Emily Trucks

Education 330
February 2, 2016
Teach Like a Champion Strategy Reflection Journal
ENTRY #1
Technique # 5 Without Apology
Description: The without apology strategy teaches us the importance of not making excuses
for ourselves or our students. It is important that we always show the significance of the content
we are teaching, regardless of our feelings toward the topic or our students apparent lack of
interest. It is also important that we never assume that a particular concept is going to be too
challenging for certain students. We must do our very best teach our students the value of
learning and the reward of completing a challenge.
Observation/Implementation: I am back in the second-grade classroom at Trace Crossings
Elementary School. A lot has changed since I first entered the class in September. For one thing,
I feel that I know a little bit about how to be a teacher. It was great to step right in today and put
this strategy to good use. My students are learning to tell time on an analog clock. I find it a bit
funny that they are just learning this skill; but nonetheless, they are learning. As a part of their
morning work, they were given the task of labeling nine analog clocks with the correct digital
time. To say they had some difficulty with this would be an understatement. I did my best to give
no excuse to my students, or for my students. I worked with the majority of individuals who
needed guidance, explaining to them the importance of knowing how to tell time, and the
importance of practicing their new skills to allow time-telling to come automatically. By the end
of our time together, we had all gained an appreciation for the art of telling time on an analog
clock.
Technique # 49 Normalize Error
Description: The author reiterates here that error followed by correction and instruction is the
fundamental process of schooling. He gives us, as teachers, advice on what to do with both
wrong and right answers in the classroom. Wrong answers are not to be chastened or excused,
meaning that it is important for us to avoid narrating the wrong answers and move on to focus on
the right answers. When focusing on right answers, it is important to praise the student for their
effort, not their smarts, and to avoid acting surprised that the correct answer was reached.
Observations/Implementation: In the analog time situation described earlier, I tried my very best
to give students the confidence needed to move forward with the task at hand. Many of them
were frustrated when I confronted their wrong answers, but grew to understand my purpose for
doing so as we went along. I may have narrated the wrong answers a bit too much, but did praise
students for their dedication as each worksheet was completed. I could see that it was beneficial
for them to hear from me that this skill just takes practice, and that within no time, they will have
it down pat.

ENTRY #2
Technique #2 Right is Right
Description: The author shares with us here that it is imperative to set and defend a high standard
of correctness in the classroom. It is important to encourage students when they do well, but it is
also important to truly challenge them. Many teachers ask a question, get an answer, and round
up on that answer for a student. This simply means that they elaborate when repeating the
answer that was given to them, and therefore that they are giving credit to a student for
producing more information than they actually did. This can leave a student either jumping for
joy, as they have gotten away with not doing their work; or lagging behind, as they just did not
understand the questions that was asked.
Observation/Implementation: This is a strategy that I attempt to implement in all of my teaching.
However, I do not always follow through. It is difficult for me not to help my lower-end students
along when they are answering questions. This is not because I do not want to challenge them or
because I think they are of any less ability than their peers, but most often because I am
impatient and want to move on. It is so important that I remember to give my students the
opportunity to get credit where it is deserved, and that I remember to take action when students
have clearly not done the work that they were supposed to do.
Technique #45 Warm/Strict
Description: This technique emphasizes that a teacher must be both warm and strict. Not only
must a teacher be both of these things, but also practice both mannerisms at the exact same time.
By being both warm and strict, a teacher is relaying the message that having high expectations is
part of caring about someone. It is important to note, in practicing this technique, that a teacher
needs to explain why they act the way they do, distinguish between a behavior and the student
acting that way, demonstrate temporary consequences, and use warm nonverbal behavior.
Observation/Implementation: This is a strategy that I have included in my previous journal. I am
including it here because I find it to be so imperative to student success in the classroom. In my
journal first semester, I discussed how Mrs. Harris puts this strategy to use. Now, I am able to put
it to use in my own teaching. I am a firm believer that it is my job as a teacher to create an
environment in which all students can thrive. An imperative part of creating that environment is
ensuring that I set high standards for all of my students. I feel that I do this, perhaps setting
standards a bit too high on some days. Therefore, I am strict; but I am also working on being
warm. I feel that I have developed a personal relationship with each of the students in my
classroom that allows them to be comfortable talking with me about anything. Through the
establishment of relationships and the setting of high standards, I feel that I have done my best to
show each student that they are loved and cared for in Mrs. Harriss classroom.

ENTRY #3
Technique #28 Entry Routine
Description: The entry routine is defined as the first routine that affects classroom culture. Entry
routine is all about making a habit of what is efficient and productive. The author describes a
typical morning routine with the following steps: students walking in the door, picking up
materials for the day, sitting in their previously assigned seat, turning in their homework in a way
of the teachers choosing, and proceeding with the work assigned to them for the morning.
Observation/Implementation: This is a strategy that I included in my last set of Teach Like a
Champion journals. However, I feel the need to include it here because of the significant role I
have found it to play in Mrs. Harriss classroom. Today, Tuesday, February 23rd, I was a bit early
to school. I arrived at Trace Crossings at 7:30, and had the opportunity to walk with my students
to class. This extra time with them made a world of difference in our day! I was able to settle into
the room myself, while helping students start off their days on the right foot. I was able to watch
the school day from the very beginning, and therefore knew exactly what each of my students
had experienced by various points in my time with them. This allowed me to be more empathetic
and sensitive to their needs as the day went on, and therefore led to a happier group of students,
and a very happy Miss Trucks!
Technique #44 Precise Praise
Description: This strategy is put into practice when a teacher does not praise expected actions,
but rather draws clear attention to those students who go above and beyond in all that they do. It
is important to praise students when they are doing their very best; and it is important to
remember that everyones best is not the same. Praise should not be empty and generic, but
rather intentional, showing the pride you have in student achievement.
Observation/Implementation: I practiced this strategy when introducing three of my students to
the process of a writing workshop. When called to work with me on writing, all three students
were rather disappointed. They dont like writing because it is too hard. However, I was able
to convince them to give it a go, and boy, did they shine! All three students filled in graphic
organizers, pre-writing for original stories, all entitled, I Caught a Leprechaun! The students,
while hesitant at first, seemed to open up to the idea of writing an original piece when I took the
time to look at each organizer and praise them for what they had done correctly. Instead of using
generic comments such as good job, I chose to point out what I genuinely loved about each
one. One student used great detail. One was very organized. One felt really passionate about one
topic and I could easily see that from his recorded thoughts. It was very neat to see all of their
views change just a little bit after they were given intentional praise for what they did very well.

ENTRY #4
Technique #38 Strong Voice
Description: It is important that, while not necessarily scaring her students, a teacher be taken
seriously by her pupils. Having a strong voice is a way to earn student respect and avoid
implementing excessive consequences in the classroom. A teacher with a strong voice portrays
messages in a concise way; waits until the room is quiet to relay important information; avoids
engaging in off-topic conversation; uses strong nonverbal communication skills; and remains
calm at all times.
Observation/Implementation: I have put this strategy to use in Mrs. Harriss classroom in the
way I talk to my argumentative students. I have one student in particular that will not listen to
anything I have to say: good or bad. He feels that, by hugging me, he will get his way. If he knew
me at all, he would understand that hugging me is definitely not the way to win me over. There
have been several occasions where I have had to practice strong nonverbal communication by
taking a step back, looking him in the eye, and visually expressing that he is not doing the right
thing. Sometimes, this is a great success! Other times, consequences ensue.
Technique #46 The J-Factor
Description: So many teachers lack one thing in their profession: joy. It is crucial, however, that
every teacher finds joy in what they do. There will be difficult moments in each day, but every
teacher has the opportunity to create a joyful classroom environment, simply by sharing their
passions with their students. Teachers who find joy in the classroom implement games; foster a
strong classroom community; offer opportunities for dramatic play; laugh; and (sometimes)
break the routine.
Observation/Implementation: This semester, more than the past semesters, I have found so much
joy in what I am doing! I think this is because I decided, this semester, to live my life
intentionally: including my life as a teacher. I think the most important facet of teacher joy is that
of building a strong classroom community. I have come to know each of my students very well,
and have been able to share in their successes and failures over the past several months.
Watching them grow as individuals, and as a group, has been such a blessing. I will miss all of
these students dearly when I leave!

ENTRY #5
Technique #6 Begin with the End
Description: This technique is put into practice when teachers plan lessons based on an overall
goal for learning that particular day. It is easy, as teachers, to get caught up in the activity portion
of a lesson, thinking Is this creative enough? or Is this going to be fun? The activity is an
important portion of any lesson, but we have to begin planning based on what we want students
to know, and implement good practice to ensure we achieve learning goals efficiently and
thoroughly.
Observation/Implementation: I put this practice to use in planning a lesson for Mrs. Harriss
second graders entitled Knowledge About Nickels. When beginning my planning, I looked to the
Investigations text to see what it was we were going to be working toward that day. The students
were expected, by the end of the lesson, to understand the relationship between the number of
fives in one hundred and the number of nickels in one dollar. Beginning with the end in mind, I
was able to construct a lesson that focused on making connections between two abstract topics.
The lesson was a success! However, it would not have been as successful had my priority not
been the lesson objective.
Technique #25 Wait Time
Description: This strategy is put to use when a teacher delays a few strategic seconds between
asking a question and having a student answer it. The goal of implementation is to allow students
time to reflect on their thoughts before they share them. It has been shown that, when wait time
is practiced, length and correctness of student responses increases; failure to respond decreases;
volunteerism increases; and evidential support found in answers increases. The teacher can
prompt student thinking by asking intentional questions, and then using wait time to allow
students a chance to gather their thoughts.
Observation/Implementation: This has been a difficult strategy for me to grasp, but I have
improved immensely in using it throughout my time in second grade. I put it into practice
recently during a writers workshop with three of my students. On the third day of the workshop,
Second Draft Day, I conferenced with each student and read their work aloud to give the
author time to reflect on the way it sounded to them. I prompted their revisions with intentional
questions, and gave them time to think about the corrections needing to be made in their piece. It
was far more rewarding for them to come to conclusions on their own than it would have been
for me to tell them what needed to be fixed.