Alyson McDonald

Teach Like a Champion Journal Entries

Entry #1
Technique #22 Cold Call
Description: Cold Call is a system that ensures that each student in the class is answering
questions in their minds when only one student is chosen to speak the answer out loud. This
strategy ensures that it is never just one loud outspoken student answering all the questions in the
class. When this is the case many students will not even bother to think of the correct answer.
The purpose of the cold call strategy is to make engaged participation the expectation. When
using this strategy the teacher will call on students regardless of whether they have their hand
raised requiring all students to think about the question being asked and come up with an answer.

Observation/Implementation: I have a difficult time with this strategy because I never want to
embarrass a student, especially a student who is shy. However, this strategy is not designed to
embarrass students but to engage them. I tried this strategy for the first time during my first
lesson at Irondale and felt that it was very effective. I began calling on students who did not have
their hands raised, but I could tell where engaged to answer some of the easier questions. I could
tell when I started doing this the students became more engaged. It also allowed me to keep a
good flow and pace during the lesson not having to wait to see who had their hand raised or who
is ready to answer. By the next lesson I taught I could tell students were engaged and expecting
me to call on whoever I wanted. I think that this encouraged each student to think of an answer
for each question I asked.

Technique #10 Double Plan

Description: The Double Plan strategy deals with all aspects of a lesson. This strategy
communicates that it is important to plan what the students will be doing during a lesson, but it is
just as important to plan what you as the teacher will be doing and saying during the lesson. This
strategy encourages teachers to think for each part of the lesson While Im doing this my
students will be doing this as well as vise versa. For example, when the teacher is going
through the powerpoint students will be filling out a note taking guide. TLAC suggests to start
thinking this way is to use a T-chart when planning a lesson with you on one side and them
on the other. Doing this makes sure that students are engaged and you as a teacher are being
effective the entire lesson.

Observation/Implementation: I feel that my professors have been reminding us to think of the

students through every part of writing and teaching each lesson plan. When writing a lesson plan
I always think Ok, I will be doing this. But what will they be doing? and this thought causes
me to come up with a plan for the students during this time. This week I am using a powerpoint
to teach the 3 branches of government. I was looking over my lesson and when I came across the
powerpoint I thought I will be going over the powerpoint, but what will they be doing? I
quickly realized the powerpoint may not be enough to keep them engaged so I wrote a note
taking guide for the students. This is a perfect example of the double plan coming to life.

Entry #2
Technique #11 Draw the Map
Description: Draw a Map is another strategy to plan an effective classroom. Many teachers use
this strategy without knowing it. Draw the Map is focused on the physical environment and set
up of the classroom. This strategy provides questions every teacher should ask themselves
regarding the layout and the plan for student interaction. This technique really stressed how the
classroom lay-out has a major effect on the environment of the class, lesson planning, and how
students in the class will learn. It is very important to carefully plan and consider how the
physical classroom is set up and how the set up can help the class be more effective.

Observations/Integrations: Each of my placements have had a somewhat similar setup and this
setup is very different to when I was in school. In all of my placements the students have been
grouped in pods of 4-5. These table groups were used for collaboration and group work. When I
was in elementary school we always sat either in straight rows facing the board or individually
faced out facing the board. I think this reflects how education is progressing from teachercentered to student centered. The set up of individual desks was an effective plan when the
classroom was teacher-centered. But all my other placements have been focused on studentcentered learning, therefore the set up of the classroom reflects this. It is clear that my teachers
growing up and my cooperating teachers consider the physical set up of the room when planning
and establishing the class.
Technique #14 Board=Paper

Description: Board=Paper is a modeling strategy that teachers can use to demonstrate and teach
students proper note taking skills. It is easy to assume that students know how to take notes, but
we as teachers must remember that note taking is a skill that must be taught. Teachers can also
assume that it is obvious for students to copy notes as you intend. The Board=Paper technique
has students fill in a graphic organizer, note taking guide or paper to replicate what the teacher
does on the board. I feel like this strategy is summed up by the statement Make your paper look
like mine. The Board=Paper method is a scaffolded method of teaching students to take notes
that will eventually prepare them to take effective notes on their own.

Observations/Integrations: I have integrated this strategy into my lesson plans multiple times in
my placement at ICS. My first two lessons I had an anchor chart on the board that they followed
along with on a graphic organizer that looked exactly the same. In my last lesson I went over a
powerpoint and gave the students a note taking guide to follow along with. Not only does this
strategy keep students engaged in the lesson, but students are acquiring the skill of effective note
taking. Many times in the block we have been reminded that it is our job to teach students more
than just the standards and content, we are preparing students to be successful in life. One way to
do that is to teach students how to take effective notes.
Entry #3
Technique #38 Strong Voice
Description: Teachers who follow the Strong Voice strategy have command over the room
instantly. Strong voice teachers follow these five principles: economy of language, do not talk
over, do not engage, square up/stand still, and quiet power. The Strong Voice principle is all

about what the teacher says to the students, when they say it, and how they say it. This strategy
also relies on a teachers tone and demeanor. When this strategy is mastered the teacher has better
control over the classroom with just their words.

Observation/Integration: In my recent placements I feel like each teacher has had a unique voice,
but they have also had a strong voice. I can tell that my teachers think very carefully before they
speak. I think this is a skill that I will need to acquire if I want to develop a strong voice. As I
work towards being a full time teacher I will need to work more towards developing my strong
voice. I think that this can be done through thinking before I speak and being confident in my
authority and my voice.

Technique #7 4MS
Description: This technique focuses on learning objectives in the classroom and their
importance. The 4 Ms stand for manageable, measurable, made first, and most important.
Manageable means that the objective can be instructed in one lesson. Measurable means that
student achievement should be able to be measured by the end of the lesson. Made first
communicates that the objective of the lesson should be what is determined first. Then lastly,
most important meaning that the lesson objective should focus on the most important takeaway.
When planning a lesson the objective should be the central focus.

Observations/Integration: Learning objectives are a critical element of every lesson. The 4M

criteria is strong and will be very beneficial to remember as I continue writing and teaching

lessons. The past 2 semesters we have been focusing how to t write learning objectives and I feel
everything we have been taught aligns with the 4Ms. When I have my own classroom I will
continue to keep the 4Ms in mind as I plan my lessons, units, and how my classroom functions.
Entry #4
Technique #33 On Your Mark
Description: On your mark is a technique that focuses on ensuring students are prepared for class
each day. When students are prepared their brains are clutter free and ready to begin a new day.
TLAC uses the illustration of a coach and his team and how a coach would never send out his
team to play a game unprepared. The book presents five parts to make sure the students are on
their marks when class begins including: telling the students what is needed to begin class,
having a set time limit for everything to be ready, having consequences for not being prepared,
providing tools for students who need something prior to the beginning of the day, and including
homework. By implementing these expectations and strategies students will be on their marks,
ready to learn each day.

Observation/Integration: I could see the on your mark strategy to be very effective in a

classroom. Many of the classes I have observed are often interrupted for a pencil to be
sharpened, asking for an eraser, asking for a sheet of paper, or forgetting a book at home. I think
that this strategy will help hold students to a higher standard where these kind of interruptions
will not be tolerated. I would definitely want to integrate this strategy into my classroom by
taking time at the beginning of each day to make sure each student is prepared and has
everything they need. Taking this time will help avoid taking time for this during a lesson.

Technique #8 Post It
Description: The Post It technique suggests that teachers post a completed objective in a visible
location around the room. Posting the objective is beneficial to students, peers, and
administration. With this strategy students are able to know what they are trying to do and then
students can review, discuss, copy, or read the objective whenever they want throughout the
lesson or day. Posting the objective makes what you are doing and the purpose of your lesson
clear to any administrator or supervisor who walks in the room at any point during the day. When
visitors fully understand what you are doing they are able to provide more valuable feedback.

Observation/Integration: I have always made my objective very clear in my lessons, but it wasn't
until this semester that I began posting my objective at the beginning on each lesson. At my ICS
placement I will write the objective on the board at the beginning of the lesson. During the lesson
I will refer back to the objective on the board and the students are able to refer back to it anytime
during the lesson they want. I feel that posting it on the board allows the objective to be the
central part of every lesson.
Entry #5
Technique #49 Normalize Error
Description: The Normalize Error strategy acknowledges that getting it wrong and then getting it
right is a fundamental practice for schooling, and teaches that as teachers we should explain that
this process of incorrect/correct is typical. The strategy explains that as teachers we should avoid
spending a lot of time talking about wrongness and focus on fixing it. This TLAC strategy also
suggests that teachers should not praise right answers excessively. This technique stresses that

teachers show their students they expect both right and wrong answers to happen and to not
make a big deal out of either.

Observation/Integration: I have seen this strategy in many of my clinical placements and did not
even realize it. I always thought that the teachers I observed did not give enough praise or
affirmation when students got a correct answer. I realize now that this may have been an effort to
normalize getting answers right as well as getting answers wrong. When we over celebrate a
student getting an answer right we are teaching that this is out of the ordinary. In my future
lessons I want focus on highlighting that getting answers right and getting answers wrong is very
normal and I will do this through my reactions to my students responses during lessons.
Technique #46 The J-Factor
Description: The J-Factor is a key component in a happy and high achieving classroom. The JFactor strategy is all about helping students find joy in learning. For each teacher the J-Factor
looks different. Teachers must find a way to let their own genuine version of joy shine through.
The J-factor can be achieved through fun and games, creating a sense of belonging, song and
dance, humor, or surprise. The J-Factor isn't a replacement for hard work, but a means of getting
hard work done.

Observations/Integration: I loved this strategy and strive to create a classroom that has a J-Factor.
I have observed classrooms without a J-Factor and classrooms with a J-Factor. The classrooms
whose teachers have the J-Factor have a learning environment that is positive and fun. The
classrooms whose teachers do not have the J-Factor are rigid and boring. I want to strive to

create a classroom environment that students love so much that they will begin to love learning
because of it. I think that I have begun to develop my own J-Factor by creating belonging and
getting to know my class, having fun during my lessons, and integrating humor into my lessons.
I think that over time and when I get my own class I will begin to develop my own J-Factor.