incorrect answer after
they had not been listening to my instructions. I called on a
few different students who gave the correct answer and then

Technique 16: Right Is Right
Technique 55: Least Invasive
Intervention
Technique 56: Firm, Calm
Finesse
went back to the original student who was now able to
answer correctly. This strategy went very well and I plan on
utilizing it more in the future.
This strategy involves not accepting partially correct answers
and asking students to dive deeper and put in more effort to
correctly and fully answer questions. This strategy is very
difficult for me as I like to reward students for any effort that
they put in and I do not like telling students that they are
wrong when they are on the right track. To begin using this
technique, I made sure to tell students that they were
partially right or that they were in fact on the right track, but I
needed more from them to fully answer my questions. During
my 4th and 5th lessons, I restated the questions with a focus
on what they had missed and asked the other students to
raise their hands to help them out. I then kept calling on
students until I got the answer I was looking for.
This strategy involves correcting disruptive or unruly student
behaviors in the least disruptive way possible. Instead of
stopping the lesson to call a student out in front of the entire
class, the teacher quietly and quickly corrects the behavior
without allowing other students to become distracted during
the process. This can be done through nonverbal
intervention, positive group correction, anonymous individual
correction, private individual correction, lighting-quick public
correction, and consequences. I use private individual
correction frequently with my students by waiting until the
majority of the group is focused on individual or small group
work and then going to privately correct the student. I also
did this during my final lesson by waiting until a video was
playing to privately talk with a student who was being
disruptive. I also use nonverbal intervention with 1 student
who is frequently off task and attempts to talk to me during
lessons. I either put a finger to my lips for a moment or mime
directions to her to get her back on task.
This strategy involves teachers being calm, composed, and
thoughtful classroom managers. They work to engage
students without causing conflict by catching problems early,
valuing purpose over power, saying thank you, using a
universal language, having a bright face, and utilizing
confirmative glances. I try to use this technique every day
with my students. I make sure to have a bright and sherry
demeanor even when we are having a rough day. I make
sure to thank students for following directions, especially
when they are correcting their behavior. I value purpose over
power by telling students why they need to follow my
instructions instead of expecting them to blindly follow them. I
need to work on using universal language and confirming
glances to help them build a group mentality and further
show that I trust them to follow the rules.