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A technique that I see teachers using now with students that I have not seen being used as a child is praising students work and giving positive feedback. When I was a child, I remember receiving negative feedbacks from my teachers and things "to improve" on. However, only few of my teachers ever praised my work or gave me positive feedback. This would make me feel bad because I would never know what my strengths are. However, today I see more teachers practice students praising in the classroom which I also practice in my classroom. I've noticed my students perform better and have higher motivation when they are praised for their work before giving them suggestion for further improvements.

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One unique technique that I've seen my CT use in her classroom that Lemov also mentions is "cold call" to engage students in the lesson. As students, we associate "cold call" as negative thing because we think our teachers are putting us on the spot. However, from a teachers perspective, "cold call" allows us to see whether students are paying attention and learning. This technique works well in our classroom because it helps students to stay alert on the lesson and forces them to be engaged and participate. "Stretch it" is another technique that I like to use in the classroom. Constantly asking students to elaborate on their response, support their answers with evidence etc. enables their critical thinking skill which is very effective for students learning.

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A technique that I have seen my mentor use now with students that I have not seen being used as a child was "The J-Factor". Growing up, we would often have had a mini-lesson where students would just listen to the teacher and then complete the assigned workbook pages that accompanied the lesson. We would often time just read on our own. It was a very monotonous environment. As times have changed with the integration of advanced technology, my mentor is able to include videos and instantaneous pull up any pictures that would further engage students in the learning. She would also try to humor students when she can in relation to the topic that she was teaching a lesson on. This way to the classroom was not as stiff then what I remembered it to be.

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A unique technique that I have seen and have been practicing using in the classroom is cold calling which was spoken about as a technique in Chapter 4. My mentor has used this technique consistently throughout my time in my placement which took me some time to get used to. I was at first reluctant to use it as I remember that the technique was not encouraged in undergraduate in my studies. I remember that it was said to create stress and pressure on the students which may affect their voluntary engagement in lessons. After observing my mentor use it with the students, I saw that it kept students on task and set high expectations to always be engaged in the lesson since they can be called at any moment. Even if students did not know the answer, they still try to contribute something and are not afraid to make mistakes. Oftentimes, I would see others in the classroom add on to their responses. I think this technique works well if we create and safe space for students to learn.

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What is a technique that you see teachers using now with students that you have not seen being used as a child?

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What is a unique technique that you have used or seen a teacher use in a classroom? Does it relate to any that we spoke about?

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I've seen in many classes during read-aloud that teachers would tell a student to read, stop them randomly, and call on the next reader to continue. If a paragraph has too many complex words, the teacher would pick up and read. Students might be worried that they don't know how to pronounce a word but if the teacher read it aloud, then they realize how it's supposed to sound. This keeps students alert and productively following along with each word. So the technique control the game from chapter 10 has been widely used throughout the years.

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I have seen the technique cold-calling being used as a child but I don't remember it being systematic or predictable. It appears to be used when people aren't on task and is used to make us nervous. Now in student teaching, everyone has a chance of being randomly called on to get participation points because many students have an answer but are afraid of being wrong.

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In my current student teaching, a technique that my teacher uses is cold calling. Cold calling is normalized in the classroom which I have not seen before because this technique could sometimes make students anxious. However my teacher uses this technique as a way of having more students the opportunity to speak in English since most of the students are not willing to raise their hand. The students seem to understand that cold calling is normal in the classroom and even if the students don't know the answer, their partner next to them usually helps the students with pronunciation or with the answer. Since everyone is learning English, the students don't feel pressured when they don't know the answer when being randomly called on.

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A technique that I see teachers using now with students is the incorporation of technology for "The J-Factor" because children these days are so used to associating technology with fun, thus teachers use it to initially spark their interests and increase engagement. Websites like Jeopardy maker, Kahoot, Book Creator, and even Google Forms and more offer ways to assess student learning with quizzes and digital activities. As a child, I don't remember using technology as much as part of my learning other than having one class period for computer class. I've noticed that in general classrooms, more teachers are finding ways to use technology in their lessons.