LEMOV

STRATEGIES
 Technique 10: Show me
MAKING EFFECTIVE AND EFFICIENT OBSERVATIONS OF STUDENTS' WORK.
STUDENTS ACTIVELY PRESENT THE TEACHER WITH VISUAL EVIDENCE OF
THEIR UNDERSTANDING.
Technique 10 is about how the teacher can assess students' understanding
in a quick way. I used this technique during my math lessons, I would
have students solve a problem on their whiteboards and then tell them to
show me. Then I will pick two or three students to explain how they
solved the problem. This allows me to see if students understood a
previous lesson, or if I need to reteach a lesson and do more practice
problems. I also used this technique during phonics lessons, within the
phonics curriculum there are hand gestures to go with certain patterns,
so sometimes I ask students to show me the gesture that corresponds with
the word being shown. This shows me that students are able to identify
the type of pattern word is shown.
 TECHNIQUE 13: SHOW CALL
PICKING A RANDOM STUDENT'S WORK TO SHARE VISUALLY ON THE
SCREEN REGARDLESS WHO VOLUNTEERED. A VISUAL COLD CALL
Technique 13 is like Cold Call, the teacher calls on a student to share their
work on the screen regardless if they are volunteering. I did this in my second
math lesson I taught, where after allowing students to work on the solve and
share, I would pull sticks for students to bring their work up to the board and
share. If the students answer wasn't quite right this allows for their peers and
teacher to help figure out where they may have gone wrong. Allowing students
to see each other work allows for the class to do more than just talk about it,
but study it. When I would pull sticks and have a student share, I would ask if
they used a different strategy than the student prior so we can see a visual of
the different strategies students use. You don't just use this strategy in math, I
have observed my mentor teaching calling on students to share their drawing
for their poems. I feel this allows for them to see each other's creative side.
 TECHNIQUE 15: NO OPT OUT
USED SO STUDENTS DO NOT GIVE UP. IT CAN BE USED ON AN
INDIVIDUAL STUDENT OR A CLASSROOM AS A WHOLE.
Technique 15 is about not letting students be afraid to answer questions. For
example if a student answers something but it isn't quite what you're looking for,
you can tell the student that they're close or 80% right, and tell them to listen to
what a peer may have to add. Once you call on another student to share and they say
what you were listening for, then you will go back to the other student and you can
ask, what did your peer add. This allows for the class to hear the correct answer in
a different form , and for the original student to then understand and be
accountable, and not feel humiliated. I tried to use this technique in my lessons
because I have observed my mentor teacher doing it and I liked how she helps builds
up students' confidence. But I kinda struggled with incorporating this technique
because I would get stuck on what I should say or how I should rephrase my
question. My mentor teacher has told me when allowing students time to rethink
their answer, or when I say I will come back to them I need to allow them an
appropriate wait time before jumping in.
 Technique 16: Right is Right
HOW YOU THE TEACHER CAN RESPOND IN A WAY THAT’S MOST
BENEFICIAL TO STUDENTS WHEN AN ANSWER IS ALMOST RIGHT.
Technique 16 is about how a student is close to the right answer
or close to the answer you were hoping to get. I have used this
technique more when teaching math lessons. I would say “you’re
so close” or I would say “you’re on the right track”. When I’ve
taught phonics most students have the answers in front of them
but when I taught my phonics lesson on January 19 students were
to write two sentences using two words from the word bank. One
student really followed instructions so when the student shared
his answer, I had said “that’s a good sentence, but remember you
need two words”, or I would say “close, but check your words”.
 TECHNIQUE 17: STRETCH IT
IS USED TO SEE HOW MUCH A STUDENT KNOWS AFTER THEY ANSWER A
QUESTION. TEACHERS WILL TRY TO PULL MORE INFORMATION OUT OF THE
STUDENTS TO KEEP THEM FROM GIVING AN EVEN BETTER ANSWER.
Technique 17 is about trying to get a student to provide a deeper explanation in their
response. I used this technique when teaching my math lesson, I feel math is one of the
subjects where you can have students explain their thinking more. So when asking
students how they solved the problem, instead of just accepting the simple answer
like, “I just know 6+7=13”, I would say, “I'm glad you know, but can you explain the
strategy you used to help you solve the problem”. Depending on the time, I would call
students up to the board to show how they solved the problem and explain how they
solved the problem, so students can see other ways their peers may have solved the same
problem. I have also used this technique in my reading lesson. When asking students
about the story, I would follow up with, how do you know that, and most of the time
students would say, “in the book it said….”. That allows for me to have an
understanding if the students are comprehending what is happening, or if I need to
either explain this differently or just reread the story but stop every so often to ask
them what they notice this time.
 Technique 20: Do Now
SILENT WORK FOR STUDENTS, OR AN OPENING FOR STUDENTS TO GET READY
FOR LESSONS OR FOR THE DAY. SOME ACTIVITIES ARE A PENDING PAPER OR
SOMETHING TO DO WITH WHAT STUDENTS ARE LEARNING.
Technique 20 is about having students have some busy work or
discussion before moving on to a new lesson. In my classroom in
the morning we have a morning meeting, and each morning there is
always a question I ask students to answer, so students turn and
talk to their partner, this allows me to make sure everything for
my lesson is ready, but also allows for students to have a chance
to talk before it comes to learning time. Another thing that is
done in the classroom is after lunch students know they go back
into the classroom, get poetry notebooks and then are to read the
poem of the week to themselves, unless it's the beginning of the
week then they read a previous poem.
 TECHNIQUE 25: CIRCULATE
TRAVEL AROUND THE CLASS WHILE YOU TEACH AND WHILE STUDENTS
ARE WORKING ON THEIR MATERIAL.
Technique 25 is about how it is important to walk around the class while teaching, or
while kids may be working independently. When my students are working independently I
walk around and observe the students working to make sure they are understanding, I am
able to stop and help a student if they seem to not understand. During the circulate you
the teacher needs to be sure you have full access to your classroom, you want to be able to
walk around and observe students working. You don't want to walk around then ask students
to move things like their backpacks, or push in chairs. The book talks about ‘Break the
Plane’ and what that means. When teaching you don't want to just limit yourself to the front
of the classroom or the bored, you want to go past that barrier and walk along the desk and
tables. I would say during all my lessons I would break the plane, when I was up front
teaching students were on the carpet right in front of me, but when they went back to their
seats, or during my science lesson they went somewhere within the classroom. I would walk
around all the groups and just listen to what they were talking about, and listen for if
they had any questions. This allowed me to know I may need to remind students what it is
they need to be doing.
 TECHNIQUE 27: CHANGE THE PACE
HELPS ACHIEVE THE PROPER BALANCE BETWEEN A “FAST
PACE” AND “SLOW PACE”, TO HELP WITH THE FLOW AND
FOCUS OF STUDENTS.
Technique 27 is about changing activities to help engage the students in different
ways to learn the new material being taught. I used Technique 27 in all three of my
lessons by having the guided practice during the teaching of my lesson, this made
sure that I wasn't the only explaining everything, it allowed the students to
participate throughout. Then to conclude my lesson, students would then do their
independent practice. This method was effective because it gave immediate feedback
on whether the students were understanding the material. I noticed during the
guided practice the level of understanding was higher than it would have been if
they just did independent practice. I am going to try and use this technique often
because it helps students grasp the material better when it is taught and used in
different situations, and it's good for those students who may not quite understand
the material at first but the more you practice with them they have a better chance
of understanding.
 TECHNIQUE 33: WAIT TIME
PRACTICE OF INSERTING A LITTLE WAITING TIME, USUALLY
15-35 SECONDS, BEFORE TAKING ANSWERS FROM STUDENTS.
Technique 33 is about waiting between asking your students
questions and students responding to those questions. I used this
technique in all my lessons, because it's important to allow the
students the time to think before calling on them so they don't feel
discouraged, and having the wait time will also allow for more
hands to go up to participate. This technique is a balance of keeping
the attention of the students and creating valuable learning
opportunities. I will be using this technique in my classroom
everyday because it is an effective way to allow students to think
for themselves rather than only hearing the correct answer right
after a question has been asked.
 TECHNIQUE 34: COLD CALL
CALLING ON STUDENTS WHETHER THERE HAND IS RAISED OR NOT
Technique 34 is like Show Call, but the teacher is just calling on students to
share their answer or thoughts regardless if they are volunteering. I would
say this is one of my favorite techniques, because I have pretty much used it
in all my lessons. I mostly use this when students aren't paying attention
while I am explaining things, I would call on students to answer. For example
when teaching my math lesson and I was going over the guided practice, I
noticed a few of the students getting distracted and talking to each other, so
I would call on them to tell me an answer. If the student would get it wrong, I
wouldn't just say ‘welp should've been paying attention’. I would guide them
through the problem till they got the correct solution, then I would say ‘it is
important to pay attention during this time’. I also like this technique
because it allows me to call on students who don't volunteer often, and who I
feel may be scared to volunteer, or may get the feeling if they volunteer I
won't call on them because the same students always get called.
 TECHNIQUE 35: CALL AND RESPONSE
WHEN A TEACHER ASKS A QUESTION AND MOST OF THE STUDENTS
ANSWER ALL AT ONCE
Technique 35 is about asking students to answer or respond or repeat all at
once. This strategy is used a lot within my practicum class, when reading
directions I would read first then have all students repeat what I said.
This allows for the students to correlate the sound of the word with the
word. Also, when teaching phonics, parts of the lesson had me saying a word
or sounds of a word and then having students repeat the word or sounds.
Students also do this during poetry time, each week students get a new poem
for the week, and everyday of the week students will read the poem out loud
all together. But before they read it, on mondays my mentor teacher would
read the poem to them, then they would read it all together. So then by the
end of the week students are reading this poem out loud without having to
hear the teacher read it. They are able to read it on their own.
 TECHNIQUE 37: BREAK IT DOWN
ASK A QUESTION OR PRESENT A PIECE OF NEW INFORMATION THAT
WILL HELP STUDENTS ANSWER CORRECTLY AND WILL STILL CAUSE
THE STUDENT TO DO AS MUCH OF THE THINKING AS POSSIBLE.
Technique 37 is about if a student's answer is not correct, your first
goal is to get the students to correct the answer. I used this technique
during my first lesson February 22, 2023, this lesson was a math lesson
about mentally adding 10 more to a number. When doing a guided
practice I had asked students if you add ten more to 25 what will you
have? A lot of the students seemed kinda confused, so I broke it down by
place value, so then I would ask, what is 2 tens +1 ten, then what's 5
ones+0 ones. Then most of them kinda understood. I would say this was
kinda challaning, because you have to make sure you are breaking it
down by asking things they would know. I feel I should use this
technique within all lessons to help guide students to the correct
answer.
 TECHNIQUE 43: TURN AND TALK
A SHORT CONTAINED PAIRED DISCUSSION
Technique 43 is about allowing students to have a short discussion with a
peer, and allows for the teacher to be able to listen to these discussions and
make sure students are on task. Turn and Talk is used mostly during morning
meetings, because each morning my mentor teacher would have a topic, or
discussion question for students to then turn to their partner and talk
about. After allowing students to share with each other, she would then call
some students to share what their partner said because this shows her that
they were listening to each other, and they stayed on task. I used this
technique during my science lesson, I presented a question to students and
then had them turn and talk and discuss what they may know, or what they may
have noticed through the science unit. I also rethink this allows for
students to get a better understanding of what the concept is if they are stuck
or confused. This is one of the many techniques I want to continue trying to
incorporate in lessons, and when I student teach, and most importantly when I
have my own class.
 Technique 48: Habits of Attention
TO ESTABLISH ROUTINES THAT CAUSE STUDENTS TO FOCUS THEIR
ATTENTION DURING CLASS AND BUILD STRONGER ATTENTIONAL HABITS
Technique 48 is about having a set routine that helps students focus their
attention while in class. In my classroom we used CHAMPS, C is for
conversation, the voice level students are to be at, H is for help, what students
should do if they have a question, A is for activity, what the students are
working on and how the work is to be completed, M is for movement, are the
students allowed to be up without asking or walking around just because, P is
for participation / post activity, should students be participating and/or
what they are to do once they finish the activity. S is success, if students
follow all the steps of champs then they are successful. I also use attention
getters to get students' attention if they are working in groups, or if they get
a little chatty when they move to the carpet, or if I ever need to give them a
reminder. When students move from place to place they know what the
expectations are and the routine of what to do.
 TECHNIQUE 50: ROUTINE BUILDING
TEACHING STUDENTS DURING THE FIRST WEEKS OF SCHOOL WHAT
IS EXPECTED EACH DAY
Technique 50 is an important strategy to have to take into your future classroom. Since
working in 1st grade for practicum, I feel it is so important to teach the younger students
what is expected each day. I personally didn't teach any routines at the beginning of the
year, but I observed my mentor teacher teaching the routines. I learned how important it is
to practice these set routines over and over the first couple weeks of school because then
it will just become a habit, and students will know what they should be doing. I observed
my mentor teacher explaining things as she would do them, for example how students would
walk to one place of the classroom from another. When it came to starting centers, she spent
a week of just having students practice going to their center. She showed them how you
check the board to know what center they're in, and who their center buddy is, and she
showed them how they need to clean up centers after. My mentor teacher has a set routine
for everything, and students just know now what they should be doing throughout the day.
It is important to start the routine building at the beginning of the year, because it
starts getting students in the habit of doing it everyday. Since my mentor teacher has a set
routine, I just observed her teaching them but made sure if students aren't doing it, I
would remind them what they should be doing.
 TECHNIQUE 51: DO IT AGAIN
REPETITION IS ONE WAY TO BE SURE THAT STUDENTS UNDERSTAND
WHAT YOU EXPECT AND THAT IT IS DONE TO YOUR STANDARDS.
Technique 51 is about holding students accountable for their actions. For example
when teaching my phonics lesson, students were to repeat the word I was saying, then
either add or delete a sound to make a new word. When students did not want to
participate I would state that I could only hear a few friends so we are going to try
it again because I need to hear all 22 of your beautiful voices. I also use this
strategy in other lessons, when I needed students to stop what they were doing and
put their focus on me I would ring the bell. But if I hit the bell and the majority of
the class didn't either hear it or just wasn't paying attention I would say, oh lets
try that again. I have also observed my mentor teacher do this with a lot of things,
if students were getting too crazy when coming down to the carpet she would tell
them to go back to their seats and try it again. But I know this strategy could be
used for multiple things such as; having students try again on a question, or try
again with doing what is expected, and even try again with saying something to a
friend.
 TECHNIQUE 52: WHAT TO DO
GIVING DIRECTIONS CLEARLY AND EFFECTIVELY
Technique 52 is about being sure you are clear with your directions and
expectations. After teaching my first lesson my mentor teacher gave me advice
on how to be more specific with the directions, and she gave me advice on how to
do that since it's especially important with the younger students. I took her
advice when teaching my second and third lesson. This technique seems so easy
but for me it was challenging, because after all three of my lessons my mentor
teacher said I need to be more specific with my directions. I think my issue was
I would say what was expected of them at most twice, but I think with the
younger students you need to be sure to repeat what you expect, so then students
can't say I didn't know that. I could tell though throughout all three of my
lessons I got better about giving specific directions. I will most definitely be
using this technique throughout all my lessons, as well as work on giving
specific directions, because it is important to give clear directions.
 Technique 53: Rader and be Seen Looking
WHEN THE TEACHER GIVES DIRECTIONS INSTEAD OF LOOKING DOWN AT NOTES
OR THE BOARD, YOU SCAN THE ROOM TO BE SURE STUDENTS ARE FOLLOWING
THE GIVEN DIRECTIONS.
Technique 53 is about looking around the classroom after giving your directions.
I try to use this technique in every lesson, but to encourage students to do what
was asked I would say, “I spy….. is on the right page” or I'd say “ I spy…. is
following directions”. With being in a first grade classroom, the students get a
little chatty, so when I say the kids who are following directions, it encourages
other students to do what was asked so I can say their name. I also say “ I’m looking
to see who's following directions”, and most of the time students do what was asked
and I don't have to repeat myself. When students are on the carpet and some aren't
facing the right way I would say “I'm waiting on some friends to put their eyeballs
up here”. I have noticed that if you praise the students who are doing the right
thing then it encourages others to do the same, and me just saying there are some
friends not paying attention instead of calling out the kids encourages them to
recognize they were the one making the mistake without me saying something and
all the the attention goes to them.
 TECHNIQUE 54: MAKE EXPECTATIONS VISIBLE
THE MORE VISIBLE ACTION YOU ASK STUDENTS TO DO, THE EASIER IT IS
FOR YOU TO MONITOR IF THEY ARE FOLLOWING DIRECTIONS, AND
MANAGE BEHAVIOR IF NECESSARY.
Technique 54 is about how important it is to really make your expectations very specific.
Especially with the younger grades you need to be extra clear about what you expect from them,
you can't just say pull your notebook out. You have to tell students to pull out your reading
notebook, open it to the next blank page then put your eyes on me with ready hands, so that I know
you're ready. I tried to use this within all my lessons because I observed my mentor teacher
doing it all the time. I kinda struggled with making sure I was very specific with my
expectations. During Practicum 1 and 2 I have learned how important it is especially with the
younger students to really overly state your expectations. When doing my math lesson, I was
telling students what they will need when they get back to their seats, and I told them what page
they need to be on. During my science lesson I tried to be really good about explaining my
exceptions because I had talked with my classroom management professor about things I could say
or do. So when students were going to do the think and walk activity I made sure to really
explain the expectations. I even had students repeat them back so I knew that they know what I am
expecting. Since students were walking around the room I wanted it to be as calm as possible and
to be able to keep all students under control. This is definitely a strategy that I will need to
work extremely hard on incorporating into student teaching.
 TECHNIQUE 60: PRECISE PRAISE
PROVIDING SPECIFIC PRAISE TO STUDENTS EXHIBITING GOOD WORK HABITS
SUCH AS FOLLOWING DIRECTIONS, WORKING QUIETLY; IDEALLY, WORKING
TO PROVIDE THIS TO EVERY STUDENT DURING A SESSION
Technique 60 is about managing positive feedback to help students focus for
more. I have observed my mentor teacher do this, and I have noticed that it
encourages students to want to do the right thing. So when I taught my
leesons I would incorporate this and I found it more beneficial instead of
calling out the students who weren't paying attention. When teaching my
lessons, I would tell students to get their workbook open to the assigned page
and then put their pencil in the middle of their book and show me ready hands
so I know they are ready. When I would see students not listening, to
encourage other students to listen I would say, “I like how table 2 is ready”,
or I would acknowledge the students who were listening and following
directions, and I noticed that the other students would quickly get it
together so they could get acknowledge for doing the right thing.