Techniques the Put Students on the Path to College Post
Please view, read about and practice a minimum of five of the techniques presented in Doug Lemov's text "Teach Like a Champion: 49 Techniques that Put Students on the Path to College". When finished record your reaction, response, and experience with each of the techniques. Be sure to include 1) the technique that was used, 2) your reaction (and student's reaction) to the technique and 3) Additional insights to the practice of the technique. PLEASE NOTE ALL PREVIOUS BLOGS FROM THE DOUG LEMOV CAN BE FOUND WITHIN THIS THREAD.
Are we suppose to get this book on our own, or is it one that will be given to us?
ReplyDeleteAll required books will be provided to you during the Saturday Pre-field seminar meeting on February 26th. By the way, I look forward to the chatter that arises in the blog from the practical strategies presented in the book. -Prof. Ness (Cindy)
ReplyDeletePosted by Wendy Vick
ReplyDeleteI am a veteran runner and I just happened to participate in the 2,500 anniversary of the marthon (20100 in Athens, Greece. I have adopted the NIKE (victory) expression JUST DO IT! This is like the technique #29 Do NOW.
My students have participation sheets that they fill out that I place on there desks everyday without fail. My activities are posted on the board. When a student comes into the classroom, they sit down and reward themselves 3 points for bringing a pencil, being on time and posting the date on their participation sheet. They next write what is on the board TO DO. This gives them a preview of what my goal is for the day. Eventually near the end of class the grade their attitude (1-5, 5 being superior) and up to 10 point for rate and evaluate their work completion for the day.
20 pts=A
19-18 pts.=B less than 10 pts. is an F
These sheets help guide them and their behavior/academic progress in my room.
We have a very effective attendance policy at our school. If a students misses more than 3 classes they need to get a waiver or go to and pay for attendance school. I like the participation sheets because it is proof that the student was late or absent because they have filled it out. It is their insurance policy if I happen to make a mistake. I.E> A student walks in late and I have marked the attendance on my computer and I fail to change it.
I also like the routine because it gets the student ready to learn and understand what my goals are.
Wendy,
ReplyDeleteGreat idea. One that is supported by both your Lemov text and Marzano's text, in which he talks about helping students see that effort equals success. Furthermore your focus on goals mirrors both Backward Design and Lemov's Four M's. Kuddos!
Posted by Wendy
ReplyDeleteTeach like a champion #2 Begin with the End
My objective inUS History in current events is not always to dwell on the negative aspects of our countries involvement in national and global events. Instead, my end result would be to explore different areas that promote gloabl consultation and cooperation. Today's lesson include "Fareweel to the Discovery" we watched:
http://www.youtube.com/watch?v=Ufs0mnE4Ocs&feature=related
http://www.youtube.com/watch?v=i73erAWo6Ao
We talked about the miracle of space exploration and the cooperative effort of the international community working on the International space station. We discusssed the cutbacks that ahve trimmed Nasa's budget.
We read and reviewed in a current event summary the article about Discovery's farewell and the contribution of 38 missions to the space effort;
http://saltlaketribune.ut.newsmemory.com/eebrowser/frame/check.58..
I was very excited about sharing the men walking on the moon, and the HD Youtube of the discovery. My students loved the film clips and were very excited about waiting for the return of the Discovery 3/9.
Students feels embarrassed by our interventions in the Middle East and get tired of listening to the criticism of our foreign policy. So this discussion was uplifting and across the curriculum with science/history! One of the most engaging topics this year.
Posted by wendyvdk at 9:00 AM 0 comments
I just checked out your websites. Great lesson, it reminds me of the David McCullough article we read on why we teach History, and how we should teach History.
ReplyDeletePosted by Wendy
ReplyDeleteOpt out
Hi I am using the opt out strategy from 'Teaching like a champion" with a student who mostly answers comprehension questions with.."I don't know or I don't care". so I ask the next student close to her the same question. The student gives the right answer and I go directly back to the non-compliant student and ask the same question. Now, she doesn't have a reason to say I don't know unless she wants to feel stupid. It's in-genius and it works.
Posted by wendyvdk at 4:39 PM 0 comments
Sweat the Details
ReplyDelete- This was a great one to use in class. I set a classroom standard for students to follow. Students were required to organize desks and pick up trash before leaving class. This has worked moderately well. This is one that will take extended time for students to get into the flow of the new class standard.
Work the Clock
- I found that students are more aware of what they are doing when time is given specifically and followed. The counting down has worked for most classes. I have found that it is difficult to call out student names while counting down. I have also used a stopwatch to time activities, this not only helps students stay on task for the limited time allotted, but it also keeps me on track and sets a standard to follow.
Seat Signals
- This one worked great for keeping up the momentum of the class. I altered it slightly to fit my teaching style. I introduced it, by explaining to students that I wanted to treat them more like adults and give them more freedom. One student at a time can leave class, and takes a hall pass that allows them to leave class. They make contact with me, and then they can leave class. It has limited the number of hands that slow the momentum.
Exit Ticket
- I have never use exit tickets before. I started using these with my 7th graders. It has been a great opportunity to help student reflect on the lesson, and share their insights. I collect the papers on the way out the door. This has allowed me to check for papers with no name, and to monitor those not completing assignments. It has encouraged students who don’t normally complete assignment.
The Hook
- I usually use anticipatory activities to draw students into the lesson. I started using hooks to liven up my anticipatory activities. It has worked great. I have used music and other sounds to introduce primary source readings. This helped place students into the era or the situation that the historical characters were in.
Gichen,
ReplyDeleteI appreciate your comments. When teaching in the public schools I became concerned that I had some students who were doing nothing in class and had gotten into the habit of not turning in their work, exit cards changed all that. Students who could not turn in their daily exit card were asked to make a call home that very day and tell their parents they had work they needed to complete in class. Exit cards were so successful that I became an advocate of exit cards.
I too use stop watches to ensure that time is not wasted; I have found one online site most helpful in keeping time. I can put the site on the projector and it keeps times so that all of the students see how much time is remaining to complete the assignment. I posted a link to the site on the right; however, the address is listed below should you choose to use it.
http://www.online-stopwatch.com/eggtimer-countdown/full-screen/
Thanks again for your ideas and insights.
Cindy
Posted by Wendy:
ReplyDeleteTeach like a champion--Control the Game Skills #4
I am thoroughly enjoying Teach Like a Champion. In the" Control the Game" skill, I used it recently with my 10th grade World History students who are placed in my special education classes because they have learning disabilities related to reading.It is described in the book on p.257
So in a very non-threatening atmosphere, I explained that we were going to work on reading strategies like decoding (p263) and reading aloud individually. I model and do pre-reading activities before we begin. For example, today's lesson was on early American Explorers. We talked about Columbus, the size of ships, the conditions that they traveled, courage/mutiny, etc. I asked each student randomly to read aloud. I loved the fact that I "popcorned" each student so set the pace. I would ask a student to read until I said "STOP" and then randomly asked another student to read.
This task was great because everyone had to read at the same time so they wouldn't be embarrassed when I called and them and they said, "I don't know where we are". Perfect so I had 100% participation.
I also used the technique "Don't wait"(p.289) which applied to this task because I would query comprehension by asking questions every few minutes to check understanding. It may be an obvious technique, but what emerges is that I understand what students get and don't understand immediately. If I do wait until the end of a section, then there are vast possibilities that my students simply didn't understand what was going on. It is absolutely vital for me to check their understanding frequently before we do a written activity related to the curriculum.
I think my students like the fact that they were called upon to improve "their" skills instead of their bellowing voiced teacher reading. They felt like they were learning as well as participating and I didn't lose anyone by daydreaming. Everyone was on task. Cool.
Posted by wendyvdk at 8:36 AM
Posted by Wendy Van de Kamp
ReplyDeleteHi, I am spending a great deal of time reading "Teaching like a Champion”. I have read it cover to cover and see some overlapping ideas. For example, I use "Cold Call" in every class I teach. Cold Call is simply asking everyone in the class questions to encourage them to participate and learn. I think cold calling on students allows them the opportunity to express themselves even though they might not raise their hand. It forces participation.
If they answer "I don't know ," then I use "Opt Out" which means I find another person who knows the answer and then repeat the question to the student who didn't know the answer the first time I asked.
The information scaffolds abruptly because we continue to build on the information. I can constantly go back and ask the same question the pace is rapid and I don't have to wait for students to raise their hands. I use it also as a form of encouragement and discipline. I teach students with attention issues so if I cold call a question it prevents them from talking or any other off task behavior.
I have small classes so seemingly everyone is on task and no one has the opportunity to check out. I use Q & A to do several oral/written activities each day. Each student is required to answer questions the expectation is that students will learn and participate.
Students believe that I do care what they think and if they are learning. I am an oral learner and this cold call really suits my teaching style. Students don't feel left out of the game.
Circulate #15
ReplyDeleteYeah! This technique got me my physical classroom back. I wasn't even consciously aware I had become a victim of "the plane." After reading this tip, I decided to break the plane. I started circulating up and down rows and around desks, unapologetically. I realized not only does this help students stay on task, it also allows me to make eye contact with them and comment on their work. It has raised expectations and built my relationship with individual students.
The Hook #12
ReplyDeleteAs teachers, I think we always try to have a "hook" to get kids interested, but this section caused me to broaden my thoughts about this technique. I read the part about using analogies "like choosing dance partners at the school dance," this gave me an idea. I had recently seen (and read the book to my own children) the popular movie "Diary of a Whimpy Kid." I used the evolving unlikely relationships between Greg, Rawley, and Freggly to explain how wartime alliance evolve out of necessity (or desperation). It helped them grasp the concept of why France and Russia being so different were allies at the start of WWI and why the USSR, the US, and GB were allies in WWII. My students loved it and could totally relate to this relationship element from pop culture to important relationships in history. It was also fun! They were hooked!
Technique #1 No Opt Out
ReplyDeleteI was teaching my fourth grade class a lesson on adding fractions. Several students were having difficulty with finding a common denominator. Calling on the typical 3 hands that go up would have been a great way to get through the lesson. This time I pulled sticks with student names on them so it was random. I pulled six names before someone could properly explain the answer. Then I went back to the first student who still was not listening and couldn't give the correct answer. He listened carefully to the explanation and was able to explain it back to me. I went through each student that couldn't explain the math concept.
From that moment on, the class knows that they are accountable for the questions asked.
Sorry it took me so long to post. I've flagged about 10 of the techniques I wanted to try, and have been using some of them for the last month or so. I was waiting for Spring Break to sit down and write about the ones I like best so far.
ReplyDeleteThe five methods that I tried from Teach like a Champion were Circulate (15), Break it Down (16), Sparkle (27), SLANT (32), and Do it Again (39). I have tried more than those, but these are the ones that I have used most effectively.
I teach 4th grade when teachers are still a bit scary and students want to please, so Circulate is a great way to manage the classroom without being too intimidating. Walking around, being near students, does help keep them on task, and I agree that just breaking the plane of the classroom helps make it obvious that the teacher is in charge.
I also teach 6th grade advanced math (Pre-Algebra), so using Break it Down helps when I’m working one on one with struggling students. Rather than tell the answer, it’s more important in math to teach the proper process. I have a few students who just say “so I divide?”, without even setting up the problem algebraically, or knowing exactly what is being asked for. Break it Down allows me to guide them through the steps without giving too much away.
Sparkle is something that I probably don’t use quite enough, but when I do, it’s effective for most kids. I have a few CDs that support my curriculum with songs or jingles. Example titles are the “Water Cycle Boogie”, or “Three Kinds of Clouds”. Songs like these are usually fun for most kids, though I always have one or two that roll their eyes, like they’re too mature for such things. That may be why I haven’t used enough sparkle in the past. Though recently my class learned a bunch of Utah songs. They were about Mountain Men, Spanish explorers etc. On a field trip last week, a student started singing the Mountain man song when a mountain man actor was beginning to tell the group about ‘his’ life. He didn’t get her connections, but I did, and it made we think that some of those facts memorable.
SLANT is a great acronym for keeping kids on task. I think any acronym, as long as it’s short and succinct has a place in a well-managed classroom. This one is nice because it mostly talks about what they kids should be actively doing during instruction. It goes like this Sit up, Listen, Ask and answer questions, Nod your head (not yell out), Track the speaker. I wish those things were taught to adults in staff meeting or seminars. ☺ I think this is a great tool for immediate response in class. I have found that if kids start to slouch, or lose focus, all I have to say is “SLANT”, and maybe run through the 5 meanings. Another way to use it well is to say, “I like how Sam is Slanting”, and the rest of the kids wiggle into a better learning posture.
Finally, Do it Again has worked well for things that are more managerial. Things like passing back papers, walking in line, coming into the classroom quiet, prepared and ready, are all ways that I have used Do it Again. What’s great is that by making the students redo walking in line, or lining up, they often lose 2 minutes of recess, or lunch. Then, next time they line up a bit loudly, or come in wild, often students will notice and say, “shh, we’ll have to practice”. So just using this technique occasionally lest students know that you expect more out of them, and that you mean it. I suppose I could use this more for academic situations, like giving a better answer on a test or writing a paper neatly, but I haven’t, in the sense of entire re-dos. In those situations, I am more likely to just let students fix, rather than completely redo. I’ll have to think about that one…
Technique #2 Right Is Right
ReplyDeleteI was looking for the moment to use right is right when it presented itself during a math lesson. Specifically,I focused on using technical vocabulary. I was teaching a remedial math group and a student was explaining the steps involved in adding fractions. He said, "I plus the two numbers." I said, "Let's talk like mathematician and say, 'I used addition...'". The student used the correct terminology . Later in the lesson, he used the terms "I plus the numbers", looked at me, then self-corrected with a smile.
Roseanne, Wendy, Tamra, Gitchen, & Stephanie,
ReplyDeleteThanks so much to the five of you for your comments. I am delighted to see that you have found the techniques so helpful. Dacia Toll, chief executive officer of Achievement first said of these techniques: “Lemov pulls back the curtain to reveal that the apparent wizardry of America’s most successful teachers is really a collection of clearly explainable and learnable techniques. This will certainly be one of the most influential and helpful books that any teacher ever owns.”
These techniques have been proven to improve the classroom environment and help all students make dramatic academic progress. They are simple strategies yet we sometimes forget to practice the basics when we get into the classroom. These reminders can make all the difference.
To the rest of you. Keep an eye on the calendar, you have 5-6 weeks remaining in the school year, don't put it off until it's too late. I look forward to hearing from each of you.
Technique 25, Wait Time:
ReplyDeletePersonal reactions: I had to mentally prepare myself in order to make sure I waited between 3 and 5 seconds before calling on a student. I observed that during my reading block I naturally give my students more of a wait time to either correct their reading mistakes or answer comprehension questions. However, I noticed I do not wait as long when meeting with my math groups and asking for answers to math problems. In fact it was harder to ask my math minded students to not blurt. In general my quick thinkers had a hard time waiting to be called on and often times blurted out their answers prior to me calling on them, both during math and reading. However, my students that are slower and or need more time to think of their answer were able to do so with the added wait time. I really noticed students who normally do not participate were more willing to participate because they had more time to solve the problem as opposed to waiting on their peers to answer for them.
Technique 36, 100 percent:
ReplyDeletePersonal reactions: I chose this technique in order to see how effective I am at asking my students to follow directions 100 percent of the time. For example, if I ask my students to line up quietly at the door that is my expectation. If a number of them do not line up quietly then the entire class has to go back to their desks and try it again. I will do this as many times as it takes to have them follow the direction 100 percent. On a side note, any time we wasted lining up multiple times is time they owe back to me during their recess. For the majority of the time I am consistent in holding my students accountable, 100 percent except when I am feeling tired, such as the day prior to spring break. I noticed for those students who always follow directions the repetitive motions start to bother them and they peer manage one another. If there is one particular child who I am still waiting on, I will make note, by saying “so and so, I am still waiting for you.” When this is said that student will then comply.
Technique 20, Exit Ticket:
ReplyDeletePersonal reactions: I chose this technique because I know an exit ticket is a wonderful way to finalize a lesson and one I do not do on a regular basis. I decided I would make sure to use the exit ticket technique once a day for a week to see how compliant I was and how well the students responded to it. I found that students who did not fully pay attention during the lesson struggled to successfully answer the exit ticket, especially the first day. However, by the second day my students were prepared for the ticket and were excited to answer it. In fact, particularly for math, my students would ask for a harder, more challenging problem. I found it was a nice way for me to recap the day. Also, it required more planning to ask exit questions for subjects other than math, math seemed to come more naturally for me. I am excited to continue to use exit tickets more often in my classroom, challenging myself to tie them into my literacy units more.
Technique 7, 4M’s:
ReplyDeletePersonal reactions: I was most curious about this technique because I have never referred to it as the 4M’s. I had always heard of it as the 3M’s. I found this technique to be useful in lesson planning. It allowed me to see what I plan and what I teach follow the majority of the M’s. However, not all of my lessons have a focus with students attending college in mind. I personally disagree with the notion that all my lessons should be focused, as part of the M’s, on going to college. I do not think all my students need to go to college. I feel we live in a diverse enough culture where if one of my students chooses not to go to college, they can still be successful in life. I encourage my students to continue to learn and pursue knowledge throughout their entire lives, whether that is a formal college setting or a technical college or community education. I encourage my students to be who they are and to find and use whatever strengths they have to live their lives to the fullest.
Additional technique, Look forward:
ReplyDeletePersonal reflections: I was most excited to try this technique because I was able to provide a smattering of suspense in our normal day. I write the schedule of the day on the board every day. During the month of February our school had I love to read month. During the month we had surprise guest readers and surprise reading activities. It was fun for me to write mystery activity on the board instead of Dr.Seuss’s Oobleck book and making oobleck. My students were super excited to figure out what the mystery activity was (they didn’t guess correctly). Lately, I have been using this technique for introducing our new science units. It gets my students super excited to learn and this excitement carries throughout the entire unit. On a side note, when using this technique I need to be cognizant of my students emotional needs, such as telling autistic children what the activity is ahead of time so they do not fixate and worry on the surprise all day.
I have found that the book "Teach Like a Champion" was a very good tool for teaching and it was helpful. I even took it to my principal, he read it and bought one for himself. He has decided to buy the book for all the new teachers coming into the school.
ReplyDeleteI chose the following techniques:
No opt out, 100%, Strong Voice, Circulate, and Check for understanding.
In 100% and strong voice it states to make sure what you ask is what you want. I made sure that my directions were short and easy to understand. For example, I would say "listen to me" how did I know they were or were not listening to me. Now I say "Put your pencil down and look at me" now I know who is paying attention and who is not. It is amazing how simple it was and how effective it was for me as a teacher. I sometimes use "if you can hear me touch your nose...... then I know who is paying attention.
Strong voice is all in what you say and how you say it. Fewer words are somtimes best I run into students ---surprise--- that try to change the subject when they are in trouble. I have now tried to stay on the topic at hand. One particular student prides himself on trying to get me off topic. I stuck to the topic and he finally gave up and did what I had asked. yeah!!
I found that when I am in my room and moving around making sure everyone is doing their bell quiz I have less difficulty throughout the day. The students get the idea that we are in school it is time to work. I would rather use a positve climate and not a negative one.
The check for understanding I use this with my smart board and clickers. I can see instantly who is getting the information and who is not. Then I can begin reteaching sooner. I like using the clickers also because the students themselves know they are right or wrong instantly.
I like the opt out mainly because I was using it without even knowing the name of it. I like it when I student thinks they can get away with saying I don't know and come to find out they have to listen and figure out the answer. I have used this technique on several of my students and I see it is very effective.
I really enjoyed this book and it gave me some freash ideas to use in my classroom.
I have enjoyed reading both the book and the blog and have used several of the techniques in my classroom. I have really been focusing on No Opt Out and Cold Call. I ask a lot of questions in my Utah studies class and I realize that I sometimes send mixed messages to my students as to how they should answer. Some students always raise their hand to answer and others just call out. When it gets to noisy, I remind them to use hands but then I find myself going right back to letting the kids call out. After reading the strategy Cold Call, I have been saying a students name first before asking the question. This has really helped limit the calling out and lets my students know that they have to be listening. If the student I call on doesn't know the answer, then I use the No Opt Out strategy. After a student answers correctly, I go right back to the student that didn't know. I worried a bit that this might embarrass a student, but the kids seem to really like it. I love that I can reinforce the questions and answers through these strategies. It is so simple to start, but takes practice to make it a habit. I'll keep practicing! (Jenifer Andrus)
ReplyDeleteI have enjoyed reading the comments. I am teaching a seminar this summer at SUU using the techniques textbook and your ideas and responses are proving quite helpful in my preparation. In particular I noted Chelsi's comment on using the book as a precursor to college attendance. Personally I think the book is poorly named. The techniques ensure learning more so than college attendance, the former is not always necessary the latter is. Please continue to post your comments!
ReplyDeleteRats!! Jenifer, you beat me to the post!
ReplyDeleteI also have been using #22 Cold Call in conjunction with #1 No Opt Out. I was really hesitant to use Cold Call because of fear of embarrassing students, but I was able to push past this and put the technique to test. The results were amazing. We were learning about the Civil Rights Movement. I was asking students to tell me what type of rights the activists were seeking. The first student I called on did not have his hand raised and clearly was not expecting to be called upon. He said he didn't know. I then asked another student who gave a correct response and went right back to the first student who was able to then give a correct response. What was most shocking was how the chemistry of my whole classroom changed when I started cold calling. Student posture improved. I physically saw them sit up taller in their seats once I started using the technique. As I continued to cold call, It forced them to be engaged. I was also able to implement these two techniques with circulate #15 to really keep kids on their toes. It was great. I am totally sold on Cold Call. It might be my favorite technique thus far.
#5 Without Apology
Once I read this technique, I realized I have been at fault for years. In preparing my students to pass their AP test, I would give disclaimers on certain time periods/topics or blame the test writers that we had to learn these seemingly uninteresting things. I see this now as self-fufilling prophecy. I have made a vow to stop the poor practice of apologizing and have not done it once during our AP testing review. I thank this book for helping me see this as a weakness and giving me alternatives to apologizing.
Tiffany Shulz (Cindy, I think you may have referred to me as Tamra in a previous post...I have been called worse, no worries).
So excited for the field experience!
Tiffany,
ReplyDeleteI apologize for the name change (pun intended)...
Loved your posts!
This comment has been removed by the author.
ReplyDeleteAs a long time educator, I sometimes forget to be "clear and concise" in my teaching techniques. I try to ask questions that begin with question words (who, what, where, why, when, how, etc.) but sometimes in the rush of the class or discussion, I tend to fade from my goal. In class last week, a student gently guided me back to reality when she asked me "where is Antietam Creek?" as I discussed the battle of Antietam. Somehow I forgot to ask the students where on our SmartBoard map was Antietam. I like it when the kids remind me what I need to be doing! Many years ago I had to learn how to phrase my questioning by scripting my lessons word for word. Today, however, it comes second nature. In any event, I need to always remember that if I am able to phrase my questioning clearly and with enthusiasm, I get much better "buy in" to what I am discussing with my students. If I do not, I seldom get the responses I desire as I am unable to guide their learning effectively.
ReplyDeleteTeaching junior high can be a lot of fun because of all the directions the kids can take you during a lesson. So, to fight back (said with a smile), I have learned that the "change of pace" technique works effectively with the age group. For example today's American history class began with a starter, moved to an introductory activity, mini-lesson/question/answer time, small group activity on content, class review, and take away activity. Most of my students never even thought about sleeping today (or drooling for that matter) as they were engaged in our lesson that moved from one thing to another to the next. I like to keep my students wondering what is going to happen next!
ReplyDeleteAnother component to this lesson was utilizing the "wait time" technique during our lesson. We had good reflection as a result and students were able to come up with higher quality responses as was my desire. I also had more students involved responding to my inquiries with richer and more thoughtful responses.
While I was discussing the lesson today (Battle of Gettysburg), I began to choke and gag due to my allergies and students became uncomfortable. I was not able to use my usual "strong voice." I tried, but was ineffective, to control the lesson and finally had to run out into the hall to get a drink. By the time I came back, I had completely lost my kids. I had to reach back into Lemov's "Economy of Language" technique to get my kids. I couldn't say much for a while, so I had to use the exact and right words. It actually worked! Loved it.
I have a student who will refuse to admit to doing anything she is doing. She puts her feet on another student's desk and denies her feet are where they are. She will turn around and talk to her friend across the room and deny she is facing her friend. While I do not understand her denial of her obvious infractions, I have learned to "not engage" with her until she stops the behavior and I can move on to what we really need to be doing in class. Sometimes the idea of finishing gets lost in the rush of the period.
Probably the most important concept I was reminded of when reading Lemov's book was the "precise praise" technique. I do not spend enough time with positive reinforcement in my classroom. I have truly engaged this idea and am trying to be "careful and demonstrate intentional distinction between praise and acknowledgement" as suggested by Lemov. The kids who do the things they are supposed to do (follow rules and procedures) do not get enough reinforcement as teachers are often forced to deal with the negative behaviors in class too much. It does set for a better and more positive environment if we can find the positives in our class and emphasize those elements of a successful classroom. Being specific with my praise is very important, such as "I appreciate how Jackie is ready to follow with her study guide right now, she has her pencil and her paper ready to go!" Makes such a difference in my classroom and when I truly mean it (real praise) we both win and the child leaves my classroom happier and more satisfied.
Lots of words, I know, but I do try to improve my craft each week. I want to help my students become all they can while in my charge.
Posted by Julia Stanger:
ReplyDeleteThe first of the five techniques that I have tried is Technique #15—Circulation. I do this a lot during my computer classes, but with my history classes, I seem to have been stuck up in the front, mostly because I was running my computer for presentations,). Circulating throughout the classroom is very beneficial, as I could check to see whether or not students were on task. I also liked requiring the students to track me as I was walking throughout the room. This helped with attention, as well. It is easy to get into the habit of being “only” in the front of the room, but circulating is very helpful in keeping students on task and reduces distractions.
The second technique I used was #36—100% compliance. I have generally done that throughout my career, however, it does get easy sometimes, to just try to ignore behavior that is not super disruptive. I like the positive ways that were suggested in bringing about 100% compliance in a way that does not attack the student. We used to have a choir teacher that was very good at having 100% compliance from students. People thought his ways wer unorthodox, but his choirs were always excellent and he was able to have them do exactly what he wanted them to do. He practiced having them do things the right way. I need to spend more time early on in the year having students practice “100% compliance.”
Posted by Julia Stanger:
ReplyDeleteThe third technique I used was #26—Everybody writes. I recently showed some film clips of the series “Roots.” I used this technique to try to stimulate a discussion from thoughts or questions that the students had. I like giving students time to think. Many times, we just don’t do that because we’re in such a hurry to cover the material. I would like to use this technique more. It was very good for helping the students formulate thoughts about slavery so that we could have a discussion on what happened and why it happened.
The fourth technique I used was #22—Cold call. Again, I like this concept. It is frustrating when you don’t have students participate in classroom discussions. The cold call helps reduce the “I don’t knows” that you tend to get from students. This didn’t work as well as I had hoped, mostly because I didn’t start out with it at the beginning of the year. I plan to use this technique next year and not allow students to not be prepared for a discussion. Over spring break I went on a Civil War education trip and we had an instructor from Gilder/Leherman work with us on Pedagogy. One thing he talked about is if a student says, “I don’t know” don’t let them off the hook—ask the person who gave the previous answer to restate his/her answer and then ask the “I don’t know” student what he/she thinks about that statement. Then remind them that they need to be prepared at all times to answer questions. I like the positive reinforcement that this gives to being prepared without calling attention to an individual student.
The fifth technique I used was # 38—Strong Voice—Sometimes I am sure my “strong voice” is a bit too strong. However, I like the idea of helping the students realize that if am speaking it’s because it is important—and important enough for 100% attention. The thing that I need to work on the most with this is not getting into a verbal confrontation with a student. I suppose it is because I have taught for so many years, but sometimes I am way too aggressive in how I ask for 100% compliance. My goal is to continue to work on “strong voice” without the confrontations that sometimes happen in class. I will not talk over students—because I want them to know that what I am saying is important.I need to work on not engaging with students and staying on topic until I have the compliance that I want.
All of these techniques are good teaching technqiues that we all have used at one time or another. The key is to continue to use them and not get bogged down with things so much that we forget good teaching techniques and strategies. I have done that recently. This book has helped me refocus on what I am doing, and not so much on what students are not doing.
Here are some of the techniques I have been using in my class. Some of them are new ideas while others are old favorites!
ReplyDeleteStretch It
This technique uses follow up questions to extend knowledge and check for reliability. After a student answers a question, I use this technique to dig a little deeper. My students know that my favorite questions are how and why. They’ve been trained to dig deeper themselves and I notice they’ll use this strategy as they talk among themselves!
Exit Ticket
This is a quick check for understanding at the end of a lesson or the end of the day. It is a simple focus, simple response. I’ll use this strategy either verbally or written. I have little slips of paper that have a ticket on them and the kids write on those and drop them in a bucket as they head out the door. This is a very simple strategy to use that gives me a quick assessment of what they understand and the kids enjoy it because it is simple!
Everybody Writes
This is where students write to reflect before discussing. This gives every student the opportunity to participate in the discussion. Writing allows the students to organize their thoughts. I will occasionally use graphic organizers to helps students organizer their thoughts in a variety of ways. The students LOVE these graphic organizers and request their use in other activities. This activity gives every student the chance to participate on their level. My low students are able to get a few things on paper and my high students are able to expound to their heart’s content! It is a great strategy to use with differentiation.
Cold Call
This is a simple technique to use when calling on kids – you call on anyone, regardless of who has their hands raised! This can be a simple way to check for mastery of a concept at any time. It also encourages students to be prepared and paying attention at all times. It also increases their speed. When I use cold call, my favorite response is “but I didn’t have my hand raised!” I say, “But I still want you to answer the question.” The kids are now trained to be prepared to respond at any time. I don’t use this technique all the time – it would get a little monotonous. Variety is always a good thing.
Do Now
This strategy is a procedure you have in place – work ready to go so the students know what is required of them when they walk into the room. I have a ‘do now’ activity when they arrive in the morning and another one for right after lunch. This is a HUGE time saver and it helps cut down on behavior issues. It is also nice that the students know what is expected of them. I had a sub one day that didn’t show up, the office sent someone down to check on my class until someone got there, and they found everyone on task – completing their ‘do now’ work.
I have loved this book so far; the strategies presented can be instantly used in the classroom. The ones that I have used have been easy to implement with very little if any materials. Very easy to supplement any lesson.
ReplyDeleteI wanted to specifically write regarding the Without Apology strategy that I used a few days ago. It was one of the most powerful. The book states"A belief that something is boring is a self fulfilling prophesy." I have found this to be so true in certain things I have taught that I have not been to excited about. I took a recent lesson that I thought might be this way and built it up before I started. I talked about how excited it was going to be and linked it to life situations. It had a greta impact and not just on my students but on me! I found myself more excited to dive into the content. Powerful strategy.
I too have enjoyed this book and picking up some new techniques to help manage my classroom as well as increase participation. The five techniques that I have used so far are #20 the Exit Ticket, #12 The Hook, #42 No Warning #21 Take a Stand and #36 100%. The one which I have had the most success, in terms of visible improvement in the classroom was with the technique, Take a Stand.
ReplyDeleteAt the beginning of each class, as many teachers do, I have a self starter or bell ringer for the students. A 3-4 minute time where the students know to come in and answer a questions I have on the board. I have used Take a Stand most often right after this part of the class. It is easy to have a discussion with only two, or maybe four students who are motivated that day about the answer to the the self starter while the rest of the class sits idly by, but quite difficult to engage the whole class. With Take a stand, I have one student give their answer or response to the self starter question, and then have the students either give a thumbs up or down, stand up or stay seated, move to the left side of the class if your agree or the right side of the class if you disagree. This way the students are engaged from the start and they can't sit at their desks without participating. This has led to a much more in depth discussion, where students have their competitive sides coming out, and they defend their beliefs and opinions on the topic.
I have had great success with the technique. I would say that close to every student in my classes are now participating and engaged from the moment the bell rings, which then has been carrying over the the rest of the class period.
One technique which I did not like, and have stopped using is the No Warning. I do see the benefit of having strict boundaries, and how warnings can sometimes blur appropriate and inappropriate behavior, however, I believe that sometimes 8th graders need a simple reminder that they are not following classroom expectations.
One piece of this that I have adopted, is that with students who have continually had behavior issues, I will pull them aside before class and go over a plan for how they are going to follow the classroom expectations. In my mind this is a warning or reminder that I will be watching their behavior, and seems to help somewhat, or with certain students.
In all, I look forward to using other techniques from the book, they seem to be easily adapted to your specific teaching style. I have also enjoyed reading the other entries and seeing what has been helpful for other teacher.
To talk a bit about #12, The Hook from my experiences as well as comment on tshulz from April 11th. I have found, along with Take a Stand, the hook helps the students buy into the lesson. They become curious and interested in the topic if you are able to catch them right away (bad pun). Going off what tshulz said their post, being able to relate the material to the students life, or background knowledge and interests is the key. If the students can make a real world or personal connection to the hook, then you will have their attention and interest. I also found that realia or physical objects are a great hook. When I teach the spice trade and exploration, I always pass around unmarked jars of unmarked spices and have the students guess by smell what each are. The pose a questions like, would you be willing to risk your life to get this? or have the students try and guess how much a jar of pepper would be worth if we were back in the 1400s.
ReplyDeleteI am a firm believer that the class is captivated or checked out with in the first 4 minutes of class, and a great hook helps to ensure an engaged class.
The other two techniques that I need to write about were exit tickets, and 100%. The 100% technique has helped me from repeating the directions, expectations or procedures over and over. It has become a routine, that when I am giving directions or laying out an activity, the students know that everyone of them needs to be focused on me. This has greatly improved the amount of time the students then have to work on the activity, instead of having to explain myself or the activity twice or three times, I now do it once, and then can move about the classroom helping students get started, or monitor their progress. in the end, more time for the students to be actively working, and more time to observe for me, rather then explain and then hold their hand through the activity.
ReplyDeleteAs for the students, it seems as though they have become more confident in doing work for themselves. If they start an activity or assignment after listening and reading the directions, they have a much better understanding of what to do. This also has helped with transition times, where the students are moving from one seating arrangement to another faster and with less talk. In all this is one technique that I will certainly keep and use in the classroom.
The Exit ticket has been helpful. I don't use it every day, as would be most helpful, but on the days where we have several minutes left of class and the students have gotten through all the materials or activities for that day, I like to have them take the last few minutes and write do two new things that they learned that day. It seems to help the students to retain the information from that day better. The leave the class with one or two specific facts that interested them, and they are more likely to remember that snippet when they return. Kearns Jr. is on a block schedule so i see them every other day. The students also seem to leave the classroom calmer. Its not a mad dash to the door as soon as the bell rings, many take 30 seconds or more after the bell to finish writing their thoughts out.
Next year, I plan on making a passport or some small booklet that on half the page they will write their self starter, and on the other their exit ticket and make it a daily routine.
Chelsi, I have yet to try the technique of Wait Time in my class, and after reading your post and the technique I see where I can fine tune my practice of wait time. Several weeks ago I listened to clip from an interview between two Native Americans speaking about their culture in society today. They spoke about how many times their children in school are not heard because of wait time. Teachers often call on the first student who raises their hand. They were saying that their children are taught to thoroughly think about the answer to a question before giving it. The example they gave was that for many questions, their children are taught to think in terms of how their answer would affect them, their parents, their grandparents and even their children. It is not that they don't know the answer, but they are taking the time to think through their response, and in many classrooms teachers don't allow for that amount of think time.
ReplyDeletePOSTED BY PATRIOT TEACHER
ReplyDeleteThe book, Teach Like a Champion is a great teacher resource. I look forward to experimenting with many of the strategies in the future. For now, I have introduced No Opt Out and Cold Call together during the introductory part of my math lessons. Some students’ attention was not as focused as I know is important when concepts are being presented and discussed. Having all students know that they can be called upon at any moment to answer a question or share in the read aloud has raised their level of awareness. Also being aware that they will need to repeat the correct answer if they miss or cannot answer helps them to understand that focusing their attention consistently is the better choice. These needy students, however, sometimes still are unable to participate at all times, while I notice that other students who usually are focused may feel somewhat pressured by the implementation of these strategies.
Another strategy, Right Is Right, is an important one that I value using, especially during math and science. Most of us teachers have been taught to accept partially correct answers from students so as not to damage their self-esteem. Since I have explained the strategy and persisted longer until students use the appropriately complex, specific vocabulary and ideas, I can see that many of them are more satisfied with their own answers.
1. Mahanah* WORK THE CLOCK
ReplyDeleteI used the countdown to quiet kids down and get them on task on a day they came in noisy and unsettled. I didn’t even need to reprimand them. I just counted down from 10, and since classroom procedures were already well-entrenched, students immediately settled down into the established routine. *mahanah=1 in Mandan language
2. Nompa* BRIGHTEN LINES
ReplyDeleteTo improve pacing I verbally outlined the day’s classroom activities and then introduced the opener. “Take 5 minutes to list ways you have changed since you were in fifth grade, then we will share answers in a discussion.” The timed activity began a process which had a concise ending after 5 minutes and led into a new related activity, the classroom discussion. The student response was excellent, a few laughs were shared, and the “lines” established set a good pace for the content. *nompa=2 in Mandan language
3. Namary* COLD CALL
ReplyDeleteAlthough I had formerly used the cold call technique in class I wanted to improve my practice by consciously scaffolding to extend understanding and bring more students into the action, while increasing rigor. Using follow-up questioning involved more students and deepened understanding. Lemov gave an example of a cold call sequence in Teach Like a Champion, so I decided to share my sequence with our group. Since I am on the 8th grade team I used a cross-curricular health/U.S. history tie-in, using part of the Lewis and Clark story as a lead-in for the disease unit. After explaining a little about the illnesses and sicknesses suffered by the expedition I proceeded.
Me: Zach, what do we know now about health and medicine that could have helped the Lewis and Clark Expedition and the Indians?
Zach: We have medicine.
Me: What medicines could have helped them?
Zach: They didn’t have antibiotics.
Me: How do antibiotics work, Bayley?
Bayley: They kill germs.
Me: Jacob, all germs?
Jacob: No, just bacteria, but not others like viruses or fungus.
From that exchange I could ascertain they knew antibiotics were not available in the early 1800’s, that antibiotics kill germs, and that Jacob understood there are other categories of pathogens.
I enjoyed using this method by extending the questions because it kept the students, and me, en pointe. *namary=3 in Mandan language
4. Tahpa* THE HOOK
ReplyDeleteSince junior high students are very interested in learning about sex, but very self-conscious and somewhat uncomfortable talking about it, I used a “hook,” not so much to get them interested, but rather, to ease them into it and calm the nervousness. So I asked them to tell me the names of baby animals. I named an animal, then they gave the answers, i.e., goose/gosling, cow/calf, kangaroo/joey, etc., then ended with human/baby. It was an effective lead in, and brought kids to the purpose of reproduction in a non-scary way. *tahpa=4 in Mandan language
5. Kakhu* STRONG VOICE
ReplyDelete“Strong Voice” is my favorite section in Teach Like a Champion probably because it helped me with some of my teaching weaknesses. I realized that I sometimes talk too much, talk over classroom chatter, spend too much time listening to students who go off-topic, and do it all standing mostly in the same place. Also, when I feel my stress level rising in a noisy classroom, my voice becomes more shrill, my ears turn red, and I hurry to get done – as if somehow that will make the class get over faster. I spent the most amount of time practicing the suggestions in the “Strong Voice” section. I have worked on being more precise and concise in speech, not talking over students who have ADD, or habitually want to tell personal, off-topic stories. I told them I won’t talk to them right now, because we’re talking about something else, so they can tell me their stories after class. I have also used body language to convey unspoken expectations via proximity to offending students, squared-up posture and standing still while I wait for appropriate behavior and attention. I’ve slowed down my speech and concentrated on modulating my voice.
Each of these methods worked. As I changed my behaviors, the students changed theirs. I feel more relaxed and attuned to my class since I’ve applied these helpful hints. Student attention and appropriate engagement have also improved.
*kakhu=5 in Mandan language These postings were numbered in the Mandan language, just for fun.
In response to Zach's comment about the "No Warning" technique...I agree with him about just giving a simple reminder. Sometimes while reading the book it felt it was a little too regimented and 1984ish.
ReplyDeleteAfter reading Wendy's post about the use of current events regarding the Discovery space program, I liked how it tied science and history to help kids start building those mental bridges that broadens their worldview.
ReplyDeleteAn Introduction to my 5 strategies:
ReplyDeleteIn all honesty I was surprised by how straight forward so many of Mr. Lemov’s strategies are. I remember many of them from my own days in school, I have tried many of them myself or seen other master teachers apply so many of these strategies. As I read the book I found myself often shaking my head for two reasons. The first reason was that I was seldom surprised or overwhelmed by the genius of any of his strategies. The other reason was that even though there were very few earth-shaking “aha” moments I did not use many of the strategies. They have been taught to me before, the strategies were right in front of me, and yet I went on struggling in silence. With this short introduction I give you my five favorite strategies.
Strategy #1 No Opt Out
This strategy actually was an “aha” moment. I was very happy to come across such a useful strategy right out of the gate after starting the book. I read the section, watched some of the cd video and was using the strategy minutes later.
At first the students had no idea what was going on. I am always amazed by the expressions that the human face can make. Without any words whatsoever many students in my class could contort their face into a configuration that read “I just said I don’t know, am I not off the hook?” As the lesson progressed they quickly became used to the idea that the question was going to come back to haunt them.
I found that many times they were being honest when they said “I don’t know,” what I did not realize that as soon as I moved on to someone else they immediately disengaged. I guess I assumed that they would stay with the discussion long enough to figure out the answer to the question they had just been asked. Unfortunately not all of my students are as willing to participate as I was back in school.
The no-opt out strategy has helped because now my students will follow the conversation a lot more closely. They know that it is okay to say “I don’t know,” but they will listen for an answer because they have learned that I will come back to them.
Strategy #2 Cold Call
ReplyDeleteThis was not so much an “aha” moment, but after reading the section I did make some changes to the process of calling for help. I have long been in the habit of randomly calling on all students. I have a stack of 3X5 cards that I use to spread the questions around. This system did have two drawbacks though.
The first problem was that I didn’t always carry around the cards. Many times during the day questions would come up quick, and I would ask the class for an answer. Even though I used my cards often, The students weren’t really used to them, and I always had the same 4-5 hands go up. A little prodding would bring up two or three more, but that was often it. I decided that I would have no more class wide volunteering. Each question had to have a receiver in mind. This led to an awful lot of practice of the no-opt out strategy, but the students began to realize that the usual 5 weren’t going to answer all of the questions.
The second problem came from the cards themselves. Once a student’s card had been pulled they knew that I would not be coming back to them again (at least not until I had gotten to everyone else). I informed the class that all cards would now be going back into the deck so it would be conceivable that they could be called on twice in rapid succession. They still breathe a sigh of relief when their name goes by, but they don’t go to sleep with their eyes open for the next ten minutes.
Strategy #3 Without Apology / Vegas (and some Format Matters)
ReplyDeleteI have a lot of fun with my kids. I usually lament this fact a few months into the school year because they kids have a hard time turning it off. (the on-off faucet idea from “Vegas” has helped a ton with this). One problem I had in class was that in years past I would often tell students things like “I know that the practice book isn’t much fun, but there are a lot of good things in there, and I don’t want to waste it.” I realized a while ago, even before reading this book, that this was a horrible message to send to the students. I concluded that never again would I tell a student that they might not like an activity, but we were going to do it anyway.
Reading the “without apology” section in the book affirmed by previously arrived at notion. Don’t ever tell a kid “you won’t like this!” A few days later “Vegas” came along, and I knew that I was already good at Vegas. So I put the two ideas together, and a few days later it came time to read one of my least favorite stories in our reading book. As we read this story I decided to point out 10 cool things about this story. This was much more of a learning experience for me than it was for my students. Where I might have said in years past “okay class, this is one of my least favorite stories, but we are going to read it anyway” I found myself hunting for “cool” things to share with them. I am happy to say that I found a lot of them. I appreciated this story a lot more than I had before, it has become one of my favorites. The kids loved the story. They put themselves into the place of the narrator and we had some really deep meaty discussions about the story.
When we were done reading the story it came time for the (usually) dreaded questions. But this time the students got right to work. After reading the “Format Matters” section I had begun using the term “whimpy answers.” I specifically forbid any “whimpy answers” I required complete sentences, and better reasoning. The quality of their work on that one story blew me away, I felt like they cared if nothing else. I have repeated the challenge to myself of finding “cool” things from each story. As of yet I have not been able to re-create the enthusiasm they had for that one story with any of the others, but every story since then has been better.
Strategy #4 SLANT
ReplyDeleteI have one student in my class (perhaps many of you have a similar individual). This kid is a bit manipulative and can be a pain in the behind. She will talk to kids next to her, and yet she has complained about every single student she has ever sat next to. In class she often acts disengaged, she will put her head down, or look anywhere else other than the board. If I get after her, she almost always knows where we are and what we are doing though (she is by no means dumb). So I showed her my book, I confided in her that even I am always learning how to be a better teacher. I showed her the section on SLANT. She understood it at least as well as I did. I told her that this is what I wanted from her. She was resistant at first, but I kept after her about it. I don’t think I changed her performance, but it really did help the other kids around her. I have taught SLANT class wide yet, I have a similar tool that I have been using and decided not to switch it up on the kids. I just used it on this one student, and it has been a positive experience. I will switch my own tool out, and switch to SLANT next year.
Strategy #5 Do it Again
ReplyDeleteThis is a perfect example of a strategy that was right in front of my nose, but I did not think to use it. Honestly, I laugh about it now because it was so stupid to put up with the quirky little annoyances from my students all this time. The example that Lemov uses of lining up is exactly where this comes from. My kids just couldn’t line up. Once lined up they would talk all the way down the hall or walk in a group rather than a line. Stupid teacher tried everything: go to the end, Johnny; go the front, Johnny; Johnny do I need to take some recess?
Do it again solved this for me so quick that I nearly cried. I can remember my own teachers doing this to my classes when I was a kid. I can’t believe it took me this long to remember. Do it again got my class quiet, it got them in one straight line, it got them facing forward. The only problem I had was once I decided to go back and do it again the trip back to the starting point was often a problem. I adjusted for this by sending the class back small distances at a time, or by only going back part of the way. The students don’t care much for it, but then again I did not have to use it very much before I got what I needed. I have learned to be careful with this though because some of the silly kids will use it as a way to waste time (Johnny still loses recess every once in a while).
Posted by Nate:
ReplyDeleteHello everyone,
I am anxiously awaiting the countdown to the field study and have been excited about all I have learned in the readings. I cannot wait to see the some of the places that I have only read about before! I want to post a cool video that was sent to me regarding some of the arms that Lewis brought with him on the journey. I found it interesting. Here is a link:
http://www.network54.com/Forum/451309/thread/1296928404/This+is+just+to+cool
I hope you enjoy it. I have also had new experiences with the teaching strategies that we have been studying. I have loved using exit cards as a way to have students self reflect on new knowledge and being able to express it to sink it into long term memory. I have even found it to have more impact when students know they will have to fill one out. They seemed to be more attentive when this happened in my class. They wanted to have information ready when they were stumped the first time. The exit cards were more thought provoking and contained better information. I have learned that whatever the strategy is as long as they know they will be held acountable for the information they are better listeners.
See you on the 20th!
Nate
POSTED BY JOSH
ReplyDeleteTeach Like a Champ
No-opt-out:
I really love this strategy. I have found out that all too often I am too willing to “rescue” a student who doesn’t want to try. I was surprised by how quickly the atmosphere of my room was changed by explaining and incorporating this strategy. It also helped me raise my own expectations of my students.
Begin with the end:
Nothing new with this strategy, but I needed and benefited from the reminder. Planning around clear objectives consistently leads to more productive class time, greater engagement and better results in my class. My students definitely benefit from this strategy and personally I go home feeling like a better teacher.
Vegas:
I really like the Vegas technique. I’ve tried doing different games with key vocabulary words. It turns out that I am very weak when it comes to turning it off. The games work so well to get people to engage for the moment that I tend to let them run, and then I fight it for the rest of the day. (Sometimes it even comes back the next day.) To really benefit from this technique I need to develop a better discipline and strategy for the start and stop aspect of it.
Draw the map:
It’s a little late for me to get much out of this strategy this year but I hope to use it next year. I have been very frustrated with the layout of my room and I am certain that there has to be a better way. I really like the idea of being able to “claim” the whole room by having access. I don’t know that it will make a difference because I haven’t made the necessary changes yet. However, I have experience the problems of not claiming the space that the author mentions. My greatest challenge in this area is the number of students that I have. When you have to fit 42 desks in a room, there are little options as to how you organize them.
Do it again:
I have some skepticism about this because I teach high school students and they hate anything that can be viewed as condescending. However I love the idea of strongly communicating excellence in student work. I don’t think I would dare use this so much in classroom organizations, but more in student work. I love the idea of having students do again those assignments that are worth doing right. All too often I attitude I see is one where students do the least amount of work as possible and then complain that it is busy work. This strategy seems that it might force students to see the value in the task that I am asking them to complete.
POSTED BY ROSE
ReplyDeleteTechnique 21 - Take a Stand
I like TAKE A STAND technique for a few reasons. I like that the students need to defend their answer, use verbal skills to explain their thought process, and have the courage to take a risk. DOL (Daily Oral Language) is used as a self start during my small group time. It is a quick grammar lesson where the student corrects sentences. A student will go to the board and make the correction. At this point I will have the whole class take a stand by show of their thumb if they agree of disagree. Not knowing the right answer, I have the student at the board explain. At this point I use the techniques right is right and no opt out. Whether right or wrong, I always praise the student for coming up and helping with the lesson.
Rose Fjeldsted
4th grade, Westfield
POSTED BY ROSEANNE
ReplyDeleteTechnique 19 - At Bats
I have found the AT BAT practice to be a bit of a battle. True, I want my students to have sufficient time to practice a new skill but at the same time I have so much material to cover that the schedule dictates that we move on. I'm not sure how to solve this dilemma.
I did apply AT BAT technique during review for CRTs. I tried to give my students a variety of practice methods in which to review the information. We did clicker response reviews, games using personal whiteboards for independent work, quiet work with discussions reviewing the material, utips online testing practice, and jeopardy. The whiteboard is a great way to get AT BAT math practice for individuals. As a class we are playing a baseball game but individually they are getting their AT BAT practice. I can instantly see who understands a concept and can move on or if I need to allow time for more practice.
This has been my first year teaching 4th grade (I taught p.e. previously) and I am constantly reviewing what went well and what needs changing. I know for next year I need more AT BAT time for science concepts and vocabulary. As we were reviewing for science CRTs I was frustrated at how much they forgot over the course of the year. I hope to find more AT BAT opportunities for my class next year so that they are better able to retain concepts taught.
POSTED BY ROSE
ReplyDeleteTechnique #15 Circulate
I found the circulate technique to be a lot of fun. I thought I did a pretty good job at circulating before I made it my mission to be more aware of when, where, and how often I circulated. It was writing and science that I surprised myself and possibly a few students. It didn't take long before I had a nice little collection of notes, toys, scissor pencil carvings, and such. I tried to break the plane within the first five minutes of the lesson to squelch any off task behavior. I frequently would sit in an empty desk to carry on discussions to create more of a group interaction rather than another science lesson given by the teacher. I believe the 4th graders at Westfield Elementary are sitting a little taller, getting involved in the lesson, and leaving their toys at home.
Rose Fjeldsted, Westfield
I decided to use Lemov’s advice and invest in my strengths and pick techniques that I was already using in the classroom and try to become “exceptional”. I have a particularly difficult class behaviorally this year, and so I narrowed my objective to see which techniques were most helpful in helping them be successful. After 2 months, I found that the techniques fell into two categories of success: those that helped the students be academically successful and those that helped build positive, clear expectations that supported a fair environment. My tough students often struggle with the subject matter. No Opt Out, Cold Call, and Right is Right helped build success. I use a cup with the students’ names on sticks when cold calling. If a student doesn’t know the answer, they can “phone a friend”. Coupled with Right is Right, there can be a series of “phone calls” as we, as a class, help to refine and shape our answers, questions, summaries, etc… Participation is not an option, but it becomes a bit of a game as we work together as a class to synthesize, restate, and refine our thinking. Because the students have heard the information stated in many different ways, they have a strong safety net of knowledge, so no one looks or feels stupid. For the tough kids, the academic banter becomes a form of success. Cold Call is also fair—no calling on just the “smart” kids, or just the kids who don’t appear to be listening. Because my tough kids often feel targeted and unjustly treated, techniques that clarify expectations were very helpful. SLANT (which I used as a refinement on a focus technique I was already using—this was much quicker, easier and more straightforward) and What To Do, helped make expectations and procedures clear and not subject to interpretation—thus making it fair for everyone. I found that the more specific I got, down to where to put your pencil and how to turn your papers, the more compliance I received and the less time wasted in transitions. Providing clear and specific instructions was also helpful in doing away with the frustration that sometimes build in my slower processing students. The ace number one technique, though, is the concept of Positive Framing. It was and is, the hardest for me to maintain. I am tired, and short of patience, and I have to keep reminding myself to keep my expectations positive, preserve anonymity, verbalize the successes, and avoid “narrating” my weaknesses. The difference is night and day in how my students respond. I am looking forward to sitting down with this book over the summer, and thinking about the refining that I can do with the other 43 techniques. (P.S. I thought I posted this already--but in checking in, I don't see it...???ah technology...)
ReplyDeleteMarch 7, 25, April 4, 18, May 4: Technique #1—No Opt Out and Technique #2—Right is Right: I started both of these at the beginning of each chapter starting with Chapter 9. This reminded me of the college days and how I use to do this and then over time, you forget and it was a great way to get started back on the basics. Certain students have opted out and tune themselves out and it was a great way to get them back involved in the classroom discussion.
ReplyDeleteMarch 7-May 11: Technique #22—Cold Call: This technique coincided with my goal for 2010-11 school year. I decided to keep a clipboard handy and keep tract of certain students, especially students who struggled with reading or had a learning disability. My goal was to check for understanding and to see if the students had shown mastery level. Whether it was the objective, topic, or an issue, I would write it down on my clipboard and Cold Call reminded me the importance of including all students in classroom discussion and everyone does have a point, even students who struggle with participation. I did try the next Technique #23—Call and Response a couple of times during the last couple of weeks of school.
March 23, 2011 and May 24, 2011: Technique #21—Take a Stand: I used this in my classroom dealing with issues the people had to deal with during their time. For example, the students learning about the Mormons had to Take a Stand: “If I was living in Salt Lake in the 1850s, I would have supported plural marriages” OR “Governor Boggs, being elected the Head of State, had every right to tell the Mormons to leave.” The Great Depression and WWII brought out some great issues so the students had to Take a Stand on, “Hoover stated: The people should support the government, but the government should not support the people” OR “Since the Pearl Harbor attacked killed 2400 Americans, the United States had every right to drop 2 atomic bombs that killed over 100,000 Japanese civilians.” The students had to Take a Stand on 5 different answers: Agree, Somewhat Agree, Neutral, Somewhat Disagree, Disagree.
May 24, 2011: Technique #3—Stretch It: When students did Taking a Stand, some answers do get repeated over and over again and that’s where Stretch It became very useful. If a student recited another student’s answer, I would say you need to stretch it. The student must take part of their answer and focus on one aspect of it and “stretch it” until they were able to express understanding. This worked very well, especially on the World War II topic: Topaz. We read the novel, “Journey to Topaz” and the students were able to bring up their own points from what they gained from it. Posted by Adam
As I started reading Teach Like a Champion, I became aware that I had fallen into the mode of end-of-the-year fatigue and curriculum panic. I had been hurling information down my students’ throats and occasionally pummeling them with questions. My sole objective was to just get through the remaining material. Teach Like a Champion has reminded me that quality is much more important than quantity.
ReplyDeleteI have decreased class content, started focusing on asking one specific question at a time, and am once again giving the students appropriate response time. It is rewarding to see how much the students have progressed in their analytical thinking, since the beginning of the year. Despite time limitations and fatigue, I am spending more time transitioning from simple to complex questions.
By using clear and concise questioning techniques, my students were able to process why they didn’t like the modern movie version of Romeo and Juliet. The comments moved from thinking it was “dumb” to coming to the understanding that they did not like the manner in which Shakespeare’s intended meaning was altered. I have found that I am able to not only increase class participation, but also increase cognitive thinking by following up questions with: “Can you add to that?”
trail
ReplyDeleteNate,
ReplyDeleteThanks so much for posting the video, I have added it as a link on the right. You will be delighted to know Jay has arranged a hands-on presentation on arms used by the corp of discovery.
POSTED BY JANE
ReplyDeleteI enjoy using the No Opt Out technique--especially with chronically off task students. By asking a student to explain a concept to a struggling student and then having that student repeat the answer back, not only is helping students, but it is also helping me assess whether or not the concepts are truly understood.
Cold Call has been an effective way to start or end the class with a review. Many of the students like the challenge of keeping the pace of this fast and rigorous questioning. I often use chorusing with these reviews, so that I can include more students. Some of the students actually view it as a game.
This is a second attempt from a blog challenged person to complete this assignment. I know that these techniques would be much more effective if started at the first of the year. I am looking forward to implementing them much earlier.
ReplyDeleteNo Opt Out
I do not have many students who refuse to answer a question but I do have students who give an incorrect answer. I wasn’t sure if I could use it in the same way. But as I used this technique, returning to the first student and having them give the answer, it was good because it gave those students an opportunity to be successful. They seemed more willing to give an answer, even if it was incorrect, because they knew they would not be condemned for trying.
Right is Right
I have one student who replaces the word, “because” with “beez”. I had not tried to correct her this year because I didn’t want to make her feel bad. Although this technique deals mostly with wrong answers, in this case I used it to help this student improve her speech. The firsts few times I used this technique she hesitated before restating her response. At first it worried me because I thought she wasn’t going to answer. She did, and as she corrected herself her responses became much quicker. I don’t know if she will change but I know that right is right and hopefully so does she.
Circulate.
During math I usually show the students the concept on the board, we do some problems together then I have them do similar problems with a buddy. When they are finished I have them again work on similar problems by themselves. While they are working by themselves I will work on other things at my desk. The individual assignments usually last about 20-30 minutes. Then we correct them as a class. When I started using circulate, more often I found the students were focused and on task and the assignments took only half the time.
Cold Call
I love cold call. When I first started using it the students would say, “I wasn’t raising my hand.” I would usually respond, “I know.” Most of the students I called on knew the correct answer. If they didn’t I would use opt out and come back to them. I think that more students started raising their hands. They may have thought if they raised their hand maybe they wouldn’t get called. But I tried to keep a good balance by calling on those who did raise their hands as well as those who didn’t.
Precise Praise
In this technique I failed miserably. I find myself saying general praise like, “Everyone is doing a great job.” Instead of saying, “Jill you are doing a great job at reading quietly and staying focused.” It is something that I am really going to work on. I try to praise my students often but I want them to get the praise that will not only help them to want to continue to do what is right, but also inspire the other students to do better as well.
As I began reading the first chapter of this book I must admit that I had a feeling that this was going to be another book that pointed at the obvious. I however enjoyed reading through the techniques and feel that many of them were points that I could improve upon and utilize.
ReplyDeleteFormat Matters #4
This year I found myself focusing a lot on grammar. During field day I had several students making the comment that “ I won him in the race,” so I repeated the sentence back to them as it mentions in the book to do. Both of the students corrected their mistake after I asked them if the other student was a prize. Writing complete sentences has also been a big challenge and I found many of the students fixing their mistakes after I read what they wrote. In this technique, it also states that you should use the word “voice” to tell your students that they are inaudible. I was doing exactly what the book said not to do in saying “louder.” During the last book report, I tried using the word “voice” but they seemed to work about the same. The students would get louder but after a minute they would be quiet again.
Circulate #15
I found the circulating technique to be interesting how it breaks the plane of the room and shows the students that you own the room. I have several students in my class that like to tinker with things in their desk and I found this technique to be helpful in deterring this behavior. After reading this section, I rearranged the desks so that I could move easier around the room. Circulating definitely keeps the students more focused and what I found to be common among the students that were not engaging, was that they would cover their work as you walked by. That was usually a red flag that they were not working up to the standard I expected.
Cold Call #22
As I read through this section on cold calling, I found it fascinating how it stated that many people perceive it as being chastening or stressful. I use this technique frequently and find that it absolutely helps keep all the students focused on what we are doing. I however think that this technique needs to be used with caution in regards to who is called upon so they don’t feel like they are being picked on. I think this technique works well after you’ve gotten to know the kids and their ability. During our math lessons, I often ask questions and many of the students raise their hand. I sometimes call on someone with their hand raised or I may call on someone who doesn’t and I often find that they also know the answer to the question. This technique works well with “No opt out.”
Tight Transitions #30 and Do It Again #39
After reading these sections, I decided that my transitions needed to be tightened up a bit. I decided to see how long it was taking my class to put away their math and get ready to go to specialty. I was astonished to see that it took almost two minutes so I had the class practice throughout the week. They actually found it to be fun to see how fast they could be. By the end of the week, they were getting their stuff put away under 30 seconds. I did observe several of the students just shoving stuff into their desk; making it a disaster. I have always taught my classes to transition silently and I think it is important to do so as the book points out. Throughout the year, I have made my class repeat lining up silently in class or even walking in the halls. It has only taken a few times of repeating an activity before the class knows my expectations. I also think that redoing an assignment to be better also sets a higher expectation. Our big focus for the year was writing and I set a high standard by having the students rewrite work that I felt they could improve.
Justin Wise
I have read most (if not all, at some point) of the comments posted on this blog, and would love to comment on many of them. However, I find that the format of the comment posting makes it difficult to do so. I would have liked to have been able to make a comment right below the original comment, but that is not possible. I have chosen instead to comment on a few that are right near my current post so that my comments make more sense. With that said:
ReplyDeleteRattlesnake: I would have to agree with you that NO OPT OUT didn't seem to be an idea that I would readily need to use in the classroom, since I rarely have students who refuse to answer (or at least try). Turns out, that I also tried being consistently returning to the student who may have incorrectly answered at first, after having heard others model the correct response. I agree with you that this portion of the technique is certainly a keeper. I had done this in the past, but not consistently. It seems as first to maybe be a waste of time, but I think will prove otherwise after making it a habit to use in the classroom. I agree with you that it might encourage more people to attempt answering, as I though more about it, I never really had 100% of the people wanted to answer 100% of the time :)
I have also had some concerns in the past with RIGHT IS RIGHT, as you had mentioned as well. Worrying that my corrections would be seen as nitpicking and that it would decrease student involvement. There was something later in the book (I wish I had the exact page to reference), but it had something to do with it not being the job of the school to foster self esteem. At first I found that off-putting. As I read on, it said that it is the job of the school to help students achieve, which would in turn affect self-esteem--and not the opposite way. I can now see that it is my job to help a student achieve, and in due time, self-esteem will be positively impacted.
You also mentioned CIRCULATE. I am note sure which level you are teaching, but I am teaching in elementary school. It is rare when I am ever able to get anything done at my desk, so that is not where I connected with your comment. However, I do know that since I have been using a document camera, I have not been circulating while I teach nearly enough or as much as I used to when I had older technology in my room. Isn't it amazing how we forget the effectiveness of such a simple and effective technique? I'm glad to see I'm not the only one who needed a refresher on that one :).
@Justin Wise...
ReplyDeleteI had a really great response typed for you. It has been lost. I guess the cybergods gobbled it up? Alas, I fear that my second attempt will not quite capture what my first had.
In a nutshell, I too thought that the book was going to be another list of things a teacher should do; things that any decent teacher already does. A book that only those teachers who are in seriously dire situations that would cause them to get fired if they didn't get a clue post haste would be required to read.
After a few pages, I realized that i DO employ many of the techniques described, after reading more, I realized there were several I USED to use and don't anymore, and then some that I hadn't EVER used. Hmmmm. I'm a great teacher, but I could be even better. Seems like we might think alike in that arena.
I suppose it is like losing weight. The simplest formula for most people (barring other physical hurdles) is to eat less and move more. But, as GI Joe says, "Knowing is half the battle!" Just knowing something isn't really worth a hill of beans if you don't use what you know...I find that as the years go on, I certainly KNOW a lot about teaching, but actually PLANNING effectively has fallen to the wayside more often than I would like to admit. While I think the number of techniques described in the book (49 + about 20 more that follow in the seemingly random ending chapters) is overwhelming, there are some that I want to not only know about, but start USING with frequency.
Not unlike Jane (posted June 1st), I also started to employ some of the techniques described in the book during May. At first I wondered why in the world I hadn't read the book faster, so that I could have used the ideas during a more "normal" time of year. Later, as it turns out, if the strategies I chose to use in May can work relatively well then, they are going to be spectacular during less "crazy" times of the year!
ReplyDelete#11 Draw the Map
Due to the limited number of science books and materials I have to use in my 4th grade classes, I normally have my students arranged in tables of about 6 students. While this arrangement works well during our "lab times" when I encourage student interaction and discussion, it isn't optimal during direct instruction. Another downfall is that I keep the desks in the same formation throughout the day during all other subjects. What I thought at first would be a waste of time and a distraction has actually saved a lot of time.
I tried using Lemov's idea of pairing students facing forward to set them up for success during those parts of the day when facing front and attending to the teacher is what is expected. When we only turned the desks during lab or groups times, it worked much better than I thought. I gave a clear timeframe for which the TIGHT TRANSITION had to take place , and had pre-taught the necessary set up for the lab groups. We practiced and sometimes had to employ DO IT AGAIN.
Even two of my most social students commented on how much they liked the new arrangement and that they were able to concentrate more and get more accomplished.
This comment has been removed by the author.
ReplyDeleteLove, love, love your comments, one of the insights many of you brought up is that the techniques highlighted in the text are so naturally intuitive, conversely they tend to fly below the radar and are often ignored as a result if we are not vigilant in ensuring "great" teaching it's easy to forget.
ReplyDeleteI appreciate that so many of you have taken the time to read one another's comments. It speaks highly of you. You will find on the field seminar that we, i.e. each of you, will become one another's greatest resource. Can't wait!!!!
Other techniques I used throughout May were:
ReplyDelete#44 Precise Praise
I am a great fan of Six-Traits Writing. I feel that this way of helping students reflect on their own writing and also my way of assessing is extremely helpful because it targets specifics for feedback. For example, a student might have strong voice in a piece of writing, but lack organization. There are specific rubrics which become a common language with the students and teacher. I feel that this specific language is what helps students improve. Rather than being good or bad writer (which sounds either hopeless, or as if there is no other improvement needed) to students are aware that there is potential to become stronger in already strong areas, as well as weaker ones.
I find that this technique is similar in that the more specific the praise, the more the student knows what led to his or her success. When a person knows the path to success, instead of just thinking it was a arbitrary good luck in getting there, I think they are much more likely to succeed in the future.
Although the students never commented specifically about the use of specific praise, their body language seemed to reflect that they felt my commments were genuine. I noticed that when I just noted their accomplishments in a generic way, it was as if they didn't believe my praise.
I found that this strategy worked especially well with a student in my class who ran out of his ADHD medicine for the last two weeks of school (What timing, huh?). I did acknowledge that it was more difficult for him to concentrate without his medicine, but I also told him I still expected him to do his best. I tried to be as specific as I could when praising him, and I think he felt like his difficult task of behaving without meds was not totally hopeless and that he was succeeding. He cried on the last day of school and gave me about a million hugs. I always miss the "naughty" ones...
# 46 THE J-FACTOR
ReplyDeleteI strongly believe that the JOY FACTOR is hard to fake. Well, you can fake it, but your students will know. Truth is, after an entire year of DOL practice (basically daily sentence proofreading), we were sick and tired of it. Sure, we had mixed it up during the year. We tried making the sentences funny, choosing interesting themes for them, and color coding our DOL sheets. However, the most fun we had was when we decided to dance our DOL. The DOL remained part of out ENTRY ROUTINE and DO NOW, but it was the checking time that made it fun. Since everyone had an opportunity to fix their DOL on paper, I chose several students via COLD call to check the DOL on the board. We discussed and made proper changes (RIGHT IS RIGHT). As our reward, I would allow a student to randomly select a track on a somewhat randomly selected CD from my instrumental CD collection to dance the DOL. One of the best was when the Mexican Hat Dance started. We quickly capitalized by drawing three imaginary lines with our tushes, we made air quotes, we showed speed bumps in the air for commas, we jumped and dramatically made an apostrophe in the air and so on. It became quite a hit because our principal snuck in one day and witnessed the whole thing. I actually started looking forward to DOL, and the students did as well. I think I'll do this from the start next year. Students who had only turned in a small percentage of the written work from DOL throughout the year turned them in the entire last month of school. During the CRTs, when students were working on the proofreading portions, I could see them thinking through their answers carefully. Some even wiggled slightly in their seats and did very understated proofreading marks in the air. This J-FACTOR activity is a keeper!
I'm frustrated. I crafted high quality comments for the last two techniques. They are now lost because my Internet connection failed. Here is the short and sweet version.
ReplyDelete#34 SEAT SIGNALS I was tired of being interrupted to use the bathroom or get a drink (we are required by our principal to let them go at any time). I began asking students to show an ASL "w" if they needed a drink, and an ASL "r" if a restroom break was needed. I simply nodded and they were on their way. It was still a little distracting, but helpful. I do, however, think I'd like to buy one of those electronic hall passes with the timer.
#10 DOUBLE PLAN I always double plan for a substitute, but never for myself. I did not use this the last month of school, but am working on a computer template that I can use to help in my planning next year. I am only starting by planning my science lessons that way, but hope to branch out into the other subjects as I get better at it.
For years, I have been plagued by students commenting about their success or failure when self correcting a test. It was nothing more than a pet peeve, but I couldn't let it go. I was reading the technique called "Vegas" and it finally struck me. I learned from another teacher how to hold a "Napoleon Party." After getting an answer correct, the students are allowed a short moment to vocalize, "Yes!" in the same tone as Napoleon Dynamite. It only take a second or two and the term Napoleon Party makes it acceptable. Sometimes a bit of novelty can be a good thing for both teachers and students.
ReplyDeleteOne of the five principles of Strong Voice is Square Up/Stand Still. I did not realize how I move when I am trying to give instruction. Our body language informs students about our beliefs and expectations. If we are moving when giving instructions, students can sense a casualness to the directive. When giving instructions, do not hand out papers or fiddle with things on your desk. Stand Up and Stand Still.
Within the Ratio technique, it suggests to teach the habits of discussion first. We tend to assume that students know how to talk seeing that that seem to do it all the time, but a discussion is so much more than just talking. When using phrase starters, the discussion can feel contrived, but the results are significant. In time, these phrases seem more commonplace and students feel more comfortable using them. The conversations becomes deeper and complex rather than respectfully skimming the surface.
"One, two, three. Eyes on me." "One, two. Eyes on you." This phrase is repeated in class after class I visit. Although it might catch the students' attention momentarily, why not simply switch the Call and Response activity to "Why are we here?" "To learn, to achieve!" This type of "cheer leading" can motivate and encourage as well as refocus students.
100 Percent has made me rethink my expectations for students. As I coach teachers, the warning about using the least invasive form of intervention should be heeded. We have used this when it comes to behavior. We need to apply this successful principle to academics as we employ the principles of Response to Intervention.
#20 Exit Ticket
ReplyDeleteI have been using this strategy in my class for a couple of years, although I knew it as "Ticket Out". It is great for a quick review and assessment. After reviewing the strategy in the book, I realized that I could make better use of this strategy than I had been. After reviewing the data from the unit tests in my class, the unit vocabulary questions still are among the most missed questions, especially with my ELL kids. My "Ticket Out" questions were generally open-ended, what-did-you-learn types of questions. I have decided that next year, I will use "Ticket Out" to review the specific vocabulary word that I introduced at the beginning of class for the Bell-Ringer. Maybe something like, "Tell me two things you learned today using today's vocabulary word." Or maybe even something more specific, but again, focusing the kids on using the introduced vocabulary. I will have to refine these ideas over the summer.
Strong Voice and Self-interruption and Economy of Language.
This strategy gave me a lot to think about. First of all, it goes with the 100% idea that ALL students need to be compliant and listen. That is a tall order with my 7th graders and although I strive for that, I admit that that I overlook some non-compliance because it seems easier at the time. After reading the section on strong voice, I implemented some of the strategies with mixed reactions. The first one I tried was self-interruption, where I cut off what I was saying mid-sentence and waited for all students to pay attention. This worked great for two of my classes, but did not work in my 6th period class, which is an extra large and loud class. I have a few students in those classes that would stop talking during the self-interruption, but within a minute, would be talking again and I would have to stop again. There was too much self-interruption in that class and it frustrated both me and some of my students. I guess this just shows that not all strategies work for all classes. What works best for my 6th period is the strategy where I use as few words as possible to get across the information and get them actively working on something. My other classes enjoy the stories and discussions more.
Jenifer Andrus
Amber,
ReplyDeleteI would love to see your class dance the DOL. It sounds great. You should film it and send it to me!
POSTED BY THE PATRIOT TEACHER
ReplyDelete"Techniques the Put Students on the Path to College Post Please view, read about and practice a minimum of five of the techniques presented..."
Since my last blog, I've looked for other strategies that might fill in gaps or solve problems for me. Although my program always merits revision, Teach Like a Champion has largely reinforced what I'm already doing. For example, in considering "Show Some Spunk," I was encouraged to continue the expressive read aloud I do during both the extended time after lunch and any other time I model reading passages during reading and content areas. I also encourage my students to "Add the Drama" to their reading, and, over time, they learn to do that consistently, largely because they are given options to select the passage for a purpose. I practice a form of "Challenge," asking that students perform at their personal best throughout the day, although we acknowledge that p. b. is different on different days and in different subjects. I don't practice much group competition, preferring collaboration, so competition in my classroom is the one type described in Challenge as "competing against oneself." I also agree with "talk expectations & aspirations"--theirs, not mine, and practice that technique consistently with my students, believing that it promotes long-term motivation and self-responsibility for learning. I intend to continue searching the book for more thoughts and ideas.