Lynn Putnam

Clinicals Spring 2016

April 22, 2016

Teach Like a Champion

Entry 1:
Technique #5
Description: This technique is called Without Apology. The main focus of
this technique is to never apologize for what you, as the teacher, are
teaching or assuming that the content is too challenging for the students.
Instead of apologizing for the content, the teacher should encourage
students through phrases like: This material is great because it is really
challenging! Or, Most people dont learn this until they get to middle
school. This allows the students to know that the material is challenging,
but it doesnt give them a way out or excuse not to try to understand it.
These phrases can motivate students. The teacher should raise the students
self-perception through encouragement and sticking with them through the
challenging material.
Observation/Implementation: The children in my urban placement often
complain about their work being too hard. However, this does not stop my
teacher from teaching the material. She knows what they are capable of, and
the grade-level appropriateness of the material, so she does not apologize
for teaching it. She lets the students know that they are able to do the work

if they stick with it, and she sticks with them through it as well. Personally, I
can find it difficult to not give the student the answer when they are
struggling and thinking that he material is too difficult. However, I am getting
better at it, and I try to explain it in as many ways as possible hoping that a
certain way will click. When a student understands, I praise him or her on the
effort that was put in so the student will keep it up.
Technique #7
Description: This technique is called the 4 Ms. They are criteria for
designing a purposeful objective. The first M is manageable. An objective
should be written for a single lesson and not be too broad that all the
material cant be covered. A teacher cant expect students to master a large
concept in one lesson. The second M is measurable. The teacher should be
able to measure the students growth after each lesson. A formative
assessment should always be included. This will help the teacher in further
lessons. The third M is made first. An objective should be determined before
a lesson because it guides the lesson and gives it a purpose. Finally, the
fourth M is most important. Objectives should assist the child on the path to
college. These should be kept in mind when writing lesson objectives.
Observation/Implementation: Currently in my second grade classroom at
Cornerstone, the students are working through a unit on insects. The teacher
has made this unit manageable for the class through her objectives. There is
a unit objective, but there is also a smaller objective for each lesson. There is
a large amount of information on insects, so the teacher has outlined the

objectives throughout the unit prior to the beginning of the unit, focusing on
the most important information that the students will need to know and carry
with them about insects. This is something that I have kept in mind while
writing my unit. I aim to make the lesson objectives manageable,
measurable, made first, and most important.
Entry 2:
Technique #11
Description: In Draw the Map, teachers need to put an importance on the
way their classroom is set up and what is on the walls. The physical layout of
the classroom impacts how students learn. The author of the book,
particularly likes paired columns of rows. This allows all students to be faced
forward, with the front of the room as the main focus, while also giving them
a buddy next to them where they can pair and share or collaborate. This
structure also allows the teacher to easily maneuver the room. The teacher
should also try to avoid cluttering the walls because this can become a
distraction to the students.
Observation/Implementation: In both my placements this semester, the
teacher has laid out her classroom in what she sees as most effective. There
are groupings of 2-4 desks around the room. This allows for the students to
easily work in groups if the teacher tells them to. The students are
strategically seated with groups that they can easily work with and benefit
from the most. I enjoy this way of seating and have seen from my
observations that this is effective in the classroom. However, I do not plan to

have the students face each other or inwards toward their seating groups,
but I would have the columns of two desks as described in the book. I do not
like the idea of some students backs or sides being to the board.
Technique #13
Description: This technique is called Name the Steps. First, the teacher
should outline the steps. Rather than just telling the students to add
fractions, for example, the teacher should give step-by-step directions on
how to do this. The next step is to make them memorable for the students by
naming the steps. This can be done through acronyms or short sayings. How
the teacher builds the steps is equally important. Once this is done, the
students will be able to narrate the process or problem and how to come to a
conclusion. This can be done through asking questions of what step is next.
Observation/Implementation: I observed my teacher use this technique in a
math lesson of adding groups of numbers to reach 100. The teacher did not
simply tell the students to add the numbers, but gave them step-by-step
directions of a method using friendly numbers. The steps were named and
the students were able to remember them when they began their individual
work. I was able to assist students in their individual work if need be. I would
prompt the students with the first step, then ask them about the following
steps, and they would narrate what to do next.
Entry 3:
Technique #16

Description: This technique is called Break it Down. This is done when a

student incorrectly answers a question or when a student makes an error.
Repeating the original question does not do much for the student, so the
teacher must phrase it in a way that will help the student come to the right
conclusion. This can be done through providing an example, providing
context, providing a rule, providing a first or missing step, repeating the
students answer back to him or her, or eliminating false choices. All of these
cues will help the child slowly come to the correct conclusion and learn from
their error.
Observation/Implementation: My teacher often uses this technique. She asks
lots of questions of her students and due to the majority of the class lacking
lots of experiences and background knowledge, they often answer
incorrectly. She then rephrases the question in a way that they may
understand better. She never tells a student they are completely wrong, but
has them think of the question in another way. She will sometimes give more
information on the topic and then ask the question again. This is a technique
I will use in my future classroom because it causes the students to think
deeper and inquire about the topic, rather than me simply giving them the
answers.
Technique #19
Description: This technique is called At Bat. This focuses on giving the
students multiple and many ways to practice a new skill or concept. The
material should be taught, and then the teacher should provide the students

lots of practice. This is the most efficient way to drill the important
information in their heads and the quicker they will be able to master the
material. The key points are: go until they can do it on their own, use
multiple variations and formats, and grab opportunities for enrichment and
differentiation. Lessons should begin with practice and review from the
previous lesson, and they should end with practice and review from that
lesson.
Observation/Implementation: I saw my teacher use this strategy at Trace
when doing math. She would teach the lesson, then have the students do
group work and then have them play a math game related to the topic
taught. This gave the students more than one way to practice the skill and
implement it. The game was also motivational, because they liked playing
the games. In my urban placement, the teacher uses the same format every
morning for their morning work. The morning work has questions of what
they learned the day before. This helps them to recall information and then
practice the science or math skills they know. Practice is key to fully grasping
a concept, so I will give my future students multiple opportunities to practice
to grasp the skill.
Entry 4:
Technique #21
Description: This technique is called Take a Stand. This is where students
are actively engaged in the ideas of their peers and make judgments on
them. This can be by having students agree or disagree with a statement by

having them give a thumbs up or thumbs down. This can also be used in a
math lesson when asking for an answer to a problem. Students can show the
answer by holding up their fingers. It is important that teachers follow up on
this technique by asking questions to understand why students answered the
way they did.
Observation/Implementation: Students in both of my placements were
encouraged to take a stand in the classroom. I have observed this in math
when the teacher asks for an answer and the students are to hold up the
answer to the problem using their fingers. I have also seen this used in
reading when the teacher has the class make predictions and the students
are to agree or disagree with what each other. The students also have a hand
signal that means me too that they are to use when they agree with a
peer. It is important that students learn to take a stand for what they think
and believe from a young age. This is a technique I will use in my classroom.
Technique #23
Description: Call and Response is a technique where the teacher asks a
question and the class replies in unison. This is a great way to engage
students. This provides academic review and reinforcement. Reinforcement
can also be given when a single student gives the correct answer and the
teacher has the class repeat it. This also provides a fun atmosphere while
acting as behavioral reinforcement because it keeps students engaged and
involved. There are five levels of call and response; they are: repeat, report,
reinforce, review, and solve. In order for any of these to be successful, all

students must participate and be involved. This can be easily done through
the teacher giving cues to the class that have been established to mean that
everyone must respond.
Observation/Implementation: My teacher in my urban placement uses this
technique every day in her read-aloud time and during math lessons. For
example, they just finished a unit on insects for their read-alouds, and
whenever she would come across something they have already learned, she
would pause in the read-aloud and have the students call out the answer.
This would further reinforce the information. She will also ask the whole class
what the answer to a problem is and have them answer in unison. I did this
when I taught a math lesson to them. It went very well and it kept the
students engaged because they knew I would call on the whole class at any
time.
Entry 5:
Technique #26
Description: Everybody Writes is a technique where the teacher prepares
the students to have a discussion or think deeper through writing. This allows
the teacher to preview their students thinking before a discussion by circling
the room while they are writing. This also prepares the students, which
means that every student has an answer and is prepared and has the ability
to talk. Writing refines a persons thoughts, so the quality of ideas and
thinking is deeper. This sets teacher standards higher. When students write
what they learn, they are more likely to remember it. There are many

advantages to writing; so all teachers should take advantage of this

technique.
Observation/Implementation: I have never observed this technique used in
the classroom, however I think it is a very useful one. This could be
incorporated during an engagement of a lesson, especially at the beginning
of a new unit. I could use this in a lesson I am teaching soon in my urban
placement about the human body and the five senses. I could pose a
question and then have the students write all they know about that topic and
I could use that to begin a discussion prior to the lesson.
Technique #35
Description: Props is a technique where the teacher gives praise to
students for their effort and hard work. Everyone responds positively to
praise, so when a students work ethic is praised, he or she will keep it up.
Props should be done quickly and enthusiastically and not take away from
class or learning. Props also dont need to be verbal, but could be two claps
for a good job. The whole class can also join in on the props. For example, if a
student does something that deserves recognition, the teacher could tell the
class to stomp twice for a job well done. Students can also give suggestions
for new ways of giving props. This gets the students involved and interested.
Observation/Implementation: My teacher in my urban placement gives out
props a lot. The students do not have the best behavior in the classroom, so
she is always sure to point out the students who are on task and behaving.
She also gives props for students with insightful answers to questions or

connections. I still remember getting props from my elementary classes with

a single clap for a job well done. This uplifts the student and makes him or
her feel like his or her effort is being acknowledged, so that effort will be kept
up. I like the idea of making it a classroom job to give props.