1. What Does Teaching Like a Champion Look Like?
CERTIFIED TEACHERS ONLY Take a Journal and write your name on the front
Label the first 3 pages as Table of Contents and page numbers i, ii, iii
On the first spot of Table of Contents, label “What Does Teaching Like a Champion Look Like in the Classroom”
On page 1, describe what teaching like a champion looks like in the classroom.
Greet everyone at the door. Give everyone about 3 minutes to write.
Share at each table
Share as a whole while writing different characteristics on chart paper.

2. What does it look like to TEACH LIKE A CHAMPION?
Share-Out
What does it look like to TEACH LIKE A CHAMPION?

3. All Red Foxes Teach Like A Champion
Goal
All Red Foxes Teach Like A Champion

4. Welcome! Do Now - What does it look like to Teach Like a Champion
Today’s Schedule
Do Now - What does it look like to Teach Like a Champion
Teach Like a Champion overview
Technique Session 1
Reflection
Break
Do Now – Reflection
Technique Session 2
Reflection and What’s Next?
Wrap-Up

5. By Doug Lemov Hartsville High School August 12, 2015
Teach Like A Champion: 49 Techniques that Put Students on the Path to College
By Doug Lemov
Hartsville
High School
August 12, 2015

6. Book Introduction

7. About the Author, Doug Lemov
Taught English and history at university, high school, middle school levels
MBA from Harvard Business School
Founder/Principal of the Academy of the Pacific Rim Charter School in Boston
Managing Director, Uncommon Schools
16 college prep charter high need schools in NY/NJ
President of School Performance
Organization helping schools use data for decision making
Vice President for Accountability at the State University of New York Charter Schools Institute

8. Teaching Like A Champion
Building systems of classroom culture and instruction
Taxonomy of effective teaching practices
Micro-techniques that make all the difference in student learning
Techniques vs. strategy:
A thing you say or do in a particular way vs. a generalized approach
Transforming students at risk of failure into achievers and believers
What does Teach Like a Champion teach us?

9. The Essential Techniques
Setting High Academic Expectations
Planning that Ensures Academic Achievement
Structuring and Delivering Your Lessons
Engaging Students in Your Lessons
Creating a Strong Classroom Culture
Setting and Maintaining High Behavioral Expectations
Building Character and Trust
Improving Your Pacing : Additional Techniques for Creating a Positive Rhythm in the Classroom
Challenging Students to Think Critically

10. The Essential Techniques
Setting High Academic Expectations
Planning that Ensures Academic Achievement
Structuring and Delivering Your Lessons
Engaging Students in Your Lessons
Creating a Strong Classroom Culture
Setting and Maintaining High Behavioral Expectations
Building Character and Trust
Improving Your Pacing : Additional Techniques for Creating a Positive Rhythm in the Classroom
Challenging Students to Think Critically

11. The Five Principles of Classroom Culture
1. Discipline 2. Management 3. Control 4. Influence 5. Engagement The Synergy of the Five Principles
Discipline – the process of teaching someone the right way to do something or to the state of being able to do something the right way. This reminds us that at the core of this definition of discipline is teaching – teaching students the right and successful way to do things. They expect to teach the content but not necessarily the habits and processes of being a successful student and community member.
Management – the process of reinforcing behavior by consequences and rewards. Effective classrooms need management systems. Management cannot sustain itself without the other four elements of positive culture. The larger doses signal to students either the desperation of their teacher or that they are problem kids, not successful kids, and the currency of management becomes less rational and more negative. Teach students how to do things right, don’t just establish consequences for doing them wrong. You are also building relationships with students that are non-transactional; they don’t involve rewards or consequences, and they demonstrate that you care enough to know your students as individuals.
Control – your capacity to cause someone to choose to do what you ask, regardless of the consequences. The more I have the power to exercise responsible control, the more freedom I can give my children, ideally in ways that truly matter. Teachers who have strong control succeed because they understand the power of language and relationships: they ask respectfully, firmly, and confidently but also with civility, and often kindly. They express their faith in students.
Influence – Inspiring students to believe, want to succeed, and want to work for it for intrinsic reasons is influencing them. It’s the next step beyond control. Influence gets them to want to internalize the things you suggest. Although less visible than getting kids to behave, getting them to believe – to want to behave positively – is the biggest driver of achievement and success because it happens when kids want it for themselves and when it is real.
Engagement – Champion teachers give students plenty to say yes to, plenty to get involved in, plenty to lose themselves in. They get students busily engaged in productive, positive work. This gives them little time to think about how to act counterproductively and lots that seems important and interesting to focus their energy on.
A champion teacher will need to use all five principles in order to create and maintain a vibrant classroom culture with students who think for themselves.

12. Creating a Strong Classroom Culture
Good routines are consistent and efficient. They minimize disruptions and maximize instructional time by embodying all these characteristics:
Quick
Low Narration
Well Planned
Without Interruptions
Shared Ownership
Quick – The goal is the fastest possible right version of the routine. That means you make sure your students practice the correct version and do it right, and then you work to speed things up. Our students may be in high school but each year they have had a different teacher with different rules and different expectations. Make sure you prepare your students for your rules and expectations.
Low Narration – Once taught, the routine should require only short prompts and reminders, not extensive narration or instruction. This will make the routine more efficient and allow you to do and think about other things.
Well Planned – In advance, plan exactly what you want during each step of the procedure: what students will do, where, in what order, and with what cues to tell them. Consider likely pitfalls.
Without Interruptions – If you all the students’ interruptions during routines (for example, “When is the test?” “May I go to the bathroom?”), you show that interruptions are permissible part of the routine. Ask for no questions or interruptions during transition.
Shared Ownership – Routines will symbolize your classroom culture, so students should feel as though those routines belong to everyone in the culture.

13. Strong Classroom Culture Teaching Techniques
Tight Transitions (154)
Entry Routines (151)
Do Now (152)
Props (163)
Binder Control (157)
SLANT (158)
On Your Mark (159)
Seat Signals (161)

14. Tight Transitions (154) The Power of Tight Transitions
Having quick and routine transitions that students can execute without extensive narration by the teacher
In short, the price poor transitions is high, and since only consistently effective procedures ensure smooth and speedy transitions, teachers should seek to practice doing it the same way every time until students can follow through as a matter of habit.

15. Tight Transitions (154)
Messy transitions are also an invitation to disruptions and conflicts that continue to undercut the classroom environment even after class has started.

16. Tight Transitions (154) TIPS
Generally pass across rows, not up and back.
1 minute x 10 transitions x 200 days = 35 hours of instructional time or one week
Clip 13

17. Entry Routines (151)
Your entry routine describes how you expect students to enter the classroom and how the class session begins. A good entry routine is planned to proceed quickly and automatically with little or no narration by the teacher. It becomes part of the culture.
The objectives, agenda, and homework assignments should already be posted in a consistent and predictable place.

18. Entry Routines (151) Key Points:
It’s far more efficient to have students pick up papers from a table than it is for you to try to hand out at the door.
Milling around looking for a seat or deciding where to sit (talking about where to sit) are all examples of wasted time and energy.
Whatever students need to do with homework (put in a basket, place it on the front left corner of their desk) should be the same every day.
A Do Now should be in the same place every day.

19. Do Now (152) We know it as Bell Work
A short activity that is written on the board or is waiting by the door when the students enter.
2 Goals – 1) be clear with students on what to work on and 2) eliminating the excuses that lead to distraction

20. Do Now (152) Four Criteria for Focus, Efficiency, and Effectiveness
Completed without direction or discussion
3-5 minutes to complete
A written product
Should always preview the day’s lesson or review a recent lesson

21. Props (163)
Props is public praise for students who demonstrate excellence or exemplify virtues
Also called “shout-outs” and “ups”
If you can consistently enable classmates to deliver resounding praise to their peers in two seconds flat, you can build a culture that valorizes achievement and effort without sacrificing order or time on task.
How do you as a teacher feel when you receive praise from others? Peers? Dr. Burry?

22. Props (163) Props is NOT “Good job!” or “Excellent!”
Props involves movement and excitement.
Props is not loud.
Props is always evolving.
Props is Universal!
Examples:
“Everyone give two snaps for …”
“One Clap for that right answer”
“That answer deserves a roller coaster”
Quick
Evolving – Have students develop ideas.
Enthusiastic – The tone is fun and lively.
Visceral –
Universal – everyone joins in!!!

23. Share-out/Reflection
Think-Group-Share
Think of how you would use these techniques in your class. Explain in your notebook page 2.
Share with your small group.

24. Binder Control
Care enough about and demonstrate the importance of what you teach to build a system for the storage, organization, and recall of what your students have learned.
Binder Control in a nutshell, is having a required place for them to take notes. The marble notebooks are examples using the TOC, and gluing any loose paper/notes.

25. SLANT
No matter how great the lesson, if students aren’t alert, sitting up, and actively listening, teaching them is like pouring water into a leaky bucket.

26. SLANT Sit up Listen Ask and answer questions Nod your head
Track the speaker

27. On Your Mark
No coach in the world would let players enter the huddle without a helmet on or catch a fastball without a glove. You can’t hope to win if you’re not standing at the starting line with your shoes tied when the race begins. You should think the same way about learning in your classroom: every student must start class with books and paper out and pen or pencil in hand. This must be the expectation in every class, every day. A coach doesn’t start practice by telling kids to get their shoes on; kids show up with their shoes on. So don’t ask your students to get ready as class begins; use On Your Mark to show them how to prepare before it begins and then expect them to do so every day.

28. On Your Mark
Be explicit about what students need to have to start class.
Set a time limit
Use a standard consequence
Provide tools without consequence to those who recognize the need before class
Include homework
Page READ

29. Seat Signals
Students must be able to signal their request from their seats.
Students must be able to signal requests nonverbally.
The signal should be specific and unambiguous but subtle enough o prevent distraction.
You should be able to manage both the requests and your response without interrupting instruction.
Discipline yourself to only respond when the appropriate signal is being used.
At the critical moment in your lesson that you ask some key questions, a student with his hand eagerly in the air would like to go to the bathroom. Your momentum and train of thought are shot.

30. Work in Notebook
Script the steps and expectations for the five most critical routines in your classroom.
Outline everything your students need to have to be prepared at the beginning of class.
Make a list of the three most common requests students make while you are teaching. Determine an appropriate nonverbal signal they can give you to request each of them.

31. That was AWESOME! ALL Red Foxes Teach Like Champions