Autumn Combs Teach Like a Champion Strategy Reflection Journal

ENTRY #1 Technique # 4 Format Matters Description: The author describes format matters as the high expectation that all communication within the classroom should be in complete sentences and be grammatically correct. This chapter emphasizes the importance of correct grammar and complete sentence usage when children are trying to communicate their ideas. If they are able to see the importance of correct grammar in the classroom, then they will notice that their speech has an effect on the people that they are talking to. It is important as a teacher to remember that children will need help correcting their grammar and be given good examples in the classroom of what a complete sentence looks like. Observation/Implementation: One of the teachers at the school that I work at is very particular when the children talk to her. She insists that they use correct grammar when they ask her questions. An example of this is when children as her if they can go to the bathroom, she will wait until they correct themselves and ask if they may go to the bathroom. Little things like this set a high standard when the children talk to her but that is a great way for the children to learn. With this high expectation the children are able to learn that she expects the best of them and they are capable of bettering themselves.

Technique # 12 The Hook Description: The author of the book describes the hook as being similar if not the same as the engagement part of our lessons. The hook is not meant to introduce new information to the students but to allow an opportunity for them to get excited about the material that you are about to teach. This portion of the lesson comes at the beginning and is a short time that should not take away from the lesson but add to it. The author talks about the fact that time is not of importance during the hook; a shorter hook may sometimes be more effective than a lengthy hook. Observations/Implementation: This technique is one that I have observed in my classroom at Trace. The lesson was on money and value relationships between different coins. For the engagement of the lesson, my teacher brought in different coins that he found interesting. He had three pennies; a wheat penny, a more traditional penny, and a new kind of penny. He talked about how the pictures on the pennies have changed over the years and how some older pennies are worth more than just a penny. The children were excited to see the differences in the pennies and hear the history of them. It was a great hook to use for the lesson to introduce the children to pennies and get them ready for the lesson.

ENTRY #2 Technique # 13 Name the Steps Description: For this technique, the author talks about teachers providing lists that their students can refer to in order to complete a task. This guide that the children use while completing assignments allows them to self-check and stay on task. As the students become more comfortable with the process and more familiar with the steps, they are able to complete the process on their own. This list of steps provides guidance and help for the students at the beginning and as they continue practicing they will become more independent. Observation/Implementation: This technique is often used at the school where I work. The students often sign up for arts and crafts. During the arts and crafts time, the leader of the session will explain the steps many times during the lesson. Once the children arrive she will explain to them what they are doing that day and go through the steps before any materials are passed out. Once they have the materials, they are guided through the steps again while using the material as manipulatives during this time. When the children feel comfortable, they are allowed to begin. If the leader sees a child who is not on track, she will take a sample of the project over to that child and walk him/her through the steps again as the child copies her process. This is something that will help with management in the class and allow extra scaffolding for the children through the lesson

Technique # 15 Circulate Description: The author describes the circulate technique as one that requires the teacher to move around the classroom during the lesson. It is necessary for the teacher to walk around the room and show that he/she has ownership of it. Also, it should not be a surprise for your students if you decide to stand by their desk while teaching. This is also a time for feedback and management strategies. The teacher should encourage correct behavior while the children are working and give feedback from the work that they see. Observation/Implementation: This is a technique that I have tried to implement while working in the classroom at Trace Crossings. This is something that helps the children stay on track during their work. It has also provided me a chance to ask some engaging questions that causes the children to think about what they are doing and why they are doing it. This technique is one that is easy for me to implement. It helps with formative assessment and allows the teacher to hear and see things that she would not if she simply sat at her desk. It also allowed me to connect with the students in a way that would not have been possible if I would have stayed in one spot.

ENTRY #3 Technique # 20 Exit Ticket Description: In the description of this technique, the author talks about the exit tickets as key in providing the teacher with data. This data provides a look at what the students learned that day and what did not quite get through to them. This exit ticket takes place at the end of class. It contains up to three questions about the lesson and allows time for the students to show what they have learned. The exit ticket is a great way for the teacher to be reflective about the lesson and find what needs to be retaught. The author talks about the fact that this mini assessment can then be used at the beginning of the next class for the students to look over the data and for the teacher to reteach any information that students struggled with. Observation/Implementation: I observed this technique while working with the Pathway to Graduation program this summer. In our class, the teacher would read aloud to the class and have different activities for them to work on. She would ask probing questions during the book and push the students to comprehend what was happening in the story. For the end of her lessons some days, she would ask the students to complete an exit ticket before they could leave. This was a helpful technique for her because she would often ask the children to write any questions that they had or to give predictions about what was going to happen next. I think that this was beneficial to the students because the questions that they had would be addressed the next day and clear up any misconceptions.

Technique # 22 Cold Call Description: Cold call is when a teacher calls on a student even if they have not raised their hand. This creates an environment where the students never know when they will be asked to answer a question. This technique allows teachers to keep attention in the classroom and encourage the children to stay focused on the material. Cold call requires all students to form answers to the teachers questions because they are unsure if they will be called on or not. In a normal setting that does not use this technique, students are not actively engaged in the material because they know that if they do not volunteer an answer then they will not have to give one. Observation/Implementation: I have observed this technique in my classroom at Trace Crossings. My teacher does not always simply call on students who have their hands raised. Often times the students seem more engaged when he is randomly calling names. They pay more attention to what is taking place and how they can impress the teacher with a correct answer. This seems to be a very effective way to call on students and keep them involved.

ENTRY #4 Technique # 25 Wait Time Description: This technique requires that a teacher give a period of time after asking a question and before asking the student to answer. This time that is allowed gives the student a moment to think about the answer and find the words needed to answer the question correctly. Giving this time allows the answer to be more developed and full of content that has been discussed in the classroom. The author also points out that not providing this wait time can cause wasting time during your lesson in order to correct wrong answers. Observation/Implementation: This is another technique that I have tried to implement when working with the children. I have found that they often know the answer but will wait for you to answer your own question because that is what they are accustomed to. When asking questions of my students, often they simply sit and stare at me. During this time I wait for them because I want to know what they have to say. By allowing this wait time, they discover that I am not going to answer the question for them and that they have to find the appropriate answers.

Technique # 32 SLANT Description: This is a technique that they teacher can use during her lesson to help enforce good behavior and attentive students. SLANT is an acronym for sit up, listen, ask and answer questions, nod your head, and track the speaker. This acronym allows teachers to simply call out SLANT to their students to remind them of the things that they are supposed to do during a lesson. This increases the amount of attention that they are giving the teacher during the lesson and helps with the students ability to learn. Observation/Implementation: I observed this technique being used this summer at the Pathway to Graduation program. The teacher who used it introduced the children to it at the beginning of the program. She walked them through each letter of the word and explained the expectations that she had for each one of them. During the program, when one of the students forgot to sit up or was not listening, she would simply tell the child that he needed to SLANT and he would know that he was not doing something correctly. This was an effective management skill to help reinforce those listening and comprehension skills. The kids responded to it well and it did not have to take away from the teaching.

ENTRY #5 Technique # 34 Seat Signals Description: Seat signals are used by students to inform the teacher of things that they need without interrupting the lesson. These hand signals are created for students needs that come at often the wrong time. The author uses the example of a child asking to go to the bathroom in the middle of the lesson. This can cause distractions in the classroom and prevent the teachers lesson from being as effective as it needs to be. With these hand signals, the students are silently asking for what they need and the teacher is able to continue with the lesson and regulate the class at the same time. Observation/Implementation: My teacher at Trace has hand signals in place for his children to go to the bathroom. When they need to leave their seat for this purpose they simply raise their hand with their fingers crossed. This simple gesture informs the teacher of what they need and he can handle it however he sees fit. All of this takes place quickly and silently. This is a special quality that allows for the lesson to continue and not be interrupted. I personally enjoy the signal because the child is not getting the lesson off track or disturbing classmates by wandering the room.

Technique # 39 Do It Again Description: This technique is another that creates high expectations for students in the classroom. Doing something again provides more practice for the student who is not fully grasping the concept or the expectation that he is to meet. The author describes this technique as an effective consequence to an unwanted behavior in order to model the correct way and practice doing it correctly. There are also seven reasons why this technique is so effective that are listed in the book. The author stresses the fact that this technique should be used in a positive way with a goal of getting better attached to it. Another important fact to note is that as soon as you notice that the action is not satisfactory, then the student should be asked to try again right away instead of waiting until the action is completed. Observation/Implementation: I use this technique on a regular basis at the school I work at. It is a rule that the children do not run in the school. Often times the students forget or do not realize that an adult is around and they decide to run. When this happens and we catch them we simply instruct them to go back and try again. When they have to go back to the starting point and walk past you it puts pressure on them but your enthusiasm and praise when they complete the task the correct way boosts that behavior that we are looking for.

ENTRY #6 Technique # 1 No Opt Out Description This technique requires that the teacher has high expectations. He/she does not allow the student to quit or give up, but are constantly encouraging and pushing the student to keep going and keep trying. The no opt out does not let the student slack. The student must always be engaged and learning something. Observation/Implementation I have seen this strategy being used with students especially during math. This technique prevents there being any lag time in the students performance and pushes him to think outside of the box. This strategy can sometimes be awkward, but when it is followed through and kept consistent, it works to increase expectations of effort in the class.

Technique # 3 Stretch it Description This technique talks about the fact that answers should not simply be answered but that the teacher should continue to ask questions that in turn cause the student to think about his answer in a new way. This new way should cause the student to stretch his ideas and extend his thinking which in turn increases his skill level. Observation/Implementation I have used this technique in one of my lessons this semester. It is easy to continue on with the conversation after a question has been asked, but if you will simply stop and think about the students answer, there is probably something more that you want to know. Most of the time that something more is exactly what is needed to clear up any misconceptions or to finally solidify the thinking that the student had.

ENTRY #7 Technique # 5 No apologies Description This technique describes the fact that when teachers go over new material they are proud of that material. No matter whether or not the students are happy about it, the teacher should have full confidence in it and embrace the material. When teachers apologize for what they are saying or what they are teaching in the lesson, then the environment is one that makes learning optional for the students and not something that they are expected to strive for.

Observation/Implementation My students are often upset about the material that they are going over. No matter how hard they complain, my teacher at Trace has never apologized to the students or allowed them to skip something because they did not want to do it for the day. All the material is covered and mastered no matter how long that takes.

Technique #12The Hook Description the hook is the part of the lesson when you get the students excited about the material that will be covered. This hook helps to enhance the lesson and get initial excitement from the students. This is the same thing as the engagement part of lessons that we write. Observation/Implementation I have used a hook before in one of my lessons. The hook simply grabs the attention and keeps the attention of the student. For many hooks we simply read a picture book to hook students. Reading the book will get them to thinking about the specifics in that book and take them into the lesson.

ENTRY #8 Technique # 13 Name the Steps Description This technique makes sure that the students know what is happening and what is expected. The rules are broken down into parts or step by step tasks that are explicit and point to what the student should be doing at any time of the day. With naming the steps, the steps are all named in order to help students learn. Observation/Implementation One of the teachers that I work with at a different elementary school uses this technique on a daily basis. In order to complete certain tasks during our program she makes sure that everyone involved knows what the steps are going to be so that we can follow them and stay on track to finishing the assignment.

Technique #16 Break it Down Description This technique requires the teacher to show the students the wrong answer so that they can in turn find the correct answer. This technique can be hard to use sometimes but the students enjoy working backwards sometimes. Observation/Implementation My teacher at Trace will often show students work even if they did not get the correct answer. When the answer is wrong, they all work together to determine where the problem took place.

ENTRY #9 Technique #18 Check for Understanding Description This technique requires that the teacher continuously check for student understanding of a certain part of the lesson. This means that the teacher will have to remain on task and intentional always. When the teacher checks for understanding and sees where the student is, the lesson becomes more personal and guided. From this point on in the lesson it is based on the student and what he needs for comprehension. Observation/Implementation My teacher at Trace is continuously doing a formative assessment in his mind as the children are completing what they should be doing. As they struggle with certain areas, he will change up the lesson that he had originally planned so that now the lesson is focused more on the specific needs of that class.

Technique #19 At Bats Description This technique simply means that the teacher should use multiple methods of practice and continuous practice of the specific subject. Students should be given many many chances to see the material and deal with the material. Observation/Implementation In my classroom, my teacher made sure that if the students did not understand how to do something then he would walk them through the steps and give them another opportunity to practice and try to complete the tasks.

ENTRY #10 Technique #40 Sweat the Details Description For this technique, the teacher is very specific about details and will not let students consider something finished until everything is put away and nothing is left out. The students are not allowed to get away with anything because so much attention to detail is spent. Observation/Implementation My teacher is very expectant and unwilling to falter from his expectations. He pays attention to detail and expects that his children will too. He is very strict about the details and expects that the students will follow his lead.

Technique #42 No Warnings Description This technique deals with discipline issues. Instead of teachers giving warning after warning, the student is simply reprimanded and punished in some way while the problem is still small. It is important to continue to point out the small things before they get too big. This will help to keep clear of drama. Observation/Implementation My teacher is very big on immediate consequences when students act up. He feels as though when these small assessments and small consequences are in use, they are effective in preventing drama and bad attitudes next.