Teach Like a Champ Emily Lavender Technique 3- Stretch It The Stretch It technique encourages teachers to ask higher level

questions instead of responding yes or no to an answer to a question. This technique also rewards right answers. Rewarding correct answers by asking follow up questions extend knowledge. This technique is also helpful when checking to see if students have an accurate understanding of a concept or topic. Mrs. Houston often uses this technique during math time. Whenever a student has an answer to a question, she asks follow up questions to encourage higher level thinking. Mrs. Houston always asks how students found or got their answer. She encourages students to stretch their thinking by asking questions related to their answer.

Technique 6- Begin with the End Begin with the End teachers often begin lessons by circling back to anything that their students have not mastered. This technique encourages teachers to reflect on their teaching and to plan effectively. Teachers must ask themselves questions about where there students are. Refining and perfecting their learning targets and objectives is crucial. Mrs. Houston uses her planning period to reflect on her teaching and to evaluate where her students are. Mrs. Houston often times starts her Reading and Math lessons by formatively assessing where her students are, seeing where they are at that point. She uses this technique to see if her students have mastered what was taught the day before so that she knows where to begin her lesson for that day. Technique 8- Post It Post It is a technique that clearly states the learning objective for the day. The teacher should post objectives in the same location every day so that whoever walks into the room, knows exactly what will be taught that day. This technique helps teachers and students know and understand the purpose for what is being taught. The objective posted should be easy to read and understand. When I was in high school, my 11th grade English teacher had a spot on her white board where she would post the learning objective for the day. I loved how she had this updated daily. I knew exactly what we would be covering that day, just by looking at the board. This kept me focused. This showed that my teacher had a purpose and plan for what she was teaching and what she wanted us to learn.

Technique 16- Break it Down This technique is useful when a student answers a question incorrectly. Teachers should recognize an error or guess, and then conceptualize the original material as a series of smaller, simpler pieces. The teacher should then go back and ask a question or present information that bring the part of the material that they think was most likely to have caused them to answer incorrectly, and build the students knowledge back up from that point. When the student answers incorrectly, providing a rule, context, an example, or a missing step is a way to help aid the student in the right direction. Last year, during clinicals the 3rd grade teacher that I observed did a fantastic job of using this technique. Mrs. Dean would provide examples and context to help aid the student in the right direction. She was patient and did not give up on the student answering that question. Technique 18- Check for Understanding Teachers should constantly be seeking and looking for opportunities to assess their students. In order to use this technique effectively, it is important to collect data. Teachers must also observe and record where there students are. Also, teachers must act immediately. Checking for understanding should happen all the time, when teachers collect data, they should respond quickly. Mrs. Houston is constantly checking on her students and collecting classroom data. She keeps records of her students progress. I have noticed that when she sees that a student is not on the right track, she acts upon that immediately. She is quick to respond when a student needs help and assistance. Technique 19- At Bats At Bats is all about practice. Practice, practice practice. Giving students the correct amount of time to practice is crucial in expanding a students learning. Students should be able to solve problems on their own. That is a good indicator that there has been given enough practice time. Teachers should use multiple variations and formats to help students solve problems. Also, pointing out learning opportunities for enrichment is key. Trace Crossings Elementary uses Investigations for their math curriculum. At first, I was unsure about this curriculum. I thought that it was boring, because students do the same thing over and over, and over, and over again. Come to find out, that is the point! This is a great math curriculum that builds onto concepts students already know. Investigations provides a lot of practice opportunities for students to master complex math problems and concepts.

Technique 20- Exit Ticket End class with a question or problem to solve. Have students answer on a sheet of paper, or provide an exit slip for students. This technique establishes expectations. This is a great technique to check understanding and where the students are. I love this technique! I have used it two times this semester when I taught my lessons. I love using this technique as an assessment. The students enjoy exit slips. I think this is a quick and easy way to asses students.

Technique 31- Binder Control Binder control is a technique used for organization. Have a required place for students to take notes and keep important assignments and papers. The teacher should set up organizational tips and guidance for the students. Mrs. Crawford, at Brookville Elementary used a binder for her class. She is a kindergarten teacher, so this looked a little different, as kindergardeners do not take notes necessarily. She used this to keep their schedule, lunch sheets, planner, and notes home. I loved how this was teaching her students organization early on. Throughout my time in school, I had several teachers require a binder. Many of my teachers had a certain way they required their students to set up their binders. This helps everyone to stay organized and on the same page. Technique 25- Wait Time The Wait Time technique refers to a few seconds delay that you can add after your question and before you take a student answer. The time in between allows students to process and think before answering. This helps the overall quality of the answers. Mrs. Houston often times after asking a question, will pause and say something like, This is hard, take your time, I really want you to think. I have also heard her say, This requires big thinking! I think that this is an effective technique that allows students to process what they have been asked and to think about how they want to answer. Technique 42- No Warnings The behavior that often times gets in the way of taking actions are the warnings. Warnings are a way to threaten the possibility of the teacher may taking action. Giving a warning is not taking

action. Warnings only tell students that a certain amount of disobedience will not only be tolerated but is expected. This is so interesting to me. I am not sure that I have ever observed a teacher that never gives warnings. But this technique to me, makes total sense. Taking action as the teacher is crucial. Delivering consequences, though not fun, is necessary. Warnings are not helping students become the most successful that they can be. I have had some teachers not give as many warnings, but this is something that I want to be sure to use in my future classroom.