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Entry #1
Technique #1 No Opt Out
Description: This technique begins when the student(s) is unable to
answer a question and should end with the student answering that
question as often as possible. When you are presenting this strategy in
the classroom, you would ask a student a question they may not know,
and then turn to another student and ask them, assuming they know
the correct answer, then returning to the student who you originally
asked and clarifying the correct answer. This is a way of reiterating the
correct answer to a problem and should be nailed down in the childs
brain because of repetition. This strategy doesnt let a child get away
without knowing the answer by the end of the lesson. This strategy
turns the statement, I cant to I can.
Observation/Implementation: I personally have seen this take place in
my placement at Trace Crossings in Mrs. McAdams classroom. She
asked one of the students a question about community helpers (unit
focus) and they did not know the answer, so she asked another student
who knew the answer and clarified the correct response with the
originally student she asked the question. I believe this strategy is
beneficial in the classroom because it allows a student to learn about a
problem without feeling uncomfortable and embarrassed, but also
learning and knowing the correct answer. Students should be held
accountable for their learning and knowing a answer when asked
consistently. I believe this is a great strategy especially for upper
elementary and using for small group work within the classroom for
helping individual students develops understanding. Students learn
that they will be held to a response and that the teacher will not let
them slide without knowing the material. That is key in developing the
childs understanding and should be a goal for instruction.
Technique # 2 Right is Right
Description: This strategy outlines the difference between partially
right and all-the-way rightbetween pretty good and 100 percent. The
main job of the teacher is to set high expectation for his or her
students and demand a high standard of correctness in the classroom.
When students hear the word right, they tend to stop striving for
excellence and begin to turn off their listening hears once they believe
they have completed the task. An example of this strategy would be
expanding on an answer for complete correctness, rather than simply
saying right to a student response. Having your students elaborate
Entry #2
Technique #3 Stretch It
Description: This technique stretches the students understanding of a
topic and doesnt allow the students to response with simply a yes or
no response. The students must extend their answer for a greater
understanding of the topic of discussion. This strategy is when the
sequence of learning does not end with the right answer, but rather
reward right answers with follow up questions to extend knowledge
and test for the students understanding of material. Stretch it is
important for differentiating instruction among students in the
classroom. This strategy allows the teacher to check for understanding
first and then extending to deepening understanding.
Observation/Implementation: This strategy should be practiced
throughout all the lessons teachers do because questioning and asking
for deepening understanding is a higher-level skill that will develop
students knowledge of a topic. I have personally done this in my
lessons I have taught. Questioning is essential for me being able to
gage what I need to reteach or clarify because of misconceptions. This
allows me to also see that students do understand the material and we
can engage in deep questioning and conversation about the material
for higher thinking. In the lessons I have taught, consistently I ask
questions to make she I have not made an unclear statements and
students know what I want them to know by the end of the lesson.
Secondly, I asked lot of questions at the end of my lessons to deepen
make sure students are organized with their materials, notes, and
other aspects of their binder. I believe this is so important for the
students and should be practice in the class because it is a skill that
they can carry over into their life, not only in the classroom. Binder
control is a classroom management strategy that I will implement in
my classroom in the future because I think it is important for the
students and their organization.
Entry #4
Technique #28 Entry Routine
Description: Entry into the classroom is important for the students and
should be taught at the beginning of the school year what is expected
when students enter and exit the classroom. The entry routine is
making a habit out of whats efficient, productive, and scholarly after
the greeting and as students take their seats and class begins. Typical
entry routines involved entering the room, unpacking backpack, and
settling in seats. Entry into the classroom is a classroom management
technique that should be established early in the school year and will
provide students with a clear expectation of what they should do when
they enter the room in the morning. The morning entry routine sets the
tone for the rest of day and what they students are expected when
they entered the classroom.
Observation/Implementation: I have seen many entry routines in
different placements in Birmingham schools, but also at home in
Florida. I have observed the difference between successful entry
routines and not so successful entry routines. It is evident that in
classrooms where teachers set entry expectations, the students start
the day on a better note and they beginning the assigned bellwork and
assignments successfully without confusion and chaos. On the flip side,
students who are all over the place when they enter the classroom
theres no focus and they tend to have more problems throughout the
day with behavior, classwork, etc. Having an entry routine is a
classroom management technique that is vital to the classroom and
should be known by the students. Expectations should be set early and
practice consistently.
Technique #49 Normalize Error
Description: Error followed by correction and instruction is the
fundamental process of schooling. When a student is incorrect, a
teacher corrects that error and it is a process of ongoing learning.
When using the normalize error method, teacher should response to
both parts of this sequence, correct and incorrect. The main idea