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. Mrs. Houston, I believe does this technique well. She sets high expectations for hers students, but is loving and caring toward her students as well. A specific time I have observed this would be during reading time. When teaching during reading time, Mrs. Houston explains expectations for lessons and expects students to say on task. While Mrs. Houston knows she has a certain time she has to be done by in order to get everything done, she allows students to share their thoughts and ideas. She keeps them on task when they are sharing, but is always encouraging to the students during this time.

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. 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. I have not observed this technique at Trace Crossings. I have observed it being used a lot throughout my own education experiences and through my Jan term clinicals. A specific example I have observed what for a Language Arts lesson. The class was looking at the book, Snowflake Bentley. Before reading the book and starting the lesson, the teacher showed students pictures of real snowflakes and they discussed their own snow experiences.

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. Last year, I observed smooth transitions over Jan term. The teacher I observed would say, Freeze, like a popsicle to transition from an activity to a lesson or an activity to a special. This is what she used for when the class was doing something and needed to transition. When she taught a lesson, transitioning to the next subject always seemed seamless. She worked in the next subject into the closure of her lesson. This made the transition smooth and easy for students.

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. When I was in 8th grade, my teacher began every class with a bell ringer assignment. This was an activity that was to be done at the beginning of class to prepare us for the lesson. Some were graded, and some were not. Also, at Cherokee Bend last year, I observed my third grade cooperating teacher do Good Morning Work everyday. This was their morning classwork that was done every morning.

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. 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 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.