Emily Lavender

Teach Like a Champion Reflection Journal

Technique 45- Warm/Strict
The warm/strict technique shows that you must be both caring, funny, warm and nurturing as
well as strict, by the book, and sometimes inflexible. After reading about this technique I learned
that it is important to be both: warm and strict. Being both at the same time is a very powerful
strategy. I love how it talks about having high expectations for students is part of caring for and
respecting students.
In my Birmingham City Placement this particular technique was seen. My teacher, Mrs. Moultrie
modeled this technique quite well. Mrs. Moultrie set high standards and expectations for her
classroom. The students knew exactly what she expected. Mrs. Moultrie was also very caring,
funny, and loved her students. It was evident. Mrs. Moultrie was strict and firm, but showed love
to her students daily.
Technique 46- The J-Factor
The J-Factor technique is a key driver not just of a happy classroom, but of a high-achieving
classroom. After reading about this technique, I took away that joy comes in all kinds of forms. I
love this and think that as teachers it is important for us to know this and be able to understand
that our students will all experience joy differently.
One category of J-Factor activities is fun and games. I have observed this during math time.
Mrs. Houston has had a number line competition that involved students, me and Mrs. Houston.
This was a great way for kids to feel like they have a part in the lesson and it was challenging for
some students. I also observed this in my Birmingham City Placement. Mrs. Moultire tried to
incorporate some games into her lessons, which was so fun to watch. I learned if and when you
use this technique, classroom management is key!
Technique 12- The Hook
The Hook is a short introductory moment that captures whats interesting and engaging about the
material and puts it out front. I learned that this part of a lesson is important and should be taken
into consideration to get students excited about what they will be learning.
For my reading lesson, I used a hook for my lesson. Our story was about the Statue of Liberty.
For the engagement, or hook I asked the question, Where in the word is the Statue of Liberty?
I showed them examples and pictures. They loved this. This immediately got students engaged
and ready for the lesson.
Technique 48- Explain Everything
Why does the teacher do everything that the teacher does? Some students ask that question a lot.
It is important for teachers to answer that question a lot. I found that after reading this, how many
of my teachers that I had growing up never gave an answer for why they did things a certain way.
I learned that it is important to give students answers to why you do things a certain way.
Last year, during clinicals the 3rd grade teacher that I observed did a fantastic job of explaining
her ways behind things. She would always explain why she was wanting her students to do
something a certain way. This allowed students to understand the background of why they were
doing what they were doing. This gave meaning to what they were doing. I believe it caused
students to have a better attitude about assignments, rules, and other things in the classroom.
Technique 30- Tight Transitions
Transition time in a classroom is so important. It is important to make sure that our transition
times are smooth and do not take up too much teaching time. Transition time should never be a
disruption. I learned that it is important to set up a smooth transition strategy early on in the year.
In my Birmingham City Placement, I did not observe smooth transitions over. I felt like the
transitions were chaotic. I have now seen this technique done well, and this technique done
poorly. I have also observed how important it is to have smooth transitions. This keeps students
engaged, and the day more organized.
Technique 29- Do Now
The Do Now technique is a short activity that is done right at the beginning of class without any
instruction to do it. Students should know exactly what to do by looking at the board. After
reading about this technique, I learned that it is important that this does not take up a lot of time.
My Birmingham City teacher began every class with a morning board assignment. This was an
activity or worksheet that was to be done at the beginning of class to prepare us for the day.
Some were graded, and some were not. This kept things organized in the mornings. Students
knew exactly what to do each morning as they arrived to school.
Technique 14- Board=Paper
The Board=Paper technique for modeling the habit of taking class notes. I learned that for the
younger grades, this means that they should replicate what the teacher is writing on the board.
Over time, students will learn how to take notes and create their own style of taking notes.
I have observed this being done several times. This was done all throughout high school, for me.
I also observed this being done in the 3rd grade classroom that I observed at Cherokee Bend last
year. The teacher would have notes on the board, and have the students copy down the notes.
This was done for their Language Arts time and Science time.
Technique 34- Seat Signals
Seat Signals is a technique used for students to communicate without talking and disrupting the
class. Seat signals can be used to communicate that a student needs to sharpen a pencil, use the
restroom, has a question, or has something to say. I learned that it is important to be explicit and
consistent if using seat signals is something that you want to implement into your classroom.
Mrs. Houston using seat signals in her class at Trace Crossings. She has signals for restroom, I
agree with what he/she is saying, I have something to say, and I have a question. Mrs. Houston
has her students use these during whole group time and during silent working time. I have seen
these to be used very consistently in her classroom. The students all participate in using these
signals and it seems to be an effective way of communicating in their classroom.
I did not see this at all during my Birmingham City placement, which I found to be very
interesting. I think seat signals are effective and could have been used at Oxmoor Valley.
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.
I struggle with this one! During my lessons, I do not give enough wait time. Mrs. Moultrie
modeled this well for me in my Birmingham City placement. At my Trace Crossings placement,
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 23- Call and Response
Call and Response means using group choral response to build a positive engagement. The
teacher asks a question (the call part) and the students respond in unison (the response part). This
is a great tool and strategy to use to engage students. This is also a great strategy to get students
excited.
I have seen this in many classrooms. I remember doing it all throughout school. Mrs. Houston
also uses this technique, especially during math time. She often time will ask a math problem and
have the class respond together. Also, another way I have seen it being used is when she states
directions and then asks them to repeat what they are supposed to be doing. This is a great way
for students to repeat what she just asked them to do.