Catherine Keeter

Teach Like A Champion Reflection Journal

Entry 1
Technique 5: Without Apology
Description: Without Apology is a technique teachers should use to prove to their
students that content is not boring. This technique begs teachers not to
apologize for the content they are teaching or for the school administration or
students. An example of apologizing would be a teacher introducing a concept
and saying something along the lines of I know this boring but or we have to do
this for our principal. Without Apology is a technique where teachers introduce
content with excitement and make it accessible and purposeful for the students.
Observation/ Implication: My current corresponding teacher, Mrs. Ingram, never
apologies to the students for anything they do in class. We she introduces new
material she clearly states what they are doing that day and why. Lately she has
been giving her students lots of practice work for the upcoming ACT aspire tests.
When she gives them this work she makes sure to tell them that practicing will
help them to do their best on the ACT aspire. I used this technique when
teaching a lesson on text features. I introduced the lesson by explaining that text
features are helpful for helping readers fully understand a text. I used the
example of a medical terminology book to help my students make a connection. I
explained that medical students use text features such as diagrams while they
are studying to become doctors. I told the students we would have fun with text
features when I taught them and I think that encouraged them.
Technique 10: Double Plan
Description: The Double Plan technique focuses on making sure teachers plan
not just what they will be doing, but what the students will be doing. Teachers
need to plan how they will teach content but also need to think about what will
the students be doing why they are teaching their content. It is just as important
to plan what the students are doing as it is to plan what we as teachers are
saying and doing.
Observation/ Implication: Mrs. Ingram uses this technique every time she
teaches a lesson. She often has her students fill out graphic organizers or note
taking guides while she is teaching. The students are never just sitting there
while she is teaching they are always interacting with her or filling out notes on
the content she is teaching. I used this technique in my text features lesson and
my line plot lesson. For my line plot lesson I had my students draw line plots and
solve math problems on white boards while I was teaching. In my text features
lesson the students filled out a graphic organizer. I enjoyed using the graphic

organizer and whiteboards in my lessons because they let me know that the
students were involved and thinking.
Entry 2
Technique 11: Draw the Map
Description: The Draw the Map technique calls for teachers to be purposeful
about when they are letting students interact with each other. Teachers should
plan when during the day they should let their students interact and how the
students should interact. Teachers can purposefully design their classroom to
encourage the type of interaction that they would like to see in their classroom.
Draw the Map asks teachers to plan their classroom and their day around
meaningful student interaction.
Observation/ Implication: The desks in Mrs. Ingrams classroom are placed in
single file rows. She has her students sit in rows so they can easily focus during
instructional time without having to turn over their shoulders to face the front of
the classroom. The rows also lessen the students distracting each other because
they are not in close proximity to each other. Everyday the students have some
sort of partner practice time. During this time the students are encouraged to
work together. The partners are allowed to work anywhere in the classroom and
are able to move where they are comfortable. Many of the students choose to sit
on the ground. I like Mrs. Ingrams plan for student interaction because the
students know to focus on her when they are in their desks and they know they
should interact with others when they are doing their partner work on the ground.
Technique 18: Check for Understanding
Description: Teachers should check for understanding every time they teach. It is
effective to seek constant opportunities to asses what the students can do while
you are teaching. Teachers should use formative assessments to check up on
their students and see if they are understanding the material. Teachers should
also use the information they get from checking for understanding to re-explain
concepts or adjust instruction.
Observation/ Implication: I have seen Mrs. Ingram check for understanding in a
variety of different ways. She often asks her students to give her thumbs up if
they understand the content. If a portion of the students do not give thumbs up
she will re-explain the materials. She also often uses the min whiteboards while
teaching. She will have students hold up answers to questions on whiteboards so
she can figure out if she needs to go over a problem. I have used this strategy in
the reading and math groups that I pull. Before moving on to the next question, I
ask my students to give me a thumbs up if they understand the question we just
went over. If a student does not give a thumbs up I explain the question and its
answer in a different way.

Entry 3
Technique 19: At Bats
Description: At Bats is a technique that aims at giving students lots of chances to
practice a concept. Teachers should give students practice until the students are
able to do the work on their own. They should be able to solve questions in
multiple variations and should be able to practice problems in different- ways.
Practice is also a good opportunity to provide differentiation for students needing
enrichment or intervention. Students should be given multiple opportunities to
practice.
Observation/ Implication: Mrs. Ingram gives her students plenty of opportunity to
practice. Last week she introduced line plots on Monday and the students
practiced the rest of the week. She gave them different types of practice,
switching from whole group, small groups, partner, and individual work. The
students were given multiple turns at bat practicing before they had a test over
the material.
Technique 22: Cold Call
Description: The Cold Call technique calls for teachers to call on students
regardless on if their hand is raised. Teachers ask a question and then call on the
exact student they would like to answer it. This allows the opportunity for
teachers to check for understanding in a precise manner. Cold calling students
increases engagement. Students pay attention and prepare to be called when
they see the teacher call on others without their hands raised.
Observation/ Implication: I have seen Mrs. Ingram use the technique occasionally
while teaching. If she has a question she would like a particular student to
answer she will either say their name and then ask the question directly to them
or will call on them even when their hands are not raised. I have also used this
technique when I have worked with small groups in reading and math. If I know a
student would benefit from sharing their thoughts on a topic I will ask them to
answer a specific question.
Entry 4
Technique 23: Call and Response
Description: The Call and Response technique calls for all students in the class
to answer a question in unison. Having students respond as a group ensures that
everyone gets to give the answer. It is also energetic and spirited. When all of the
students in the class are answering in unison, the class is engaged and lively.
Teachers can use this technique to have students repeat after them, reinforcing

that the students heard what was said. This technique is helpful for having
students repot their answers, and review material.
Observation/ Implication: Mrs. Ingram used the Call and Response technique to
review types of lines. She would display a picture of a line on the smart board
and the students would respond in unison calling out that the line was either a
ray, line segment, or line. Mrs. Ingram also used Call and Response to review
parallel lines with her students. Together the class would hold up their arms
straight in the air and say that parallel lines go like this. Then the students
would move their arms from side to side and say or like this or like this. Then
the students would cross their arms and say but not like this. The unison of this
repetition helped the students become very familiar with what parallel lines are.
Technique 28: Entry Routine
Description: The technique is centered around creating an efficient, productive,
and scholarly entrance into the classroom. When students enter the classroom
they should know exactly where to sit and what do. When students mill about the
classroom looking for a place for sit or for work to do it wastes class time.
Students should be instructed on what to do each time they enter the classroom.
Observation/ Implication: Mrs. Ingram uses this strategy when her students enter
the classroom in the morning. When the students enter the classroom they know
exactly what to do and where to sit. The students come in and grab morning work
off of a table in the back of the room and then they sit down in their assigned
seats. They are able to do this quickly and quietly and they can start working on
their assignments as soon as they sit down. When the students are coming back
from lunch or specials Mrs. Ingram stops outside of the door before she gets to
the classroom and tells her students exactly what to do when they enter the
room.
Entry 5
Technique 29: Tight Transitions
Description: The idea of Tight Transitions is that when students are transition to
lunch, specials, or anywhere else out of the classroom, they are able to do so
efficiently. Tight Transitions also applies to moving from place to place within the
classroom such as from the desks to the carpet. Transitions in and out of the
classroom should be quick and routine. Students should get where they are
going as efficiently as possible so they are able to quickly focus on their next
lesson or activity.

Observation/ Implication: Mrs. Ingrams class follows very strict transition rules
when walking in the hallway. The class is always in a single file line standing two
tile squares away from the lockers. They walk silently and quickly down the halls.
In the classroom when the class transitions to different seating arrangements
Mrs. Ingram will call students by rows to move out of there seats. Whenever the
students move around in the classroom they are supposed to do so quietly.
Technique 39: Do It Again
Description: Do It Again is a technique used when students fail to carry out a
basic task or routine that theyve been shown how to do. Do It Again calls for
students to redo the procedure or task they improperly performed, doing it right
or better than they previously performed. The Do It Again technique sets a
standard for excellence. Teachers are able to stop their students and have them
repeat a task so they know that the best is expected of them and that anything
else is unacceptable.
Observation/ Implication: Mrs. Ingram uses this technique when her students do
a poor job walking in the hallway. This happened one day over the past week.
The students were walking down the hallway to go to the bathroom and they
were talking in line and were talking. Mrs. Ingram decided to have them start over
and do it again. After the students were done going to the bathroom they had to
take laps around the school walking in a quiet and straight line. Mrs. Ingram
would add laps on to the students route until the students proved they could walk
in a straight and silent line.