Strategy Effectiveness Rating Date

+ = Effective Implemented/Reflection/Comm
- = challenging ents

Technique 2: Affirmative + 2/15/23

Checking This strategy was effective as I
Involves the strategic use of frequently checked in with my
checkpoints. Students have to get students during both days of my
confirmation that their work is lesson. I utilized this strategy
correct or on target. when students were instructed to
share with their partner or work
individually. This strategy
allowed me to see how each of
my students were doing. It also
allowed me to stop and work with
students if they needed extra help.
I would use it again during group
lessons.

Technique 33: Wait Time + 3/29/23

The practice of inserting a short This technique was effective for
amount of waiting before taking my lesson during the hands on
an answer. Powerful tool to read aloud. As I was reading, I
increase think ratio. would pause to ask my students
questions. Students were given a
wait time to think before jumping
to answer questions. It gave my
students time to think about their
answers, before attempting to
shout something random out. I
would like to use it again, but in
small groups.

Technique 44: Habits of + 4/12/23

Discussion This strategy was effective during
A series of invisible behaviors my small group lesson. We read a
displayed by participants in a book and I utilized guided
conversation that signal the discussion. I started with simple
importance of the activity. questions and slowly went to
Reminds students that belonging deeper comprehensive ones. I
in a community of discussion is would like to utilize this strategy
valuable. again, but try it in a whole group
lesson.
Technique 32: Phrasing
Fundamentals
The teacher focuses on
appropriate phrasing of
questions. Phrasing
fundamentals helps teachers
understand how to make sure
questions being asked engage
students rather than deterring
them away from answering.
Technique 13: Show Call
Similar to Cold Call, students are
selected to show their written
work in front of the class. It
allows teachers to hold
accountability, highlight great
work, and build community.
Technique 29: All Hands
This technique helps manage
students' hand raising. The
teacher can manage hand raising
by using phrasing such as,
“someone on the right side of the
room help us with our problem.”
Technique 10: Show Me
Students present their work
visually to the teacher. This
9/12/23
+ This technique was effective for
my lesson. The first portion of my
lesson was introducing our
writing assignment and then
having students help me model it.
I used this technique to guide how
I asked my students question
during the engagement portion
and the closing portion.
+ 9/12/23
This technique was effective. In
the closing portion of my lesson, I
“Show Called” 4 students to
come and share their work in
front of their classmates. I asked
guided questions about their work
and students were able to explain
who, what, and where in their
picture. Students who took the
next step by labeling showcased
what their labels said.
- 9/21/23
This technique was not as
effective as I would’ve liked it to
be. This lesson my students
struggled to follow procedures
and were given numerous
reminders. I moved from All
Hands to having students
collectively whisper me the
answer as a whole group. This
turned out to be more effective, as
individually calling wasn’t. I
would like to attempt this
technique in a future lesson.
+ 9/21/23
Utilizing Show Me was effective
for my students. During our
allows the teacher to check in on
students whether it’s holding
their whiteboard up or holding
fingers up for their answer. This
technique utilizes visual
checking for understanding
rather than it being done orally.
- 10/12/2023
Technique 43: Turn & Talk
Students have short discussions
with a partner. The discussion is
contained time wise and set up
by given prompts from the
teacher.
+ 10/12/2023
Technique 36: Means of
Participation
Building discussion through
questioning by outlining
questions for students.
+ 10/26/2023
Technique 51: Do It Again
Implementing a routine where
you have students do it again, if
not done correctly the first time.
Allows students to practice and
receive feedback.
phonics game board, students are
at the carpet working. We walk
through our gameboard together
and it was effective having
students show me their answers
and it allowed me to check who
was getting it or not. I would like
to try this technique while
students are working at their
tables.
I was unable to utilize this
strategy during my lesson. My
students had a hard time
controlling their voice levels
during this lesson and struggled
to keep their bodies calm. Instead
to get their bodies some
movement, I had students
transition to a circle. I would like
to attempt this strategy in another
lesson, potentially writing or
reading.
When planning my lesson, I
wanted to make sure my
questions for my students were
thought through and outlined well
for them. I was introducing a new
concept so following this
technique definitely helped when
writing my lesson plan.
I implemented this strategy
throughout my lesson. The first
time I used it was when I
introduced the venn diagram.
This was a new concept for my
students. They learned what a
venn diagram is and how we use
it. I encouraged my students to try
again as we continued to learn
how to compare with a venn

+ 10/26/2023
Technique 25: Circulate
The teacher moves around the
room. This is the opportunity to
encourage students individually
and monitor individual or group
work.
+ 11/7/2023
Technique 38: Everybody
Writes
Focuses on the formative
assessment of writing rather than
the summative. Students are
given a push such as a prompt to
help them get started and get
creative from there.
Technique 58: Strong Voice
diagram. I also utilized do it again
when transitioning. My students
have been working on transition
quietly, because they are still
having trouble with it. My mentor
and I send them back to their
spots, wherever they were, and
have them do it again. I did this a
few times during my lesson and it
worked really well by the second
or third attempt.
This technique worked effectively
during my group activity,
tableaus. Students were split into
groups and had to work together
to show the life cycle of a
pumpkin by using their bodies
and creating a frozen picture
(tableau) . I circulated the room
while students worked in their
groups and it was a great way for
me to engage with different
students. Some groups didn’t
need too much attention, but
others needed extra guidance
from me.
This technique worked effectively
during our writing time. Students
were prompted by taking part in a
think, pair, share and then were
tasked to write in their journals.
Their writing journals are
formative and progress based, so
students aren’t stressing about
everything being perfect. Students
did great and I definitely like the
process of this strategy.
11/7/2023

Using strong tones, expressions,
and body language to help with
communication. Helps build
strong relationships,
productivity, and avoids
misbehaviors.
Technique 34: Cold Call
The teacher asks a question,
allows students to think, and then
cold calls rather than calling on
students with raised hands.
Technique 49: Engineer
Efficiency
Having procedures that are
simple, planned out, and efficient
in delivery. Having too many
directions makes it difficult for
students to follow through, but
having quick, clear, and efficient
ones allow students to be
successful.
Technique 59: Positive
Framing
Framing interactions ,
academically or behaviorally
Throughout my lesson, my goal
was to have a strong voice. This
has been one of my goals for the
semester and I feel like I did the
best in this lesson. I started off
strong in my lesson and I think
that continued to hype me up as I
finished it out. I hope to get even
better at this during student
teaching.
+ 1/16/2024
Worked well with my students. It
made my students aware of the
focus needed. We had been
struggling with focus during
carpet time and I was only having
the same 7 kids raise their hands
to share. Although I don’t always
like to cold call, it does work
when used at certain times. It also
lets the kids know that they
should be focused on what they
are doing.
+ 2/16/2024
I have been using this strategy
throughout P2 and Student
teaching, but when rewatching
my video it stood out more to me.
During this lesson, we had alot of
tasks to get done that required
students to get materials quickly
and I needed to be efficient with
my procedures. I’ve gotten
comfortable with this and I
noticed that in my video. My
directions each time were short
and quick, and I relayed the
expectations to my students.
+ 3/22/24
This strategy worked well with
my students in my small group. I
redirections, in a positive
manner. Assume the best, live in
the now, allow plausible
anonymity, narrate the positive
and build momentum, challenge,
talk expectations and aspirations.
Technique 12: Culture of
Error
The teacher creates a culture in
the classroom where students
feel comfortable to make
mistakes.
feel that this is an important
strategy to incorporate as the
students are learning and
exploring in a smaller setting.
Encouraging positivity pushes
students to take chances and
explore further. The last thing I
want is for my students to feel
scared and timid in small group
time.
4/2/2024
+ Since taking over math, I’ve
worked hard to encourage my
students to feel comfortable
sharing during our math warm
ups. My students understand that
it’s okay to make mistakes,
because it allows us to learn and
grow from it. My students have
become more comfortable with
sharing during our warm ups.