Monica Guiza
Lemov & Kagan Strategies
Effectiveness Rating
Strategy
- =Challenging
Strong Voice:
Set authority through verbal
and nonverbal actions
Show Me (Slates):
Students hold up whiteboards
to show the teacher their
work and answers
Cold Call:
Randomly call on students
even if they aren’t rising their
hands
Threshold:
Stand at the door and give
students
directions/expectations as
they walk through the door
Date Implemented/
+ = Effective Reflection/Comments
(2/15/17) This strategy helped me establish my
+ authority as a teacher during both lessons.
Having a strong voice helped my attention
grabbers and give instructions successfully.
During my most recent lesson, a nonverbal
action that took this strategy to another level
was standing at the door as the students came in
from specials. This showed them that I was
taking over for the next lesson. Next step:
Continue using in all my lessons
(3/8/17) This strategy was effective because I
+ was able to check for understanding as well as
the different approach that students took to
solve the math problems. It is also a great
formative assessment. Next step: apply strategy
to different subjects.
(4/3/17) This helped get the attention of
+ students who weren’t doing so. It also helped me
assess if the students not raising their hands
knew the answer or had something to add. Next
step: use during questions that have a definite
answer. Don’t use to call on students during
creative writing, for example, where students
may not feel confident to share their work.
(8/31/17) This strategy was actually my
+ mentor’s idea and it was perfect. As students
came in from specials, it was time to teach my
lesson. Instead of having my mentor tell the kids
that I was teaching a lesson, we saved time by
simply transitioning as soon as they came in. All
I had to do to take authority was stand at the
door and give simple instructions. They
immediately knew that I was taking over. Next
step: Use this strategy when it fits in the future
 Circulate:
Move throughout the room + students were on task during the entire lesson.
during your lesson
Art of Consequence:
When consequences are
needed, make them quick, - mentor has placed in the classroom. (Ex. Name
depersonalized, and
consistent.
Format Matters:
Students respond in a proper
+ strategy with the students so most of them
manner (Ex. Complete
sentences)
Work the Clock
Measure the time it will take
+ While preparing the lesson, I made sure to
to complete each section of a
lesson
(8/31/17) This lesson helped me ensure that
Walking around also helped me to check in on
everyone and have one on one time. During this,
I gave feedback, compliments, and read their
work. Next step: continue using strategy to build
stronger relationships
(8/31/17) Before my lesson, I had prepared in
my mind to use the same consequences that my
on the board, add a check, add two checks, and
ending with a fine). This strategy was not very
successful because there was no point in the
lesson where I had to reprimand a student.
Every student was engaged and followed
directions. Next step: Keep this strategy in mind
for future lessons because I never know when I
may need it
(9/14/17) This strategy was effective because
my mentor already practices this type of
automatically respond in complete sentences
and restate the question during conversations.
Having this strategy in mind helped to not let
some students slip and begin their sentences
with because or short answers. When I corrected
students, the class realized that I had the same
expectations. Next step: Continue using in the
classroom as well as for myself outside
(9/14/17) This strategy is one that I feel has
worked the best and kept students on task!
estimate the time it would take for every part of
the lesson and I wrote it down on a sticky note. I
also looked at the clock constantly throughout
the lesson and made adjustments as necessary.
Finally, I used a timer and displayed it on the
projector to keep students on task and make
transitions fast. Next step: Continue using for
every lesson!
 Double Plan
When lesson planning, plan
+ lesson plans, it is definitely worth it. In my
what the students will be
doing at every point of the
lesson (I do, you do)
Control the Game
When students read aloud,
+ the chance to read. I gave students the autonomy
ensure that they are on task,
accountable, and read with
expression
Turn and Talk
Allow for student discussion
+ answers, I allowed for students to discuss their
in pairs to develop better
speaking and listening skills
What to Do
Make your directions clear,
+ explain things multiple times nor did I
simple, and chronological to
tell students what they should
do
(9/28/17) This lesson making skill was really
great! Although it can take longer to make the
previous lesson, I had done a slide presentation
but when I was in the moment, I realized that the
students had nothing to do but to listen to my
story. Thankfully, the story was engaging and
students listened but it would have been better
to have them take notes to grasp the material
even better. Therefore, for this lesson plan, I
made sure that my students were constantly
engaged by either taking notes with me and
being prepared to read during small group. Next
step: Always use this when planning my future
lessons.
(9/28/17) This strategy was effective because
during small group reading, every student had
of whether to read page-by-page or paragraph-
by-paragraph (they love having a choice). The
students are comfortable reading aloud to one
another because our room is judgment free.
During the reading, I ensured to remind students
to turn on their reader’s voice and make sure to
track. Next step: Continue using during future
reading activities; maybe think of consequences
to apply for students who refuse to engage/
follow along.
(10/12/17) During the beginning of my lesson, I
asked a burning question and before taking
ideas with their partner. As a result, I had a lot
more hands up than I would have if I didn’t give
students time to talk. Next step: Continue using
in pairs and later move on to team discussions.
(10/12/17) This strategy was effective and
saved a lot of time because I did not have to
overwhelm students. What I did to make
instructions clear is I wrote down what students
had to do on the board in numbered steps. I also
gave verbal instructions as well and ensured
that the students tracked the speaker. Next step:
continue using
 Name the Steps
Break down large tasks into
smaller ones that build up to
- math textbooks to explain the concepts and
understanding and mastering
the big idea/ skill.
At Bats
Give students plenty of
+ problems to further explain concepts and
practice to master a skill
Warm/Strict
Be both warm and strict to let
+ class. I really wanted the kids to know that I was
students know that you have
high expectations of them
because you care. It also send
a message of respect.
Background Music
Teacher plays music during
+ morning when students come in, do their jobs,
different activates during the
day. Depending on the
objective, the music genre will
vary. Music can include jazz,
Kidz Bop, instrumental,
nature sounds, study music,
and more. Music can promote
concentration, relaxation,
learning, thinking, and
productivity.
(10/26/17) This strategy could have been more
successful if I had not relied on the enVision
problems. Martinez ES like many other schools
use enVision math to teach math. However, I
found the textbook to be extremely confusing
and complicated myself. The students were very
discouraged because they did not understand
the book. I tried my best to break the problems
down as I walked them though the book. Next
step:
Try to use the strategy in future lessons to
improve on it
(10/26/17) During my math lesson this strategy
was successful. I first guided students through
strategies. I then gave students time to practice
independently as I walked around and helped
some who were struggling. Finally, I tied the
lesson up by having the students practice their
mental math with a bingo game, which was
extremely successful. Next step: continue using
(1/22/18) This is one of the first strategies that I
decided to implement as I started to teach a new
going to have the same high expectations as Ms.
Shank does. I sat them down on the carpet and
we got to know each other a little bit and I told
them that I want nothing more than their
success. Together, we made a promise to work
really hard and that they would go above and
beyond for themselves and their education. Like
Ms. Shank says, school should always be #1!
Next step: Continue using and be consistent
(1/24/18) This is one of my favorite strategies
that I think is simple but so effective. In the
and greet one another, I play a fun upbeat song
to start the day on a positive and fun note. When
students were working on their sorting activity, I
played modern instrumental music and they
loved it. I have also seen my mentor play
rainforest music and relaxing study music
during writing and tests and they enjoy that too.
Next step: continue using when appropriate and
give students choice
 Rally Robin
Students partner up and
+/-
answer a question with
multiple answers
Tracking, Not Watching
Have in mind what specifically
+ thinking after reading. Students are to write a
you are looking for in
students’ work when
circulating the room. Instead
of looking to check that
students are on task and
completing the assignment,
look for specific criteria that
students should be doing
while working. (Ex. track to
see which addition strategies
students chose to solve the
problem.)
Post It
Display your objectives where
+ organized way. All the objectives are written in
all students can see it and
read it with comprehension.
Rally Coach
Students complete task or
+ for one minute. While partner A read, partner B
solve problems in partners.
While one partner works, the
other observes and coaches
and vice versa.
Echoing
Students repeat chorally
+ science. During phonics, students repeated every
(echo) words or phrases to
practice content.
(1/26/18) Overall, this strategy worked great as
students answered the different parts of a plant
going back and fourth during paired discussion.
The only downfall was when a few students
would want to answer all the answers at once
and the other partner wouldn’t get a chance. It is
important to model and stress that you are only
allowed to answer one thing at a turn. Next step:
continue using
(1/29/18) This worked was really helpful to use
during while students were coding their
complete sentence in relation to what they read
to make connections. Instead of watching to see
that all students were simply writing, I made
sure to track what they wrote and the quality of
their sentences. For example, I noticed a student
capitalized a random word so I made sure to
point it out. Next step: continue using in all
subjects.
(1/29/18) My mentor and I set up a display for
the lesson objectives for every subject in an
“I Can” statements and students can see them
clearly from the class mat and their desks. While
introducing my new phonics lesson, I made sure
to point to the lesson objective and the class
read it together. Next step: continue using for
every lesson and subject
(1/31/18) This strategy worked great for
fluency. Students partnered up to read a passage
tracked and listened. After one minute, partner B
coached partner A in any words that were
mispronounced or missed. After 30 seconds,
partner B read and partner A coached. Next step:
continue using
(1/31/18) This strategy worked great
throughout my day of teaching both phonics and
word in the spelling pattern sort along with the
sounds of each word. During science, students
echoed the states of matter before and after
completing their plant flipbook. Next step:
continue using.
 Build Stamina
Over time, increase time for
+/-
students to write without
stopping to build writing
stamina and skills.
Affirmative Checking
Set apart points in your lesson in
+ tables to conference their revisions and editing
which students have to get your
confirmation of their quality or
correctness of work before
moving onto the next part of an
activity or assignment.
Stand Up, Hand Up, Pair Up
Like the name says, students
+ piece. When students were finished sharing with
stand up, put their hand up,
and find a partner to high five
and discuss ideas or share
work.
All Write Round Robin
Teacher gives students a topic
+ teams of four, the first student shared for one
or question to write about.
Each student has his or her
own paper to write on. Each
teammate takes a turn
responding while other write
it down on their paper.
Teacher times response time.
Exit Ticket
End a lesson or day by having
+ with break apart. For the exit ticket, I gave
students complete a short task
or question to for a quick
formative assessment to
check for understanding and
guide the next lessons
(2/12/18) I gave students 20 minutes to free
write a story of their choice and creativity to
build their writing stamina. With the help of
relating music in the background, the majority of
the students were extremely focused. However,
it felt like 20 minutes may have been too long for
second graders to write without stopping. Some
students were stuck for a while or tired after 15
minutes. Next step: set writing time for 10
minutes and then 15 minutes the next time.
(2/20/18) During my personal narratives
writing lesson, students had to come with me in
for their rough drafts. After conferencing,
students were allowed to move onto their final
piece. This worked great because it ensured that
students produced quality work with effort. Next
step: Use in other subject areas
(2/21/18) For my lesson, the students had to
find three partners to share their final writing
one partner, they respectfully departed and put
their hand back up to find another person to
share with. They shared with three partners.
Having their hand up is really helpful to identify
who needs a partner. Next step: continue using
(2/26/18) For writing, I gave students a fun
topic to write on. Working at their tables in
minute how the story would start and then they
all had 4 minutes to write it down on paper.
Next, the second student shared how the story
would continue. The process would continue
until the fourth student shared how the story
would end. Next step: use in other subjects
(3/5/18) At the end of the day, I taught math.
We continued began working on subtraction
students a stick note where they have to show
me the work for an equation on the board. It was
really helpful to see which kids understood and
those few who had some confusion. Next step:
continue using in different subjects
 All Hands
Manage the ways students
+ At the beginning of the day, I asked students to give
and times students raise their
hands to maintain a good pace
Think, Pair, Share
Like the name states: the teacher
+ Sometimes we are quick to call on students as
first asks the students a question
and then sets time for students
to independently think of an
answer without raising their
hands. After a moment, students
turn to a partner and share their
answer. Finally, students share
whole class.
Stretch It
Follow up student answers
+ say, “Great, can you explain your thinking and
with more challenging
questions like how or why.
(3/5/18) I didn’t realize how one could manage hand
raising and the impact it can have throughout the day.
the shaka sign when they agreed with something a
classmate to show that they agree nonverbally. I also
made it a rule that when someone is speaking,
especially for directions, no one is allowed to raise
their hands. Finally, sometimes I would ask students
to put their thumb on their heart when they had an
answer as a subtle ready signal to call on them. Next
step: Stay consistent with the hand raising rules
(3/13/18) I really liked this strategy because it
emphasizes giving students think time.
soon as possible without allowing them to fully
develop a well throughout response. I also found
that students enjoyed sharing their answers
with teammates first and I got more hands
raised when it was time to share whole class
than if I would have called on students
immediately after asking the question. Next step:
continue using
(3/19/18) During math, when students
answered the solution for an equation, I would
walk us through the strategy that you chose.”
Instead of just accepting a correct answer, I got a
better understanding of how students
approached the problem. Students loved
explaining it in their own words to their
classmates. Next step: continue using