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I like to use cold call in my classroom to keep students accountable and fully engaged .

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Wait time is a strategy that I frequently use in my classroom. It forces all students to think about the question or topic that I just presented and not rely on the students who always answer the questions. Additionally, during wait time, I count the number of hands that are raised out loud before I call on a student to encourage students to participate. Using wait time, I also frequently say that it is okay not to know but it is not okay not to try so all students feel that it is "safe" to give an answer, even if they're not sure if it is right.

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Cold call is a strategy that keeps my students paying attention and accountable for what is happening at all times.

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I use cold calls daily within my classroom in all subject areas. My students respond very well in that they know the expectation is if there name is called they need to be ready to answer at all times. This has maintained a high expectation for paying attention.

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I"ve been using the pepper strategy.  They are a great review/reinforcer that can be used quickly in my short 30 minute lessons.

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By utilizing Padlet I have incorporated affirmative checking into some of my lessons. Utilizing technology, students do not have to come show me their work, but instead I can see their responses in real time as they work. I give shout outs to students who are on the right track and also offer assistance to those who may need more guidance. Students really like that I can share their work for others to see.

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I have tried to perfect my use of Precise Praise this year. I often find myself telling students "Good Job" or praising them generically when their answer is not fully correct. This is so hard for me for me because I often find myself overpraising students in the classroom or praising them for things that are supposed to be standard practice. The TLC book says that praise, unlike acknowledgement, "doesn't suggest that doing what is expected in exceptional" and I feel like this is what our students currently think. I try to praise students when they go above and beyond, and not just do what is expected.

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A strategy that I have utilized

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I use Wait Time with my students. This helps them to process information more accurately and prepare to give a response. Wait Time is beneficial for my students in all subject areas, as well as in their small groups. This technique helps my students participate more often. When they are prompted to "think", they actually take time to think about an answer or response.

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I am increasing my use of No Opt Out to try to get all students, especially those with a history of not responding, to experience success.  I have been using Cold Calling to encourage all students to pay attention and respond, not just the ones who always raise their hands.

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I have continued to use Cold Call this year during Math Talk. It allows me to make sure different students are helping to define terms, but I do allow students to pass if they do not know the answer. I hold those students accountable though by returning to them once another student has provided the definition for them to repeat it, so it is also incorporating the "No Opt" strategy because students must supply an answer before I move on to the next term. I feel like this process keeps student engaged during vocabulary review, because they never know who I will call on next.

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I have been using Show Me this year. It has allowed me to quickly see where students need help. I can also review 'mistakes' and address them right away. Students use their fingers to show a 1, 2, 3, etc. I have also used sign language for students to choose letter answers. The Show Me strategy is also used with whiteboards and students that are incorrect can fix their mistakes as we discuss answers. Sometimes I ask the students to show me their answer on their chest to build more confidence if they are afraid they will have the wrong answer.

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Using Cold Call during Accountable talk has been beneficial to my students this year.  When there name is picked they need to share what their partner has said.  This has made them really listen to their partners responses.  I have noticed students practicing what their partner has said so they are ready if they are called on.

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I use the “No Opt” strategy throughout the day in my classroom. The students have responded very well to this strategy. I’ve noticed that after I give wait time students who are unsure about the answer will seek a friend nearby to help them figure out the answer. Afterwards I always go back to the original student to repeat the answer. I have seen students seek help and then feel confident in sharing the answer. This lessens anxiety and fear of not knowing the answer. It helps them to see that it’s okay to not know the answer sometimes and that we might need to ask a peer for guidance. My students and I love the “No Opt” strategy.

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"Wait time" is crucial for English Language Learners. I use it as a matter of course. My students are often translating in their heads as they process information. Allowing them time ensures that they have been able to translate and to deliver a thoughtful response. I have to remind myself to give students true silent think time, as I'm inclined to insert another thought or question after asking the initial question. Because I have been using this strategy with them, the students know that they will have the opportunity to think the question through AND that they will be expected to offer a response.

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A strategy I have been using is "No Opt Out". Because our time is short in intervention and all of my students need to grow we need to be super focused on our learning. Since I have been more intentional about doing this I have noticed that students are staying more focused and know that I expect them to answer. If they honestly say, "I don't know." and there isn't a way for me to prompt them to return to the text I will let another student answer and then have the original student repeat the correct answer to me. I really feel like this continues to hold them accountable for their learning.

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I have been using the Compliance Visible Strategy and Radar/Be Seen Looking during independent reading. The first helps me to be more explicit with directions; the second reminds students that I am watching without talking. I am seeing more students on task.

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I often use the Show Me strategy. Mostly i use it in Math but I have also found it works well in Fundations. I feel that it gives students a little more cinfidence when answering questions

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The TLAC strategy I've utilized the most in my class this year is wait time.  This strategy has helped both ME and the students in the classroom.  I know that I talk fast & I talk a lot which can be hard for the kids.  This has helped me make sure that students are understanding the questions I pose, have time to adequately think about the question, and holds all students accountable.  I am aware of the time, I make sure that the students are not talking, raising hands, or doodling during their wait time.   I also think it's beneficial to tell them how much time they will get to give adequate thinking time.  The students don't rush through their thinking because they think I'm going to call on them in 4-5 seconds.  It took time for students to get used to it in the beginning, but it's worth it.

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Cold Call is a strategy that I use each day in the classroom.  It helps me to not call on the same people or those who always participate.  Using Cold Call also keeps everyone focused and on task. Using Turn and Talk before Cold Call helps those students who might not have an answer right away,

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One strategy that I use daily in my classroom is wait time. I have found it very beneficial for reluctant "participators" to give them more time to think about a given question. I have noticed that several students who do not put their hand up right away have been able to do so when I give them additional time to answer a question. Giving students wait time has increased their confidence with answering questions in all subject areas so far this school year.

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I often use the No Opt Strategy. If I call on a student for an answer and they don't know, I call on someone else to help. Rather than having someone else give the correct and moving on, I go back to the initial student who struggled with providing the answer and have them repeat what the other student said. I feel that since this is a strategy I often use, students tend to pay more attention to what their peers say when answering questions and also during collaborative discussions.

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A strategy that I like to use for my small groups is "No Opt Out." Using this strategy makes students accountable for an answer. Occasionally, the student may not answer because of behavior, or because they simply do not know. Either way, the students expectation is that they will always provide an answer regardless of the circumstance. Within a small group, work is often differentiated, so it might be that I am using the different formats to get the student to answer. For example, I might need to provide a cue or prompt to the answer and have the student repeat it.

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I like to use the show me strategy during math. This strategy helps me to see who understands what I am teaching and who needs help. Since staring using it I have seen students become more confidence in their work.

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I like to use the No Opt Out strategy throughout the day. If I cold call a student and they are not sure of the answer or the direction to retell to the class, after giving wait time, a student may ask for a helping hand. Once the helping hand student gives the answer or direction, the initial student will repeat what was said. I feel it builds confidence, listening accountability of the initial student, and helps students who may be anxious. I think this strategy would have helped me in school to not be so anxious or embarrassed if I was unsure of myself when answering a question in front of everyone.

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I use cold call in the classroom everyday. I do allow groups to talk first, this way everyone has some sort of an answer ready before a student is selected using sticks. I have also been utilizing wait time, because I am encouraging students to go back in the text to support or find an answer. Wait time allows more students the chance to check their resources for the answer

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I like to utilize Turn and Talk in my classroom.  I helps students explain their thinking, adjust their thinking, and justify their answer.  My students have grown more confident and have learned to better articulate their thinking.  Then I use Cold Call after Turn and Talk to hold students accountable for not only their thinking but their partner's response.  I can use both in all subject areas!

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My room has been using turn and talk a lot this year and in all subject areas. It gives students a chance to share ideas with each other before going whole group. This has helped students who are unsure of the answer to have something concrete to share in case they are called on. It also sparks conversations between students when their answers differ and they have to prove quickly their point of view.

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I use Turn and Talk, Cold Call, and Affirmative Checking. The students like affirmative checking because they get individualized attention and it is a quick way for them to receive a positive confirmation on their work.

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I have been using Turn and Talk in most subject areas.  Cold call has been utilized for many areas but I am most excited about its use in Accountable Talk.  Not only do partners have to share (whatever focus we are discussing) but whoever's stick I draw they have to be prepared to talk about the other person's response.  They really have gotten good this. :)

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In Kindergarten, I have used Turn and Talk and Wait Time a lot.  Every morning I have a Share time during our morning meeting.  I pose a question to the students, sometimes it is a quick question like, what is your favorite color other times it is reinforcing a lesson from the day before, for example:  Tell me something a plant needs to survive.  I pose the question and give the students wait time to think about what they want to say.  Then I have them turn and talk with a partner to answer the question.  I then have them share their partner's answer.  We are working on their listening skills and focus with this strategy.  At the beginning of the school year, they had to go back and ask their partners what they said again several times.  Now they are getting really good at listening and sharing what their partner said to them.

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One that has been worked on a lot this year in PreK is wait time. We have a lot of students this year who have never been in a formal center before and are very apprehensive about answering questions. They have needed a lot of wait time to grow their confidence in answering questions. At this point in the year, they have become more confident and answer questions quicker. However, if I did not allow that extra time and encouragement at the beginning of the year, they would now have even more anxiety.

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Cold Call is a very frequent strategy in my classroom, although I think affirmative checking has become a favorite for my students working independently.  They will take a skill back to their seats to work on by themselves, however they are required to check in with me after every 2-3 problems for accuracy.  My higher level students do this because they know they have to, but my middle students are the ones who enjoy and thrive off of it because it reassures them that they are correctly completing assignments.

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I use the "No Opt Out" strategy often. This strategy supports a lot of my students who may need peer models to demonstrate answering questions or to help build their language/categorical knowledge and word retrieval.  It also builds a culture of accountability when behavior is the reason for a "No Response."

Early Childhood
Special Ed

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We've been working on Teach Like a Champion strategies all year.  Please share one strategy that you use on a regular basis. Add comments about your success and student reactions to the TLC strategy. Please add your name and/or grade level.  Please share your ideas before the PD on Wednesday.