TLAC DAR and Graphic Organizer

TLAC DAR and Graphic Organizer

The Observed Technique from the Book Teach Like a Champion 3.0

Technique: 34. “Cold call”

I observed Mrs. Samantha teaching reading to Pre-Kindergarten learners at St. Calvert ABC School. While teaching, Mrs. Samantha creatively used the “cold call” technique to manage her classroom environment effectively. Lemov says classroom management is a teacher’s most powerful tool and skill (413). It helps tutors create a positive learning setting, build ratio and equality, prevent disruptive behaviors, and set clear goals and expectations for learner behavior. Therefore, Mrs. Samantha used a ‘cold call’ technique to elicit surprising and positive effects in her class. The cold call technique calls on learners to answer questions regardless of whether they raise their hands to build ratio and equality in class (Lemov 414). I noted that teacher Mrs. Samantha mostly used ‘cold call’ to call upon any learner to answer questions. This greatly helped her class remain calmer, and students stayed focused on learning. There was little to no misconduct in Mrs. Samantha’s class because she effectively used the “cold call” technique to manage the classroom environment and control class misconduct.

How My Assigned Classroom Teacher Used This Technique

My assigned classroom teacher was Mrs. Samantha, a pre-kindergarten tutor at Calvert ABC School. This class had a total of 18 students: nine boys and nine girls. I observed Mrs. Samantha while teaching the story “Puddle Pail” By Eliza Kleven. She frequently used the cold call technique to call upon learners to answer questions about the book they were reading. I realized that Mrs. Samantha created several open-ended questions throughout the book they were reading to help her control the class. For example, as she read the book, I noticed two boys playing and conversing. Mrs. Samantha did not react but used the cold call technique, called upon each of the learners, and asked them a question about the book. If they failed to answer, they were to stand until another question was asked. If you answer, then you sit. If you fail to answer, you stand for the whole lesson. I saw Mrs. Samantha use this technique throughout the teaching lesson. She called the learners who misbehaved and those who never raised their hands. As such, the technique ensured everyone was actively participating in class. For example, one student sat in the corner; she never raised her hand whenever any question was asked. However, I saw Mrs. Samantha frequently call her to answer the questions she asked, and she correctly answered them. The cold call technique was very effective because learners took it positively and remained more attentive and focused on learning so that when they were called upon, they could attempt or correctly answer the questions (Lemov 418). In addition, this technique reduced misbehavior, built ratio and equality in class, and elicited a surprising and positive learning environment.

Analysis: How Does This Technique Relate to InTasc Standard #7?

The technique “cold call” relates to InTasc standard #7 planning for instruction, which states, “The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context?” (InTasc 7). The primary reason this technique relates to this standard is that the teacher effectively planned for instruction by making up different open-ended questions she was to use to teach while also using the cold call technique to manage and teach her class. For example, the teacher read a question from her planned list for a student to answer. The question stated, “What did Erst think about what Sol would collect? This showed that the teacher effectively planned for instruction because the questions were prepared before the lesson and used to affect teaching and manage the classroom environment. In addition, the questions the teacher was asking learners were drawn from the content area she was teaching, which shows that the cold call technique relates to InTasc 7. Finally, the cold call technique is used to control misbehavior, test learners’ knowledge and understanding of content, and build ratio and equality, which is part of planning for instruction. This then means the two relate to each other.

Reflection

From this situation, I learned that teaching is a learning process. From observing Mrs. Samantha, I learned a new teaching skill that I would implement in my class to help me effectively manage and promote engagement in my classroom. In addition, from the artifact, I learned that I still need to work on my teaching techniques and strategies. The one thing I consider a success related to this situation is that I managed to observe teacher Samantha and gained a new teaching technique, which I can use in my class. One area for continuous improvement related to this situation is to work on my classroom management and effective planning for instruction skills. I need to continue improving in these areas because I realized in every observation that my classroom management skills are still not fitting. For example, when I reflected upon my class and Mrs. Samantha’s class, I learned that Mrs. Samantha’s class was more active and calmer than mine. As such, I learned I need to improve my classroom management skills.

Most importantly, I realized my classroom management skills would only improve if I effectively planned for instruction. One of the goals I established for myself is to work on my classroom management skills before graduation. Secondly, I plan to further my studies to become a leader in education, mentor young teachers, and mold them into effective and professional educators.

Summary of Chapter 11

This chapter discusses the high behavioral expectations in a classroom. It, in turn, gives seven techniques a teacher can use to develop high behavioral expectations for their learners in class. Lemov says that a classroom must always be orderly for learning (590). Therefore, with techniques such as “what to do,” teachers can maintain class orderliness and contain misbehavior. The “What to do” technique ensures teachers give directions correctly and tell the learners the expected behavior in class. This is because poor directions, which are unclear, or meanders, can be consequential to teachers. Therefore, teachers can use this strategy to give specific, sequential, concrete, and observable class directions to manage behavior. The other technique is ‘radar and be seen looking.’ Lemov affirms that teachers should ensure that their glance at the learners is observable, meaning learners should be able to notice the teachers glance at what they do and write (Lemov 580). Therefore, students should be aware that the teacher is looking at them using subtle non-verbal actions, which will prevent behaviors that need correction.

The third technique is to make expectations visible. Lemov encourages teachers to ensure their expectations, especially about class behavior, are visible through actions such as glancing at the learners more frequently (610). Such actions will make learners do what the teacher has asked them to and make it easy for the teachers to hold them accountable for their actions. The other technique is the use of the least invasive intervention. Managing misbehavior in class can be time-wasting and daunting to teachers. However, Lemov says that the primary goal of behavioral interventions is to get one hundred percent of learners attentive, positively engaged, and on a task in a lesson (610). However, constant time-wasting interventions that ensure everybody concentrates in class can make teaching impossible. Therefore, the author offers the six least invasive interventions that can simplify teachers’ work in containing misbehavior and reducing wastage of time. They include positive group correction, non-verbal intervention, anonymous individual correction, and private individual correction. The other technique is firm, calm finesse. This technique ensures that teachers remain firm and calm and bring order in class, ensuring learners are calm and composed and do not just call out answers. Some general rules for teaching this technique are that teachers should value purpose over power, catch it early, use a bright face, use universal language, and remember thank you is the strongest phrase among others. The other technique is the art of the consequence, where teachers must ensure that despite using all other techniques to redirect non-productive behavior with grace and subtlety to prevent small misbehavior from escalating, there is a need to give a consequence for misconduct in a class.   The last technique is to use a strong voice. This means teachers should remain steady and have the self-control to maintain their composure and poise, particularly under duress. The author affirms that these techniques if used effectively, can ensure high behavioral expectations in a classroom.

 A Graphic Organizer of Techniques 47-58

Works Cited

InTasc. InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. 2013

Lemov, Doug. Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. John Wiley & Sons, 2021.

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