Teach Like a Champ- Spring Semester

Emily Lavender
Technique 3- Stretch It
The Stretch It technique encourages teachers to ask higher level questions instead of responding
yes or no to an answer to a question. This technique also rewards right answers. Rewarding
correct answers by asking follow up questions extend knowledge. This technique is also helpful
when checking to see if students have an accurate understanding of a concept or topic.
During our google 20% project, this strategy was used. We encouraged our group of students to
not answer questions with just yes or no. We encouraged our students to stretch and elaborate
what they were thinking. We praised them when they did this. This strategy was useful when
examining if students thinking was accurate.
Technique 8- Post It
Post It is a technique that clearly states the learning objective for the day. The teacher should post
objectives in the same location every day so that whoever walks into the room, knows exactly
what will be taught that day. This technique helps teachers and students know and understand the
purpose for what is being taught. The objective posted should be easy to read and understand.
Since we have been back at Trace, I have noticed Mrs. Houston writing the daily objective on the
board. She does this for math and reading. I love seeing this and knowing what they will be
learning that day. I think students also need to see this. This is good for both the teacher and
students. It creates a plan, goal, and learning target. Mrs. Houston refers to the posted objective
before starting her lesson.
Technique 18- Check for Understanding
Teachers should constantly be seeking and looking for opportunities to assess their students. In
order to use this technique effectively, it is important to collect data. Teachers must also observe
and record where there students are. Also, teachers must act immediately. Checking for
understanding should happen all the time, when teachers collect data, they should respond
quickly.
Mrs. Houston is constantly checking on her students and collecting classroom data. She keeps
records of her students progress. I have noticed that when she sees that a student is not on the
right track, she acts upon that immediately. She is quick to respond when a student needs help
and assistance. Mrs. Houston conferences with her students to collect data. I have recently
observed this. She has been conferencing with students on reading and writing.
I have also used this strategy when teaching some of my lessons this year. I use exit slips, quick
writes, and other types of formative assessments to check where students are. This is important
not only for data, but also so I am able to reflect on my lessons.
Technique 20- Exit Ticket
End class with a question or problem to solve. Have students answer on a sheet of paper, or
provide an exit slip for students. This technique establishes expectations. This is a great
technique to check understanding and where the students are.
I love exit tickets/slips! I think exit tickets are a great way to formatively assess students. This is
a check point to see where students are, and what more needs to be covered or re-taught. I have
used exit slips in a lot of my lessons and they seem to be effective. They are organized and a
perfect way to assess students. They are also a great way for me to check myself and how I did
on the lesson.
Technique 31- Binder Control
Binder control is a technique used for organization. Have a required place for students to take
notes and keep important assignments and papers. The teacher should set up organizational tips
and guidance for the students.
I think back to Mrs. Crawford, at Brookville Elementary when I read about this strategy. She is a
kindergarten teacher, so this looked a little different, as kindergardeners do not take notes
necessarily. She used this to keep their schedule, lunch sheets, planner, and notes home. I loved
how this was teaching her students organization early on. Throughout my time in school, I had
several teachers require a binder. Many of my teachers had a certain way they required their
students to set up their binders. This helps everyone to stay organized. I love how she was
teaching kindergardeners organization early!
Technique 25- Wait Time
The Wait Time technique refers to a few seconds delay that you can add after your question and
before you take a student answer. The time in between allows students to process and think
before answering. This helps the overall quality of the answers.
This is hard for me to do. Mrs. Houston does a great job at allowing students to think for a few
moments. The silence is frustrating to me, so being able to watch her model this strategy has
been helpful for me. She uses wait time a lot during math time. Mrs. Houston asks questions and
allows about 10 seconds of silence sometimes.
Technique 42- No Warnings
The behavior that often times gets in the way of taking actions are the warnings. Warnings are a
way to threaten the possibility of the teacher may taking action. Giving a warning is not taking
action. Warnings only tell students that a certain amount of disobedience will not only be
tolerated but is expected.
The more I read about this technique, the more I love it! I think about what Wes Moore talked
about in his lecture. Setting standards and expectations for students and not lowering them is so
important. I think this is so important in the classroom. Keeping expectations high for students
and helping them be successful is a wonderful part of being a teacher! I told my mom about this
strategy and she has been using it this year. Giving warnings is not taking action and to some
extent it is simply lowering expectations. I have tried to use this strategy in Mrs. Houstons
classroom. I cannot wait to use it in my own classroom.
Technique 45- Warm/Strict
The warm/strict technique shows that you must be both caring, funny, warm and nurturing as
well as strict, by the book, and sometimes inflexible. After reading about this technique I learned
that it is important to be both: warm and strict. Being both at the same time is a very powerful
strategy. I love how it talks about having high expectations for students is part of caring for and
respecting students.
Mrs. Houston sets high expectations for hers students, but is loving and caring toward her
students as well. A specific time I have observed this would be during reading time. When
teaching during reading time, Mrs. Houston explains expectations for lessons and expects
students to say on task. While Mrs. Houston knows she has a certain time she has to be done by
in order to get everything done, she allows students to share their thoughts and ideas. She keeps
them on task when they are sharing, but is always encouraging to the students during this time.
I also think about what We Moore said about setting expectations and sticking to them. As
teachers, we are doing no one good by lowering our expectations. This should be done out of
love.
Technique 46- The J-Factor
The J-Factor technique is a key driver not just of a happy classroom, but of a high-achieving
classroom. After reading about this technique, I took away that joy comes in all kinds of forms. I
love this and think that as teachers it is important for us to know this and be able to understand
that our students will all experience joy differently.
I observed the J-Factor strategy being used during Space Day, Cub Club, and Math time. I
especially see this strategy being used during math in the mornings. Getting students excited
about math by using games and fun manipulatives. Students experience joy when they are having
fun learning. This is just one example of the J-Factor strategy.
Technique 12- The Hook
The Hook is a short introductory moment that captures whats interesting and engaging about the
material and puts it out front. I learned that this part of a lesson is important and should be taken
into consideration to get students excited about what they will be learning.
This strategy was used all day during Space Day 2014! Each station had a hook but also the
opening skit was a great example of a hook. This skit got students excited about the day and
what they are going to be learning about. I see this strategy used all the time, but I think it is one
of the most important strategies in the book. Engaging students is key in a lesson. The hook
strategy helps to make engagement possible.