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Kaylee Neubacher

Teach Like a Champion: Journal Entry

Entry #1
Technique #2: Right is Right
Description: This technique is where the teacher sets a high standard for correctness in their
classroom. They only accept answers that are 100% correct, not partially correct. This means
the teacher recognizes when an answer is only partially correct or not correct at all. The teacher
may correct the student, or she may call on another student to answer.
Observation/Implementation: In my urban placement at Cornerstone, the teacher, Mrs. Noble,
practiced this technique in every lesson. If students answered and their answer was only partially
or not at all correct, Mrs. Noble would thank them for their participation and say something like,
Thats not really what I was looking for and call on another student. If students had a
misconception, Mrs. Noble was quick to address it. In my lessons that I taught, I followed Mrs.
Nobles example. When students would give an answer that was not quite 100% correct, I was
quick to acknowledge this, while still thanking the student for the participation. Then, I would
call on another student to help. I would also be sure to explain why the student was not quite
correct and follow up with some questions to guide them to the correct answer.

Technique #3: Stretch It

Description: This technique is where a teacher does not follow up a correct answer with,
Good! or Right! Instead, they follow the correct answer with questions that will stretch the
thinking of students. Ultimately the goal is to get students to think critically. It is important that
teachers do not stop students at reinforcement for the correct answer, but continue to encourage
the students thinking. In the future, hopefully students will learn to always approach a question
with a curiosity that will allow them to think at a critical level.

Observations/Implementation: Mrs. Noble practiced this technique often. She would always
follow up a correct answer with another question. Many times she use the answer to form her
next question. I followed her example whenever I taught a lesson in her class. I would follow
up a correct answer with another question. In my future classroom, I want to use the stretch it
technique often. I think it is a great scaffold to teach students to think critically.

Entry # 2
Technique # 4: Format Matters
Description: In this technique, the teacher stresses the use of complete sentences and proper
grammar in her classroom. It is important to teach students early how to write complete

Kaylee Neubacher

sentences and use proper grammar. The mastery of these two skills is vital for success later in a
students life, i.e., writing essays.
Observations/Implementation: Mrs. Noble enforced this technique often, especially when the
students were working on writing a paper. She held high writing standards for her 2nd graders in
the classroom. She would walk around and observe students writing. She would make note of
students who were not using complete sentences, proper grammar, or had organization issues
with their paper. Then, she would call them up and have a mini conference with them, while
other students worked. Mrs. Noble and the student would look at the paper together. She would
discuss corrections that needed to be made with the student. Instead of telling students how to
correct the incomplete sentence or changing the grammar for them, she would use questioning to
allow students to self-correct. For example, one student was missing a question mark at the end
of their sentence. Mrs. Noble would tell the student that the sentence was missing something.
She would say, Listen when I read your sentence and she reads the incorrect sentence to the
student. Then shell ask them What do you think it is missing? The student was able to see
and hear their mistake and they self-corrected. I think it is important to teach students to selfcorrect their writing mistakes. They are not always going to have someone around to correct
their mistakes. One day, perhaps in college or working, they will have to use proper grammar,
complete sentences, correct spelling, and correct format without fail. So, it is necessary to teach
students to read over their own writing and identify what needs to be corrected.

Technique # 11: Draw the Map

Description: This is where teacher makes space planning a part of their lesson planning. This
means that the teacher thinks about the organization of their students during lesson planning.
They think about what would be the best organization for students that would allow them to get
the most out of a lesson.
Observation/Implementation: In planning my lessons, I kept in mind how I wanted my students
to be organized, so that it benefited the lesson and their learning. With the social studies and
language arts lesson about westward expansion, I decided that my students would be best on the
carpet for the read-aloud and at their desk for the activity. I planned for the 2nd graders to be on
the carpet during the read-aloud so that they could see the pictures and discuss the
comprehension questions I asked them with a partner. I decided that the students should be at
their desk for the activity, because they were creating story quilt squares, which required
drawing, writing, and cutting. I learned early on, during the first lesson I have taught, that how
and where students are sitting, is important. The first ever lesson I taught, did not go as well as I
hoped it would because the student organization was off. It was a small group lesson and the
students were sitting on the floor, facing an open door. The issue with this is that there were
other students walking past the door. The students that I was teaching became distracted
whenever they saw someone they knew, i.e. saying hi to their friend in the hallway, while I was
teaching. Needless to say, with every lesson from that experience on, I made sure to spend time

Kaylee Neubacher

planning how students were going to be organized. Today, I organize students in a lesson based
on where I feel they will be the less distracted and thus be the most engaged in the lesson.

Entry # 3
Technique # 22 Cold Call
Description: The teacher will call on all students, regardless if their hands are raised. This sets
the expectation of participation in a lesson. Students will have to pay attention and be prepared
to answer questions. This encourages active participation from the students.

Observations/Implementation: Mrs. Noble often used this technique in her lessons. She used
this technique a lot in her language arts/ read-alouds. Since comprehension was the skill she was
trying to teach the students, engagement was vital in these lessons. When she asked a question,
she would sometimes call on students who did not have their hands up to answer. If students
could not answer, perhaps because they were not listening, she would tell all students, Lets be
paying attention during our story. We need to be active listeners. I expect everyone to
participate. She is good when it comes to setting the expectation of participation. As a result,
most of the students are engaged and raise their hand for every question in Mrs. Nobles lessons.

Technique # 28 Entry Routine

Description: An established routine for when students first enter the classroom. Students should
have a designated place to sit. They should also know what they should be doing, i.e. morning
Observations/Implementation: Mrs.Noble started out the day by greeting each student and
shaking their hands as they entered the room. Then, she told them to work on their morning
work, which was located in their folders. Mrs. Noble established early on in the year that
students need to work on their morning work at their desk first, then they could have free reading
time at designated spots around the room. She also stressed the word efficient and made it her
classs motto. I think it is important to establish an entry routine so that students get the most
learning out of their day and waste the least amount of time. I also think an entry routine is
important to set the tone of the classroom for the day and maximize effort, efficiency, and
productivity from students.

Entry # 4
Technique # 32 SLANT

Kaylee Neubacher

Description: SLANT stands for: Sit up, Listen, Ask and answer questions, Nod your head, and
Track the speaker. This is a short-cut to reminding students to be active listeners. In a classroom
where SLANT is an established routine, this acronym is a part of the classroom vocabulary.
Observation/Implementation: SLANT was a technique that Mrs. Noble often used. All she had
to say was, Show me your SLANT and the students would sit up and be active listeners. In my
lessons, since SLANT was already a part of the classrooms vocabulary and the students were
familiar with it, I used SLANT to ensure participation and engagement. I think establishing
SLANT into my classrooms vocabulary is a great way to promote engagement in all lessons.
This acronym will also save time, which is important in a busy classroom.

Technique #34 Seat Signals

Description: Seat Signals are signals students and teachers use to communicate common needs,
especially needs that require students getting out of their seats. This will save time because
students will use the signals for things like need to go to the bathroom.
Observation/Implementation: Mrs. Noble had a couple signals that I saw used. One was the
typical signal for Bathroom, hand up and two fingers crossed. The other was something I had
never seen before: Quiet Coyote. This signal was made by taking your middle and ring finger
and touching it to your thumb, leaving your index and pinkie finger up. It kind of looks like a
dogor coyote. When Mrs. Noble held up a Quiet Coyote, the students knew that they should be
quiet and listen, holding up the Quiet Coyote to show the teacher that they are ready. I used
Quiet Coyote often in Mrs. Nobles classroom, especially during my lessons to gain attention
from students. I really like the idea of having a signal for Be quiet instead of yelling Listen!
or Quiet! to students. I want to use this signal in my future classroom, especially since the
students seemed to respond positively to it.

Entry #5
Technique #35 Props
Description: This technique provides praise for students who demonstrate excellence in the
classroom. The teacher and peers praise the student by doing a positive action, like clapping for
them. Teachers should teach students how to give props quickly and enthusiastically.
Observation/Implementation: Mrs. Noble taught the students to use Clap, Clap, Snap to give
props to other students when called for. If a student had a wonderful answer to a question, Mrs.
Noble would say Awesome! Lets Clap, Clap, Snap for _______! and the students would clap,
clap, and then snap. Additionally, Mrs. Noble would give individual praise, or props, for
students who participated in answering questions, even if their answer was wrong. She would
say, I appreciate your effort and participation! I followed her example when I taught my
lessons. I would praise students for their participation, even when they answered incorrectly. In
my future classroom, I want to have a system for giving students props. I think giving students

Kaylee Neubacher

praise boosts their confidence in the classroom. Thus, their engagement and participation in
classroom activities and lessons will increase.

Technique #38 Strong Voice

Description: Teachers who have a strong voice establish control and command of their
classroom. They follow 5 principles in their interactions with students: Economy of Language,
Do Not Talk Over, Do Not Engage, Square Up/Stand Still, and Quiet Power. Teachers who have
a strong voice do not need to use excessive consequences because they have command and
control over their classroom.
Observation/Implementation: Mrs. Noble has a strong voice. She is the benign authority in her
classroom. Shes both a nurturer and an authoritarian. She has complete control and command
over her classroom. The students respected her and followed her directions. Mrs. Noble was a
great Cooperating Teacher for me to be partnered with because Strong Voice and classroom
management is something I need to work on. Mrs. Noble helped me develop my strong voice in
my urban placement. While I still think I need to work on my strong voice, I am now more
confident in taking control and command in a classroom. I realize that if I am just a nurturer-which is my nature-- that the students will walk all over me and my classroom will be chaos. I
realize that I need to have a healthy balance between being a nurturer and having a strong voice
as an authoritarian in the classroom.