LEMOV PROJECT - STRATEGY EXAMPLES per EDSC 313 Syllabus

Kathryn Patzke
Strategy

Effectiveness Rating
+ = effective

Date
Implemented/Reflection/Comments

- = challenging
Technique #1: No Opt Out
The student who answers with
an I dont know or an unsure
answer should answer that
question as often as possible.

Technique #2: Right is

right
Not rounding up their
rightness. They have to be
correct and asking them
questions to further gauge
their thinking.
Technique #3: Stretch it
Asking questions to better
get beneath the surface
answer.

I found this strategy to be extremely effective because it doesnt apply that

low level of correctness that could possibly pacify the students. It digs into
their critical thinking skills and allows them to engage even further into their
surface level thinking. I called on a student and when they gave me those
surface level ideas, I probed further, sometimes readjusting the question I
was asking.

I used this in tandem with Right is right because I found it difficult to have one
without the other. To get them to that answer, it was an impossibility to not
answer questions to see

Technique #8: Post it

Post objective on the board
so students are aware of what
is expected of them

I found this strategy challenging because of many of the students in this

school system today. You can ask over and over again, however, it seems
that they dont care whether or not they actually answer it or not and it
slowly becomes a moot point. I also felt like I was singling a student out and
it was providing nothing positive to the table.

It is hard to not have a positive outcome to this method. The students can see
what is expected of them and when they are off track you can point to the
board and you can reassign their way of thinking. During the class period I
asked a student, Anna, why are you not focused on the literary guide? I then
pointed to the board to show her where her thinking should be.

Strategy

Effectiveness Rating
+ = effective

Date
Implemented/Reflection/Comments

- = challenging
Technique #45: Warm/Strict
This shows students that you can
be warm nurturing, funny,
caring, but also inflexible and
relentless and strict within your
boundaries.

Technique #42: No Warnings

Preventing students from having
issues before they begin. Have
minor interventions to prevent big
emotional situations from
occurring.
Technique #38: Strong
Voice
A teacher has a command
over the classroom by
using loud and confident
classroom voice

Technique #19: At Bats

Triggering muscle memory by
doing something over and over
again, getting more practice in
as the time goes on

8/28/15 This is definitely something that is easy to implement and proves to

be my way of teaching. Students can joke with me, have fun, be
warm/comforted by having me as a teacher, but respect is my overall rule
and that boundary should not be crossed.

8/27/15 Students do not have a seating chart the first week of school due to
counselors moving students around. Its not until they are finalized in their
classrooms that they will be assigned a seating chart. With that being said,
the students have been gravitating towards their friends and have been a bit
more rowdy in 4th and 5th period. I have started moving kids seats before
class even starts (assessing their talking during journal) and prevents
students from
being an issue before anything happens.
8/21-rest
of semester
This is something that is easy and incredibly important to implement. I have a
naturally loud demeanor so having that kind of command over the classroom
is incredibly easy. The only downside to this was on Friday during their project
work day, they were loud and my voice was failing to reach over their talking.
During those moments, turning a light off and then quieting them down to
resume the strong voice technique worked the best.
8/23/15 Every day during the first 5-10 minutes of class, the students
receive their journal entry prompts and they take that time to write 5-7
sentences that answer the questions. This is something that is strongly
shaping their English classroom experience. They come in, they know exactly
what they are doing and their writing gets better every single time.

Strategy

Effectiveness Rating
+ = effective

Date
Implemented/Reflection/Comments

- = challenging
Technique #30: Tight Transitions
The less time you spend
narrating as a teacher, the more
the students are learning. The
less time you are explaining what
to do next and make it clear and
concise, the more the students
can continue their learning.
Technique #18: Check for
Understanding
This is a way to poll your students
and collect data on their
understanding .

Technique #17: Ratio

Helping you to complete a
problem together, you
randomly ask students to
help.

Technique #47: Emotional

Constancy
You have to gauge whether the
students objective is to please
you or because you have the
classroom under control

9/1/2015 end of semester

This is something that every instructor needs to master. The reason for this is
because the less time you spend transitioning, the more control you have
over your classroom, and therefore your classroom management will run
smoother. I have noticed that when transition times exceed a certain time,
the students can become rowdier with every passing transition. Therefore,
keeping them short and concise keeps the students focused.

9/1/2015-end of semester
At first I was using vague questioning such as does everyone understand?
And there are too many students who feel embarrassed to raise their hand
and ask questions. When you ask specific questions related to the topic, you
are more prone to receive questions that allow you to gauge and assess
where your students understanding is.

+
+/-

9/2/15
-I have mixed feelings about this technique. It can put students who really
dont know how to do something on the spot and embarrass them. This could
deter them from speaking up in the future. However, the students who dont
have the social anxieties of others, I could see the benefit of helping one
another out and building a community. It honestly just depends on the feel of
the room and how the students are comprehending everything.
9/3/15
An emotionally constant teacher is one that has the class under control at all
times. I feel that with my strong voice and the other lemov strategies that I
do, I have the class under control about 80% of the time. I think that the
respect we have for one another is what is making the classroom run
smoothly.

Strategy

Effectiveness Rating
+ = effective

Date
Implemented/Reflection/Comments

- = challenging
Technique #41: Threshold
Students know what it is
expected of them as soon as they
enter the door at school. This
ensures a great classroom set
up.

Technique #4: Format Matters

Correct students format of
answers verbally and on paper in
a casual way so that they see the
learning from casual use.

Technique #28: Entry

Routine
Students enter the room
with clear expectations

+
+

Technique #29: Do Now

Students are aware of what is
expected of them every day when
they enter the classroom.

Technique #31: Binder Control

Students learn organization
skills through a known area in
their binder to keep certain
items.

9/5/15
I have noticed that when students know what is expected of them as soon as
they enter the classroom, they tend to behave better throughout the day.
When Im not out in the hallway greeting them, they tend to be confused and
think that this is not an ordinary day and they dont do what is expected of
them.

9/5/15
I noticed that I do this naturally with students, but take a few times to be
prompted to correct it. They dont realize when I first do it, so I tend to repeat
myself so they get the idea without me telling them over and over again.

8/24/15
Students have clear expectations when entering the classroom including
assigned seats and the journal entry being posted on the board for them to
complete as soon as they walk in. Not always are they quiet. They tend to try
to put off doing the journal entry for as long as possible, however, once I use
Loud Voice and get them back on track, all is well.
10/1/15
This was actually initiated at the beginning of the school year with their
journal entry, (as previously depicted in Entry Routine), however, they have
just started getting the hang of it. Since I am currently teaching freshman,
they are having an issue with new responsibilities, so it makes sense that they
are just now getting the hang of doing what is asked without being asked.
8/24/15
Students were given an item sheet at the beginning of the year. Also, when
taking notes, I make mention that they can take them in their journal so that
they wont lose them. Then, when they come to me and say, I cant find my
notes, I can quickly refer to their journal and say, You were told to take notes
in your journal, did you? And we can go from there.

Technique #33: On your Mark

Students have their materials
and are prepared for class to
reduce distraction time.

Technique #34: Seat Signals

Students are asking to signal
from their desk when they need
to use the restroom or when they
need to get up to sharpen their
pencil.

Technique #35: Props

Students need positive
reinforcement, so when a
student does something right,
then different methods of props
should be given.

Technique #36: 100 Percent

Students will give their 100
percent compliance to directions
so that the whole class knows
what is expected of them.

+/-

Technique #37: What to Do

Students know specifically what
to do, when to do it, and what is
expected of them. They know
the specifics, most importantly.

Technique #39: Do it Again

Students, when they dont learn
basic skills, they must do it over
and over again until they get it
right.
Technique #40: Sweat the
Details
Showing the basic care and
necessity for the smallest of
things in the classroom.

+
+

10/29/15
I think that this is a great idea for students to be prepared every day when
they come into class, however, to have this work perfectly every single day
seems a bit unattainable to achieve especially for 14 year olds.

10/22/15
I could see this working in the future, however, it is hard for the students to
remember what is expected from them on any given day. I introduced them to
this idea and new concept, however, it was hard for them to remember this
simple task. So I dropped this task halfway through the lesson and allowed
them to ask to leave. The students have their bathroom passes regardless, so
keeping them from using the bathroom often is usually under control for the
8/24/15 present
I found this tool to be effective and useful and most importantly, fun. When a
student does something correct, I find that if they are acknowledge for their
work achieved, they will continue to do this as well as they did the first time
over and over again. I love doing this one because they feel special and
appreciated. We did a method of props during the about me project on the
first week of school. After each student went up we did Two claps for
11/2/15
Students understand that I expect 100% compliance to all directions, but
achieving this is a hearty endeavor. I think its important that your students
are aware of what is expected of them, however, in EVERY class, there will
always be that one student that cant be reached. Either they are dealing with
their home life or laziness, they are going to make it known that they do not
want to contribute.
11/2/15
The Sequential portion of this technique is what I found to be the best and
most effective in what I needed for my lessons to go from good to great.
When students know the specifics on what to do, when to do it, and why they
are doing it, then they will be the most best version of themselves.
11/4/15
For the longest time, students were not coming into the classroom, prepared
to work. So one day, I made them pack up all their stuff, stand out in the
hallfway, and do it again. So until they could come into the class ready to work
with their journals outthey would keep doing it over and over again until it
proved to be effective.
8/24/15 present
The basic rule for 6th period (the last class of the day) is that the students in
that class pick up the trash on the floor and pick up the books that are on the
floor. This helps us as a teacher keep an orderly class. Along with this, there is
white tape in lines on the floor to keep desk straight and narrow and in the
correct lines.

Technique #27: Vegas

Put a little sparkle in your lesson
plans to make them stand out
for the day.

Technique #5: Without Apology

As a teacher, not apologizing for
certain content because the
students will check out.

Technique #6: Begin with the

end
Start out with planning the
overall unit plan and then circle
back with each individual lesson
plans. Go with what you want
your students to know at the
end and then start planning the
details of it.

+/-

Technique #10: Double Plan

Planning not only what the
teacher is saying and doing, but
what will the students be during
that time.

9/11/15 During the tone and mood lesson plan, I played the Lets get ready
to Ruuuuuumble song where I loudly proclaimed, In one corner we have
TONE! In the other corner we have MOOD! This was to show how they are
similar but actually quite different. This is something that was fun and
definitely stuck with them. They had no problem identifying the difference
between tone and mood in the future.
11/6/15
This one was a difficult one to do. Not that I apologize for content, but because
its so natural to start off by saying, Im sorry but However, I do think
students need to see the real side of teaching. Not everything is going to be
bells and whistles, and if you are real with them, they tend to give you and the
content the respect it deserves, even if you do apologize for it beforehand.
8/24/15 present
This is the most effective way Ive found when planning my unit plans or even
the week ahead of me. I start with the big picture and then I can narrow it
down to the detailed pieces. When planning my Edgar Allan Poe lessons, I
knew that I wanted them to understand the language of EAP and be able to
break down the stanzas in the Raven effectively and by themselves. So I
planned my lessons in a way that helped them do that and in a way they can
do that in the future.
11/12/15
This was something that I hadnt thought about doing before but turned out to
be the biggest life saver that Ive encountered. I had moments where students
werent doing certain things because they were simply watching me or
listening to me. But as of recently, Ive laid out every step of the way on both
parties, so everything begins running smoothly.