TEACH LIKE A CHAMPION

Katherine Clemens

Technique 28: Entry Routine
Description: This technique involves the students having a specific routine in the
morning when they first arrive to class. It is important for students to know what
they are doing when they come into the class so that time can be used as wisely
as possible. Students should know where to sit and where to put their items
when they arrive. A routine keeps them focused and on task.
Example: Students should know where to turn in homework, where to sit, what to
do, and what materials they should get out when they sit down. You could have a
poster on the wall of the schedule and directions so if the students cannot
remember something then they could refer to that. The entry routine is so
important because if the students do not know what they are supposed to do,
time will be wasted.

Technique 12: The Hook
Description: The hook refers to a short introductory moment that captures what is
interesting and engaging about the material. This gets the students interested
and wanting to learn. The teacher can engage students through a story, an
analogy, props, media, a status, or a challenge.
Example: It is always important to have something that interests the student
before teaching a concept. For example, my teacher was teaching the class how
to write a story. To peak their interest, she told a funny story of her trying to catch
a mouse. She then wrote it out and drew funny pictures to keep the students
interest, and this made them more excited to write a story of their own.

Technique 39: Do it Again
Description: This technique is the idea of repeating things over again to practice
a simple task. If students fail to line up correctly, for example, the teacher can
have them do it over again so that they can perform it in a better way the second
time. Another example is if the students noisily move from their desks to the
carpet, the teacher can have them re-do it quietly.
Example: I see this a lot in the kindergarten class at Trace Crossings, especially
with the down syndrome boy in my class. If he does not listen the first time, the
teacher will make him repeat the task correctly. For example, one day he went to
go get his book box off the shelf before the teacher called his number to go. So
she called him back to the carpet and made him wait until the time was right. Re-
doing these steps help him to learn the correct way.

Technique 1: No Opt Out
Description: This technique involves the idea that a student should not get away
with just saying I dont know in response to a question. It is important that they
understand in the end what the answer is. If a student does not know the answer
to the question, the teacher can ask another student, who answers correctly.
Then, the teacher would turn back to the first student and ask them to repeat the
answer. This way, that child will have not gotten away with opting out.
Example: One way to implement this technique is to further explain the question
or phrase it in a different way to see if it rings any bells in the students mind. If
he or she still does not know the answer, the teacher can ask another student to
help he or she out. Another student may answer but the teacher should come
back to the struggling student and make sure they understand. The teacher could
ask questions like Now do you understand? or Can you explain the answer
now?

Technique 15: Circulate
Description: This technique involves the teacher moving strategically throughout
the room during different parts of the lesson. It is important to move around to
keep your students engaged and interested. Moving around the room is very
beneficial for both the students and the teacher.
Example: The teacher can walk around the tables while the students are all
working on different centers. This will keep students alert and on task. Also,
during teaching time while the students are on the carpet or at their desks, the
teacher can walk around and use gestures to make points so the students are
more entertained.

Technique 21: Take a Stand
Description: This technique can involves allowing students to actively engage in
the ideas around them by making judgments about answers that their peers
have. This can be done as a whole class or it can be directed to an individual. It
can be evaluative, analytical, verbal, or signaled through a gesture. This helps
students process more content and pay attention to their peers views.
Example: The teacher could say to the class Stand up if you agree with student
A or she could say Give me a me too sign if you agree. I have seen this done a
lot in my Kindergarten class. This keeps the students interested and staying
active.

Technique 23: Call and Response
Description: The idea of Call and Response is that the teacher asks a question
and the whole class calls out the answer in unison. This can be accomplish
academic review and reinforcement, high energy fun, and behavioral
reinforcement. The five levels include repeat, report, reinforce, review, and solve.
Examples: The teacher could say 1, 2, 3 Eyes on Me to get the students
attention and the students could repeat. Also, the teacher can reinforce by asking
the class to repeat an answer. The teacher can review by asking a question such
as Who are the main characters in the story we read earlier?

Technique 34: Seat Signals
Description: This means that students should be able to nonverbally signal from
their seats a certain request such as going to the bathroom. This should be done
subtly so that it does not distract the classmates and the teacher should be able
to manage the requests with a silent response that is not interrupting.
Examples: The students could cross their fingers to signal they need to go to the
bathroom so they do not interrupt the teacher teaching. The students could have
a different signal for a drink of water or an emergency.

Technique 30: Tight Transitions
Description: Transitions refer to the time that students take to move from one
place or activity to another. During this time, students are not learning anything,
so it is important to keep them quick. It is important not to waste time with long
transitions. The beginning and ending of a lesson is very important, especially
the last three minutes because that would undercut the whole lesson, so it is vital
to have time to finish up. Teachers should practice doing transitions the same
way every time until students can make it a habit. The teacher should scaffold
the steps so that the students know exactly what to do every step of the
transition.
Example: In my Kindergarten classroom at Trace, the students know exactly
what to do when it is time to transition from centers to carpet time or to another
activity. They know where the materials for each center go and how to clean up.
The transitions are habit now because the teacher implemented them effectively
at the beginning of the year. Also, students know their different jobs everyday
(like door holder, sweeper, etc.). You should give the students explicit directions
such as Please walk to the end of the hallway and stop at the blue corner.

Technique 7: The Four Ms
Description: The four Ms are manageable, measurable, made first, and most
important. Lesson plan objectives should be achievable during a 50 or 60-minute
period. What the students have learned should also be measurable with the use
of an exit ticket for example. Made first refers to writing the objective first and
then designing the lesson. Also, the objective should focus on what is most
important on the path to college, nothing else.
Example: The key to the four ms is to make sure you plan ahead as the teacher.
You need to know what you are teaching, your goal, and how long it will take. My
teacher at Trace is always prepared for class with her printed out lesson plans for
the week. She is also intentional about challenging her students and asking
why questions to make sure they understand at a deeper level. You can do this
by asking questions and asking students to explain their answers.