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question should end with that student giving the right answer; this technique is technique No.
One NO OPT OU. No OPT Out helps struggling students that are striving hard but genuinely
dont know the answers. This technique help these students to realize that they can, and that the
answer is right there, they just need to think deep. This technique uses different key points to
guide teacher how to approach struggling students, For example, teacher may ask a student 1
what is 4 times 5. Student 1 dont know the answer and turned his head. The teacher uses a
different student to help this student answer the question. Therefore, the teacher called student 2
and ask the same question. Student 2 answer correctly the question; then teacher returned to
student 1 and ask him the same question, in this case the student had the opportunity to correct
the I DONT KNOW to I CAN DO IT.
Chapter No 8
Improving Your Pacing
(Summary)
Chapter 8 Summary and classroom uses:
Pacing is the illusion of doing something in a faster speed, when in real life you are spacing
out your lesson in order to have a higher academic achievement. Teachers may stretch a lesson to
make sure their students mastered the subject. When a teacher does pacing, he/she may
encounter with some advantages and disadvantages; for example, for fast learner students the
teacher only needs to explain the subject one time and thats it. Therefore, when a teacher pace
out her/his lesson for the benefit of all students. The slow learners will be more than happy for
the breaking down of the lesson. However, for the fast learners, this lesson may seems like it is
taking forever. Brighten Lines technique it is a technique that works hand in hand with pacing.
This technique helps teachers to assist their student to higher academic level. Mr. Lemove in his
article Teach Like a Champion stated, Making activities begin and end crisply and clear
rather than melting together in an undifferentiated stew can have a positive effect on pacing.
Most definitely pacing will help students to have a clear understanding of the topic.
Chapter No. 9
Challenging Students to Think Critically
Additional Techniques for Questioning and Responding to Students
(Summary)
equality in participation. One At a Time help focus students in developing one idea at a time.
Also it creates discipline, and respect towards one another.
Chapter No. 10
How All Teachers Can (and must) Be Reading Teachers
each student as they read they should have their fingers pointing on the word that has been read.
The teacher would have one student reading and the rest of the class must follow that student as
the reading progresses.
Chapter 11
The Fundamentals
Teaching Decoding, Vocabulary Development, and Fluency
Chapter 12 Summary and classroom uses
This chapter focusses in the process of mastering reading and all its components. For a
student to be a successful reader he/she has to go through some steps that will increase his/her
comprehension of the reading. As student increases their ability to read; at some point they will
encounter with high vocabulary words, which as they read along those word may cause the
student to stumble through the word. This chapter goes deep down in analyzing how to help
students to become fluent readers, and more than reading to be able to understand what was read.
Response and Educators Review
Decoding is one of the beginning stage of analyzing a word correct pronunciation.
Maurice Lemov in his book Teach like a champion stated, Decoding is the process of
deciphering written text to identify the spoken word it represents. As stated decoding is the
process of putting a sound of a word into action. Students may encounter difficulty while reading
a book with high vocabulary standards. Teachers should address the issue and help these students
to decode the word, then pronounce it; for example, if a student has difficulty pronouncing the
word sight, the right way of decoding the word right is r-i-g-h-t. It is important to ask the student
to self-correct themselves then try to read the word. Students may have difficulty in reading but
with the help of committed and engage teachers these students will be able to master reading
with flying colors.
Chapter No. 12
Comprehension
Teaching Students to understand what they Read
Comprehension is the ability to understand what was read. Understanding what was read
is one of students must facing problem. Teachers may ask a student to read a chapter of a book
then please give a sum mary of what was read. For the most part of the time student may have
difficulty in remembering or summarizing a reading. Comprehension is one must difficult subject
to teach, it relies in so many skills. Therefore, reading strategies are very essential when it comes
to comprehending what was read. Students tend to mispronounce, and to do self-wording of their
own creation when reading, avoiding words and letters. Chapter twelve focusses on the steps that
teachers should take in order to avoid lazy readers. The questions that every teachers asked is
how can I help my students understand what was read, and the importance of reading and how
can I modeled it to them? This chapter focuses on steps of how teachers can help student to
become effective readers. The chapter talks about Notice technique: Process in which as the
student read he noticed something that captured his/her attention in the reading. This student may
keep on reading. However, this capturing word is a word that he can used as a clue to remember
what he/she read. Boyles stated When we find clue in a text we should filed them away
carefully in our mind so we can pull them out later as main ideas and theme (p.11). Also,
connecting technique is a great technique that helps student make connections with the text that
was read with their lives experiences.
Blog part II
Chapter 4
number 22 in title Cold Call was my favorite technique. In this technique the student does not
know who will be the next to call on. This technique forces student to be prepared, rather than to
have one student answering all the questions. This technique may sound tough but at some point
it helps the student to be prepare to answer; it creates in the student a desire to study and a
urgency of readiness. Lemov stated The idea, of course, is that you want everybody to pay
attention and develop a system that ensures that all students think its possible that they are about
to be called on, regardless of whether they have raised their hand, and therefore think they must
therefore prepare to answer. I love it, off course no one would like to be called on if they dont
know the answer, but cold call will help develop in this student the desire to study and to be
prepare at all time.
PPR Standards, on standard III stated, The teacher promotes student learning by
providing responsive instruction that makes use of effective communication techniques,
instructional strategies that actively engage students in the learning process, and timely, highquality feedback. As stated here on standard III, student and teacher are engage in learning.
Chapter 4 focus is surrounded by PPR standard III. Definitely there is no better way for student
to learn than to be engage in the classroom activity.
Chapter 5
Creating a Strong Classroom Culture
Chapter 5 Summary and classroom uses
This chapter focus on building classroom culture; where student and teacher
work together to give their very best. This chapter reinforces good behavior, model
strong character and a great sense of responsibility. Chapter five will walk you
through the five principles of classroom culture, with various techniques that work
hand in hand with chapter five objectives.
Lemove stated, Since slant is such a critical part of high-performing classroom, you may want
to develop nonverbal signal that allow you to reinforce and correct SLANTing without
interrupting what you are otherwise doing SLANT its a great technique but how about
practicing a technique that as stated in the example above where teachers can just do a sign and
student know exactly what to do. For example, Lemov recommended the cross folding hands in
front of you, which is a reminder for student to sit-up straight.
PPR educational standard also agree with this process of reinforcing good classroom
management and good behavior. PPR-Standard II stated, The teacher creates a classroom
environment of respect and rapport that fosters a positive climate for learning, equity, and
excellence. As stated here in this Standard, the technique Slant is definitely promoting a positive
environment in which student and teacher will be open to learn under a great and positive
classroom management routine.
Chapter 6:
Setting and Maintaining High Behavioral Expectations
Chapter 6 Summary and classroom uses
High behavioral expectations are a key point to successful academic achievement.
Students at some point struggle in maintaining a good behavior during class activities. It is so
important for teachers to set rules and routines that will enable student to maintain a good
behavior. This chapter focusses on academic expectations and make classroom learning
environment intentional in order to bring order and respect other students right to learn. Chapter
six offers some techniques for teachers to be implemented in their classroom setting in order to
establish high behavioral expectations.
successful, they are rules and regulations Professional roles that the instructor may follow in
order to become successful through his/her career.
Chapter 7
Building Character and Trust
Chapter 7 Summary and classroom uses
Students should be able to trust their teachers. Teacher should be able to gain that trust.
More than teaching, as a future educator I will say we are building up character; this character
and trust may be the beginning of a bright future for these student. Teacher and student should
build up a effective communication within one another. Student should feel that trust to come to
their teacher on a one to one conversation and discuss whatever issues they may be facing at that
present time that may hinders their academic growth. Teachers should be open minded to listen
and support their student at any given time.
Response and Educators Review
Doug Lemov highly promote some steps for educators to become their students must
trusted person. Lemov stated, Psychological studies repeatedly show that people are far more
likely to be spurred to action by a vision of a positive outcome than they to avoid negative one.
It is important to use positive framing when building character and trust. Positive Framing is
my most favorite technique. This technique focusses in not just only be the student teacher but
instead correct students behavior in a constructive way. Lemov stated, Doing the former is
teaching kids (disciplining them in the sense of teaching them the right way to do things) in an
optimistic, upbeat, confident manner. This technique reinforce the importance of effective
communication with emphasis of building up student character. The educational PPR standard
EC-GRADE 12 also reinforce the importance of effective communication as stated in standard
II, it states as follow The teacher creates a classroom environment of respect and rapport that
faster a positive climate for learning, equity, and excellence. As stated in the above standard. If
teachers established a great educational environment, student will gain the trust and support the
needed to develop themselves to become the person that God created them to be.
Techniques
Hold out for all the way (Chapter 1)
Right answers, Right time (Chapter 1)
4 MS (Chapter 2)
4 MS technique
Discipline and classroom management is very important when having clear
expectations in a classroom setting. 4 MS technique focusses on the importance in
bringing focus and objectives clear in the classroom when giving a lesson. In other
words what do I want my student to learn? That should be the instructor main
purpose in delivering a lesson. As follow I will break down the real concept of the
4MS.