Teach Like A Champion #3

Elizabeth Collier

Entry #1
Technique #1 No Opt Out
Description: Many students, especially students in upper
grades, try and opt out of questions. The teacher will call on a certain student and they may
mumble under their breath that they do not know what the answer is. This can be the students
way of avoiding work and not wanting to try at all during class. When a student responds with I
dont know sometimes teachers dont know how to respond. The technique No Opt Out
ensures students are trying or at least hearing the content being discussed in class. Sometimes
this technique can simply be the student who wanted to opt out repeating the correct answer
stated by the teacher or another classmate. This technique in the classroom would look a lot like
thisthe teacher would ask John, What is 54 divided by 9? John responds with I dont
know. Then the teacher would call on Susie, Could you tell us the answer to this question,
Susie, 54 divided by 9? Susie responds with the correct answer, 6. Then the teacher will go
back to John and ask him the question again. Then the teacher could ask John different ways
that he could solve the problem, if the teacher thinks that would be beneficial and get him
genuinely involved in thinking about the content. When using this technique, teachers can help
make students thinking visible and understood in the classroom. Teachers are persistent in
helping the students find an answer. This results in the student feeling confident in their answer
and capability that they have just heard.
Observation/Implementation: When reading this technique, the very first thing I thought about
was in high school when teachers would call on you even when you truly did not know the
answer but they would still force you to answer the question. Sometimes students may not know
the answer but I believe that this technique encourages teachers to help guide the students
thinking to the correct answer. I hope to create a safe environment in my classroom where even
if you do not know the right answer, you know that it is okay and together, we will reach the
solution. This technique also makes me think about when teachers would intentionally call on
people who were not paying attention or sleeping in class. While yes, these students should be
engaged but when a teacher calls them out in front of the class, almost making it a scene, this
embarrasses the students and rids of the trusting and comfortable environment. So from this
technique, I hope that in my future classroom I can use this technique to ensure that everyone is
learning and focusing and even when they dont know the answer, they know that as a class we
can find it!

Technique #4 Format Matters

Description: The idea behind this technique is that students must be able to take what they
know and put that knowledge into clear and effective format to fit the demand of society.

Complete sentences are a part of both verbal and written language and it is not an option if a
person wants to communicate effectively and professionally. Teachers who comprehend the
purpose of this technique focus on general format expectations including grammatical format
and complete sentence format. It is important to ensure that students know these formats will
help them later on life. These processes, that may seem annoying or strict at the time, will help
them when applying for jobs or colleges the better they are able to communicate and get
their thoughts across, the higher the likelihood of them earning that job or spot at a college.
Competition is a way of life in the real world, and these skills can help students achieve their
goals. Teachers who notice errors within format usually use two simple methods to help solve
the problem. One step is to identify the error and the second is to begin the correction. If a
teacher notices that a student is constantly making the mistake of using the wrong being verbs
such as We was walking down the hallway, the teacher should immediately correct this but
instead of the teacher giving the student the answer, ask the student to repeat him or herself.
The student will hear that that particular verb does not sound right and will be given the
opportunity to self-correct. Beginning the correction would be the teacher correcting the
student with the correct way to say the sentence so, We were
Observation/Implementation: I observed this very example today in my clinical. Currently, I am
at Irondale in 3rd grade. Each morning students have 3 or 4 tasks to do when they walk in.
Writing in a journal is always one of those tasks. Today, students had the option of free writing
in their journals. After they finish their morning work they always have an opportunity to share
their journals or anything interesting that they have learned with the class through the Elmo
projector. As one student was sharing today, almost every sentence used the wrong verb tense
according to her pronoun. She was discussing what she was going to do this weekend and each
sentence began with We is. While reading her journal, she self-corrected herself one time
but still continued to use is instead of are. After the student finished reading her journal, my
teacher first used positive recognition and told her how wonderful her writing was and
complimented the amount of detail she used. Then she made an announcement to the class
and stated their background knowledge by saying, Because we have been learning about
pronouns, I want to clarify that when we use the pronoun we you would say, we are going
instead of we is going The student appreciated the help and that the teacher used identify
the error and begin the correction.

Entry #2

Technique #7 4M s
Description: The four Ms are manageable, measureable, made first, and most important. The 4
Ms help teachers bring focus to their objectives and ensure that they are purposeful and
effective. Objectives should be designed to cater the needs of a teachers particular students
and these 4 things will help a teacher reach that goal. The first M is manageable. This means
that a teacher should create a lesson that is doable for students with the most effective scope

and sequence (not too little, not too much). This seems to be a task that will be different from
year to year or school to school. The teacher must know her students to know what they need
and how they perform. I love on page 60 the author says, Knowing how fast they can master
information means knowing whether you need two or three weeks to master the basic skill. The
next M is measureable. This relates to the success of the lesson objective. An effective objective
should lead to students mastery of a skill and their knowledge should be able to be measured.
An exit slip is a great formative assessment to test out this M. The third M is made first.
Objectives are the very first thing that should be thought about. This fits right along with the
TLAC strategy, Begin with the End. Teachers need to be aware of what they want their class
to know before beginning the lesson. The fourth M is most important. An objective should lead
to the future success of a child and the teacher should have their best intentions in mind at all
times.
Observation/Implementation: The four Ms is something that an excellent teacher should be
practicing. When writing our SDL lesson plans, writing an objective help us consider what is best
for the students how much is manageable, what formative assessments can we do throughout
the lesson to measure the success of our objective, these objectives are made first after picking
a standard (ensuring that we are beginning with the end), and most important because all of
this helps the child succeed. Each placement I have been in, no matter the type of school or
grade or teaching style, the teachers have all cared about his or her students. I may not have
made the exact same decisions as some of the teachers I have observed, but I believe they have
all had the students best intentions at heart, which is what this technique is pointing to.
Technique #8 Post It
Description: Post it is also relating to the objective in the room. The post it technique
encourages teachers to post their objective somewhere in the room so students, coworkers,
and the principle know what is going on in the classroom. The post it technique is also a big
helper when receiving feedback. A lessons direction is determined by the teacher and
sometimes when another person is looking at the same standard they focus on a totally
different aspect. When teachers have their objective posted around the room, it becomes
easier to see if that teacher met his or her goals for that particular lesson. Post it is a technique
that will help everyone keep track of what is going on in the lesson and what the end goal for
the day is.
Observation/Implementation: Post it is something that I have seen required at some schools
while not even thought about at others. During Jan-term I was in a Title I school in a
kindergarten classroom. My teacher had to post every single objective and standard on the
student work she hung on her walls inside the classroom as well as in the hallway. She also had a
wall of standards and objectives for the week that would change every Monday. Being in
kindergarten, most of the students were not able to read the objectives and standards she
posted so it wasnt beneficial or destructive for the students they were just there. Although
when supervisors or the principal came into her classroom, the first thing they would do is look

at the objectives for the week and observe the artwork around the classroom to ensure it was
purposeful. My teacher believed that the reasoning behind this was because Hollis was a Title I
school, while it had come a long way, the principal was still making sure that it ran effectively
and intentionally. On the other hand, the Title I school that I am at right now has artwork all over
the room and hallways that do not have a particular standard attached explaining why they are
doing what they are doing. The principal here is more concerned, I believe, with a positive
community rather than formation. Whatever type of school I end up in, I think posting my
objective around the room would be helpful to the students, our visitors, and myself.

Entry #3

Technique #9 Shortest Path
Description: Sometimes teaching can become repetitive and teachers may want to find new
creative ways to explain an activity or find a new activity to satisfy an objective. Although change
is good, this technique suggests that when in doubt go with what research tells you works
best, especially I/We/You. The shortest path is all about what will help the students become
successful and what is the best and most efficient way to get there. The shortest path is not
contained to a fort five or one-hour lesson but rather what is effective and engaging for
students. This technique may differ from teacher to teacher but each teacher is inclined to his or
her own, personal opinion of what to do with a standard to ensure that the class is learning
proficiently and successfully. I like this particular sentence the author uses to help the reader
understand this idea better, Group work, multisensory approaches, open inquiry, Socratic
seminars, discussions, and lectures are neither good not bad for a teacher to use except in how
they relate to this goal. Take the shortest path, and throw out all other criteria. Champion
teaches decide what works best for their classroom and directs the paths taken to reach a
particular goal.
Observation/Implementation: Taking the shortest path means taking the direct route. Eschew
the complex if something less clever, less cutting edge, less artfully constructed will yield a
better result. Sometimes simple is best. All students are different so what one classroom needs
might be totally different than what another classroom needs. Being in two kindergarten
placements back to back (trace and then Jan-term) I was able to see this technique play out
completely different even though it was the same grade. One class was able to handle artfully
crafted activities that broke the norm of other classrooms. This class was constantly in centers
and working individually or with a group to achieve objectives while the other classroom was
much more teacher led. That teacher, to me, chose the shortest path and the effects of that
decision were very evident. Students in this class were focused and seemed much older than
kindergarten. Again, this technique can vary depending on the teacher and student but I
believe as long as the teacher has an end goal of success for the students and is considerate of
their needs that the shortest path technique will keep them on track. This is something I hope to
always remember in the future.

Technique #13 Name the Steps

Description: Depending on the individual, naming the steps to a process can be very difficult if
the task has become a natural instinct. I love how the book discussed superstars or professional
athletes do not think about what comes next in whatever talent they are doing. Because of their
intuitive and quick understanding, they might find it hard to describe what they are doing to
others. This is the same for teaching, sometimes teachers are so passionate about the subject
theyre teaching they forget to break down the complexity of it and teach it through steps. The
technique name your steps encourages teachers to make these complex steps transparent to
students. Even something that seems simple such as rounding has steps that some students
need explained to them. This technique encourages teacher to remember that they arent
champion performers they are champion teachers. Champion teachers must take the time to
fully explain and break down the material into manageable steps and give steps, names, in
order that these steps can be easily recalled. There are also steps within name the steps to
help teachers ensure students are getting the process. The first is identifying the steps. Next is
make them sticky, This means making names for the steps in order to create a memorable
learning experience. The third step is to build the steps. This deals with designing lessons and
how this process is going to be taught. The last step is to use two stairways. This means that
students will have an opportunity to narrate the process/steps that were just learned. The
teacher will question, and basically have the student guide how to solve the problem or
process.
Observation/Implementation: When I first read, Name the Steps the first thing I thought
about was acronyms that help students recall information. In elementary school there were
many concepts that we learned through a phrase or saying. This is the making it sticky step
listed above. Although this is great way to help students retain information, I have experienced
just remembering the fun phrase instead of the content that was included in the acronym. All of
the steps when teaching a student a process are necessary. I believe it is necessary and
something I will include in my future classroom to remember that students need to be guided
with these steps.

Entry #4
Technique #14 Board & Paper
Description: This technique is a very hard skill for some students to grasp. Board and paper is
the ability for students to understand and retain material while taking notes. The first thing
teachers need to realize is that students will not be able to write down an exact replica of what
you have on the board. If a teacher desires an exact replica of her notes, then a note-taking
guide should be given that the student can fill in. As students grow, they can begin to make
decisions about what to write down and how to take effective notes. But for K-6, I believe that a
note-taking guide or graphic organizer of some sort must be required. Students in elementary

school should not be given a blank piece of paper and told to write down the notes. If students
are not given any direction their notes may end up looking like the poor note-taking example
on page 84. Students might just write down key words they hear which may be helpful but
there is no informative information about these words. At the end of this technique, the author
points out that a teacher should guide students through this process including what to title their
papers, when to skip a line, and how to make subheadings and headings.
Observation/Implementation: This is a technique that I would not necessarily think that students
in 3rd grade or below could do but I actually just used a note-taking guide in a lesson on layers
of the Earth in my third grade classroom at my urban placement. I would never give these
students a blank piece of paper and tell them to take notes because that is not developmentally
appropriate. However, a note-taking guide is a great way for young students to be engaged
during a lecture/PowerPoint type lesson. I hope to implement this in my future classroom, even
in K or 1st. For kindergarten, I could give students a sight word worksheet that is missing one
letter of the sight word so when going over them in class the students could fill in the missing
letter. This skill being taught in early grades will help students in high school when having to
determine importance of notes all on their own.

Technique #41 Threshold

Description: Threshold is the concept of setting expectations from the moment your students
walk into your classroom. On the first day of school is when you set an expectation for your
classroom. From then on out you need to follow through with these expectations and
consequences. Reinforce the structure of your classroom day by day to be in constant seeking
of excellence. Standing at the physical threshold of your classroom each day will help promote
these routines. When a teacher is at the threshold of the classroom when you walk in, the
teacher would ideally greet each student by name and spark a feeling of care for each
individual. The idea of threshold can be used for any expectation in the classroom eye
contact, behavior, and organization. Threshold should always accomplish two things. The first is
establishing a personal connection between you and your students by a brief personal check-in
(ideally one in which you greet each student by name) and the second accomplishment is to
reinforce your classroom expectation. Another important aspect in this strategy is making sure
that students know right when they walk in that they are expected to start working immediately.

Observation/Implementation: I have seen threshold shown everyday in my urban placement the

past two weeks. My teacher has a strong, personal connection with each and everyone of the
student and it is so evident. Switching from kindergarten to third grade, I was concerned that
the students would not be as sweet and excited about being at school but these third graders
are almost more excited and I believe this is a huge effect of the connection between the
teacher and students. My teacher also does a wonderful job of reinforcing the classroom rules.
In the classroom, the students are give a lot of privileges but when they are not acting

respectful or not doing what they are supposed to be doing, they will lose these privileges. She
starts off the day by explaining what the day is going to look like and stating that she expects
the class to clip up as a whole. Her expectations are always high and I think that really helps
the students do their best work. This will be a huge aspect of how my classroom will run in the
future.

Entry #5

Technique #46 The J Factor
Description: The J-factor is something that a teacher naturally has. What makes you joyful as a
person? What excites you? These things contribute and make up your J-factor. In a classroom it
is important for the teacher to be joyful and have passion for the work that they are doing. The
finest teachers offer up the work with generous servings of energy, passion, enthusiasm, fun,
and humor not necessarily as the antidote to hard work but because those are some of the
primary ways that hard work gets done. There are multiple things that can tangibly be done to
show what brings you joy as a teacher. There are 5 categories listed in this section that
champion teachers use in their classroom fun and games, us (and them), drama, song, and
dance, humor, suspense and surprise.
Observation/Implementation: I have seen so much joy within my urban placement. My teacher
is one of the most humble, joyful people I have ever met. She incorporates fun, engaging but
purposeful activities for the students to complete. She has a passion for these children and
knows them and their needs very well. I felt so incredibly welcome to this classroom and within
the first week of me being there, my teacher had showed me all her fun factors in the classroom.
There are things such as wacky Wednesday, Fat Friday, 3rd grade brain breaksshe even made
a remix to the song Hotline Bling about takis, which is a food they love. I hope that my joyous
attitude will shine through just as my teacher at Irondale. She includes fan and games, us and
them, drama, song, and dance, humor, and suspense (the 5 categories) in her lessons and the
students interests. The J-factor is a necessity to be a champion teacher.

Technique #15 Circulate

Description: This is a technique that involves the teacher strategically moving around the
classroom in order to observe students throughout all parts of your lesson. There are 5 different
things the author suggests you should understand about circulation beyond just proximity. The
first strategy is to break the plane. Breaking the plane is in reference to the imaginary line that
runs the length of the room, parallels to and about five feet in front of the board, usually about
where the first students desks start. Make sure students know that you are in charge of the
room. Next is full access required, meaning not only do you break the plane but also have
access to the entirety of the classroom. Third is engage when you circulate. Yes, walking around
is beneficial for you as a teacher but make it just as beneficial for your students. Fourth is move

systematically, look for opportunities. And the last one is position for power. As a teacher
circulates she should remember to remain facing as much of the classroom as possible.
Observation/Implementation: Circulating the room is something that I have been working on
throughout my 3 lessons in my urban placement. The first lesson I taught, I read two chapters of
Flat Stanley and I wasnt sure how much I should move around the room reading. In
kindergarten, which is what I have been in all year, read-alouds are a little different because we
sit in a circle on the carpet instead of the students at desks and the teacher at the front of the
room. After discussing my lesson with my teacher I realize that the technique of circulating the
room is not just so everyone can see the pictures. While circulating the room, the teacher is
involved in non-verbal behavior cues if there are any issues, and strategically moving around the
room so that each student is engaged. I hope to always remember to stay moving in my future
classroomits not just my classroom its our or even their classroom and I should always be
doing what is best for the students.