Teach Like A Champion: 49 Techniques That Put Students On The Path To College http://www.youtube.com/watch?v=r1CMvuFLfxc

Setting High Academic Standards Technique 1: No Opt Out – A sequence that begins with a student unable to answer should end as often as possible with that student answering. (Clip 1) Technique 2: Right Is Right – Set and defend a high standard of correctness in your classroom. (Clips 2 & 3) Technique 3: Stretch It – The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. (Clip 4) Technique 4: Format Matters – Require complete sentences and proficient grammar every chance you get. (Clip 5) Technique 5: Without Apology – Do not voice apologies that predetermine failure.

Planning that Ensures Academic Achievement Technique 6: Begins with the End – Progress from unit objectives to lesson objectives, knowing how you will assess and with what activities, and always make a full circle in your lesson. Technique 7: 4Ms – A great lesson objective should be manageable, measurable, made first, and most important on the path to college. Technique 8: Post It – Objectives should be visible. Technique 9: Shortest Path – If there is more than one path to achieve an objective, choose the simplest explanation or strategy. Technique 10: Double Plan – Plan for what the teacher and the student will be doing each step of the way. Technique 11: Draw the Map – Make space planning a part of lesson planning.

Structuring and Delivering Your Lessons Technique 12: The Hook – Use a short, engaging introduction to excite students into learning. Technique 13: Name the Steps – Identify steps and make them memorable. Technique 14: Board=Paper – Model for students how to track information they need to retain and ensure they have an exact copy of what they need. Technique 15: Circulate – Move around the classroom to engage and hold students accountable. (Clip 6) Technique 16: Break It Down – Break a problematic idea down into component parts when students lack a clear understanding.

Structuring and Delivering Your Lessons Technique 17: Ratio – Seek student input to solve problems by asking questions and forcing cognitive work out of students when they are ready. Technique 18: Check for Understanding – Gather data and respond quickly. Technique 19: At Bats – Provide lots of practice. Technique 20: Exit Ticket – Measure the effectiveness of your lesson with a single question. Technique 21: Take a Stand – Have students make judgments and then defend or explain their answers.

Engaging Students In Your Lesson Technique 22: Cold Call – Call on students regardless of whether they have their hand up or not. (Clips 7, 8, & 9) Technique 23: Call and Response – Teacher asks a question and students respond in unison or choral response. Technique 24: Pepper – A fast-paced, unpredictable review of fundamentals with lots of chances of participation in rapid succession and could be used as a warm-up activity. (Clip 10)

Engaging Students In Your Lesson Technique 25: Wait Time – A strategic delay after asking a question before seeking the answer. (Clip 11) Technique 26: Everybody Writes – Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. (Clip 12) Technique 27: Vegas – A moment during class when you might observe some production values: music, lights, rhythm, dancing while still reinforcing the day’s learning objectives.

Creating a Strong Classroom Culture Technique 28: Entry Routine – Make a habit out of what efficient, productive and scholarly after a greeting and as students take their seats and class begins. Technique 29: Do Now – A short activity that you have written on the board or is waiting at their desks. Technique 30: Tight Transitions – Having quick and routine transitions which students can execute without extensive narration from the teacher. (Clip 13) Technique 31: Binder Control – Having a required format for organizing papers within a binder.

Creating a Strong Classroom Culture Technique 32: SLANT – Sit up, Listen, Ask/Answer a question, Nod your head, Track the speaker Technique 33: On Your Mark – Show students how to be prepared and expect them to be so everyday. Technique 34: Seat Signals – Develop a set of signals for common needs. Technique 35: Props – Public praise for students who demonstrate excellence or exemplify virtues.

Setting and Maintaining High Behavioral Expectations Technique 36: 100 Percent – Full compliance of highest behavioral expectations (Clips 14, 15, & 16) Technique 37: What to Do – Give directions to students in a way that provides clear, easy and useful guidance Technique 38: Strong Voice – Economy of Language, Do Not Talk Over, Do Not Engage, Square Up/Stand Still, Quiet Power (Clip 17) Technique 39: Do It Again – Practice helps students improve and it is often the best consequence. (Clip 18)

Setting and Maintaining High Behavioral Expectations Technique 40: Sweat the Details – Plan your environment so it seems an orderly and organized place at all times. Technique 41: Threshold – Set expectations from the minute students enter the door to the minute they exit. Technique 42: No Warnings – Develop a scaled system of incrementally larger consequences that you can deliver reliably, fairly, and without hesitation.

Building Character & Trust Technique 43: Positive Framing – Make corrections consistently and positively. (Clip 19) Technique 44: Precise Praise – Do not trivialize praise. Make it specific and genuine. Technique 45: Warm/Strict – You must be caring, funny, warm, concerned, and nurturing as well as strict, relentless and sometimes inflexible. Technique 46: The J-Factor – Finding joy in the work of learning. (Clips 20 & 21)

Building Character & Trust Technique 47: Emotional Constancy – Take personal emotions out of a situation and remain calm. Technique 48: Explain Everything – Make clear the rationale behind decisions made in students’ best interest and the way adults think on behalf of students. Technique 49: Normalize Error – Getting it wrong and then getting it right is one of the fundamental processes for schooling. Respond to both as completely normal.