Abby Johnson

Teach Like a Champion Strategy Reflection Journal

ENTRY #1
Technique # 8: Post It
Description: Champion teachers post their learning objectives in a visible place in
the classroom. One of the purposes of this is for student success. This allows
students with a reference point of what they need to be doing throughout the lesson
or unit. It gives them a clear goal to work towards. By posting the objective, the
teacher has a place to begin a discussion on why it is so important. Additionally,
posting objectives can benefit the teacher and visitors to the classroom. When
individuals visit the classroom, they can give constructive feedback on whether or
not the lesson is accomplishing that objective. Also, the teacher is held more
accountable to reach the objective when everyone knows it.
Observation/Implementation: This is something that I wanted to work on this
semester. Last semester, I would give the students their objectives, but I would
never repeat the objective throughout the lesson, post it, or have them say the
objective. This semester, I made it a point to post the objective where they could
read it throughout. I had them say the objective with me in the beginning, and then
I would go back at the end and have them say it. We discussed if they felt like they
learned it. I realized that sharing the objective with students is great, but often
times when we move on, the students forget it in the rest of the lesson. By returning
to it at the end and displaying it as a point of reference, the students better
understood what they had accomplished.

Technique # 11: Draw the Map

Description: Effective teachers think about every detail of the classroom when
planning lessons including the physical environment. Once the teacher determines
the best approach for the lesson, the teacher can make changes to the physical
environment. One of these areas is the layout of the desks. The teacher must
determine the amount of social interaction with their peers and adjust the desk
layout accordingly. For example, when collaboration is emphasized, students desks
can be placed into groups. It is just as important to leave room for the teacher to
walk throughout the classroom.
Observations/Implementation: When thinking about teaching, many times we focus
on the content and neglect the other details like classroom management and set
up. I have realized how important it is to create a classroom atmosphere

appropriate for learning. Without that foundation, the content and teaching of the
lesson will not have much impact. In my urban placement, the students were
separated from each other in rows. I wanted them to be able to participate in group
work for the practice. I began with the desks in rows so that their peers did not
distract them during the teaching. However, when it was time for the practice, I had
students rearrange their desks into groups of four. This was much more effective
because students could discuss what they were learning.
ENTRY #2
Technique # 13: Name the Steps
Description: In order for a teacher to be effective, he or she must recognize that
students learning new concepts do not have the same intuition or natural
understanding that they do. It is extremely important to name the steps for
students along the way. When teaching a lesson, the teacher should first identify
the steps, and then give the students names so that they stick. After this, the
teacher should ensure that the students get practice using those steps.
Observation/Implementation: One of my lessons this semester was a math lesson
on multiplying fractions. After teaching them the why behind the problem, I gave
them steps to think through as they were solving. I could see how much this
impacted their ability to recall and solve the problems. When someone was stuck, I
would ask, What is the next step? They would respond quickly with what came
next. As they began their practice, they started asking more questions. I found that
they could remember the steps, but they doubted their ability to multiply to find the
correct answer.

Technique # 17: Ratio

Description: Champion teachers are always allowing the students to be doing the
majority of the cognitive workload, or upping the ratio. This strategy is designed
to allow the students to participate in as much practice as possible. This involves
asking many questions to all of the students and giving them many chances to add
to the discussion. However, teachers must be careful to increase the cognitive load
only when students are ready. Also, the teacher should be consistent in the
discipline where the students can eventually handle that discussion on their own.
Observation/Implementation: As I have taught more and more lessons, I have
realized the importance of student engagement in the lessons. One of the biggest
ways to accomplish that is by having them actively involved and participating. Even
when I am teaching, I am constantly asking questions so that the students are still
involved. By doing so, I have seen the students retain the information much better.

ENTRY #3
Technique # 22: Cold Call
Description: Effective teachers will use cold call to ensure student engagement and
participation. This is the idea that the teacher will call on students regardless of
whether or not the student is raising his or her hand. Because of this, every student
will begin to answer each question in his or her head in anticipation of being called
on. It is also a great way to check everyones understanding. Cold calls should be
predictable, systematic, scaffolded and positive.
Observation/Implementation: For a long time, I have seen cold call as something
negative and used to embarrass students who are not paying attention. At Trace, I
could tell that all students were tracking with me so I could ask a question and call
on someone with a raised hand. When I got to my urban placement, I found that this
was not the case. The students not raising their hands were not engaged. They
were not learning from their peers. Because the same students were constantly
raising their hands, I began asking each student questions regardless of whether or
not their hand was raised. When they said they didnt know, I would rephrase the
question or become more specific with my question. I found that this kept students
much more engaged and attentive. When I did not allow the question to end at I
dont know, they put forth good effort each time.

Technique # 32: SLANT

Description: SLANT is a strategy that teachers can use to assist students in paying
attention. Each letter represents an action that students can utilize to increase
concentration and focus. The s represents sit up while the l represents listen.
The letter a stands for asking and answering questions. The n means nod your
head. Finally, the t is tracking the speaker.
Observation/Implementation: One of the hardest things in my urban placement was
battling student behavior. For my last lesson, I decided to try the SLANT strategy
since it was all about student concentration. At the beginning of the lesson, I
introduced what I expected of them using SLANT. I tried to make it a point to praise
those specific behaviors throughout the lesson. They did a much better job when
they were given specific behavior expectations at the beginning. If I was going to be
in the classroom longer, I would have liked to incorporate hand signals that were
associated to those letters. That way, if the students were not doing one of the
behaviors, they could be easily reminded.

ENTRY #4

Technique # 38: Strong Voice

Description: Effective teachers must have a Strong Voice to be in command of the
classroom. The five principles of strong voice are the economy of language, do not
talk over, do not engage, square up/stand still, and quiet power. Teachers should
use fewer words so that they are more meaningful. It is important that the teacher
makes sure all students are listening when he or she speaks to make the point that
what is said is meaningful. Also, the teacher must be sure to keep the conversation
on the correct, established topic. When speaking, it is important to make eye
contact and face the object of the directions. Finally, do not talk louder or faster
when nervous or trying to regain control.
Observation/Implementation: Classroom management in my urban placement was
hard. I decided to implement the strong voice strategy into my interactions with the
students. If students were speaking when I was ready to begin, I would wait until I
had everyones attention. When the students realized I was waiting, they would get
quiet. The students would correct each other when necessary. Another thing I
realized was the impact the volume of a teachers voice can impact the class
atmosphere. As the teachers volume level rose, the students remained loud or got
louder. When the teacher remained calm and quiet, the students responded in the
same way.

Technique # 43: Positive Framing

Description: Effective teachers use positive framing to make behavioral
corrections consistently in a positive way. The teacher gives the student a picture of
what she wants to see in order to improve it. The teacher will change the word not
to I want It is also important to give students a chance to correct their behavior
before calling them by name. By giving students clear expectations, you are able to
more effectively correct behavior.
Observation/Implementation: The way a teacher corrects is just as important as
what the teacher corrects. When correcting student behavior in the classroom, I
began to change dont into I would like. Another thing I refrained from doing
was singling students out. I would make a whole class correction and give individual
students the time to correct. I also tried to give the students a positive picture of
what the class was doing well. This really increased student responsiveness to my
corrections.

ENTRY #5

Technique # 44: Precise Praise

Description: Precise Praise is a teaching strategy effective teachers implement to
provide positive reinforcement to students. This should happen three times as often
as any criticism. Praise should be given when the expectations are exceeded and
not just met. The praise should be made as public as possible so it is reinforced for
the student and the class sees what is considered good behavior. The praise needs
to be genuine in uplifting the student instead of indirectly correcting another
student.
Observation/Implementation: Giving precise praise is a strategy that could easily be
overlooked. In my urban placement, I began to realize how much precise praise
impacts student behavior. Instead of constantly pointing out what was not being
done correctly, I began to identify students for specific behaviors they were doing
well. Once their peers realized this, all of the students were careful in their behavior
so that they too could be recognized. It also reinforces the behavior that you are
wanting to see.

Technique # 47: Emotional Constancy

Description: Teachers should always make sure they are not bringing personal
emotions into the conversation when correcting behaviors. The teacher expects any
kind of behavior so he or she is always ready to respond and correct. When
correction comes, it should not come from how the teacher feels. It should be
placed on the student. This can be communicating expectations. For example,
instead of saying I am very disappointed in you, the teacher can say, I expect
more from you.
Observation/Implementation: This strategy is something I had never though of
before. I realize how much of a negative impact it can have on students when the
teacher ties her own emotions and feelings to correcting behavior. While my teacher
chose to correct in that way, I chose to focus more on the students actions.
Bathroom breaks were always a big deal. Students were asked to be quiet, stand in
line, and not play in the bathroom, but it never happened. One day, the teacher
asked me to take them out. Before sending students into the bathroom, I explained
my expectations. When the boys started acting up, I said, I know that you can do
the right thing. I have high expectations for your behavior. When the students felt
respected and knew that I believed they could do it, their behavior improved, and
bathroom breaks were much more successful.