Teach Like a Champion: The Essential Techniques
Chapter 1--Setting High Academic Expectations
Stretch It--reward right answers with follow-up questions to check replicable understanding and to differentiate instruction:
ASK how or why
ASK for another way to answer
ASK for a better word
ASK for evidence
ASK students to integrate a related skill
ASK students to apply the same skill in a new setting
Chapter 2--Planning that Ensures Academic Achievement
* Technique 6 Begin with the End
* Technique 7--4Ms
* Manageable
* Measurable
* Made First--objective comes first
* Most Important
* Technique 8--Post It
* Technique 9--Shortest Path
* Technique 10--Double Plan
* Technique 11--Draw the Map--set classroom up for effective learning
Chapter 3--Structuring & Delivering your Lessons
* Technique 12--The Hook
Intros the lesson, quickly gives way to the teaching part of the lesson, energetic
Ex. Story--quick and engaging
analogy--connect it to students' lives
Props--ex. jacket from a main character
media--pictures, sound clip, short
status--describe something great about the subject
challenge--pose a difficult task and let the students try to accomplish it.
Name the steps
1. identify the steps--a way to give students scaffolding techniques to attack similar problems
2. Make them "sticky"--once steps have been identified, name them to make them memorable
3. Build the steps--clear and simple for understanding and retaining. Steps can be built as problems are solved.
4. Use two stairways--once the steps have been learned, they can be used in 2 ways. One way is to have the students recite them as a problem in being solved. The other way is to use them while solving a problem.
* Technique 13--Name the Steps
* Technique 14--Board =Paper
* Technique 15--Circulate
* Technique 16--Break It Down
* Technique 17--Ratio
* Technique 18--Check for Understanding
* Technique 19--At Bats
* Technique 20--Exit Ticket
* Technique 21--Take a Stand
Chapter 4--Engaging Students in Your Lessons
* Technique 22--Cold Call--call on students regardless of whether they have raised their hands
* Technique 23--Call and Response--ask a question and whole class calls out in unison
* Technique 24--Pepper--great warm-up activity
* Technique 25--Wait Time
* Technique 226--Everybody Writes
* Technique 27--Vegas
Chapter 5--Creating a Strong Classroom Culture
5 principles of classroom culture
1. Discipline
2. Management
3. Control
4. Influence
5. Engagement
* Technique 28--Entry Routine
* Technique 29--Do Now
* Technique 30--Tight Transitions
* Technique 31--Binder Control
* Technique 32--SLANT
Sit up
Listen
Ask and answer questions
Nod your head
Track the speaker
* Technique 33 On Your Mark
* Technique 34 Seat Signals
* Technique 35 Props
Chapter 6--Setting and Maintaining High Behavioral Expectations
Technique #37--What to Do
* Specific
* Concrete
* Sequential
* Observable
* What to Do, Version 2
Technique #38: Strong Voice
* Economy of Language
* Do NOT Talk Over
* Do Not Engage
* Square Up/Stand Still
* Quiet Power
Chapter 7--Building Character and Trust
* Technique 43 Positive Framing
* Live in the now, not harping on something happened earlier--can't fix because it's in the past
* Assume the best--thank you for taking your seats, etc.
* Allow plausible anonymity--correcting without using names
* Build momentum, and narrate the positive (cheerleading)
* Challenge the class
* Talk expectations and aspirations
* Technique 44 Precise Praise
* Differentiate acknowledgment and praise.
* Praise (and acknowledge) loud; fix soft.
* Praise must be genuine.
* Technique 45 Warm/Strict
* Technique 46 The J-Factor (JOY) lots of energy, passion, enthusiasm, fun, and humor to hard work. Find the joy in the work of learning--happy and high achieving learners
* Fun and games
* Us (and them)
* Drama, song, and dance.
* Humor
* Suspense and surprise
* Technique 47 Emotional Constancy--1. expect almost anything, act as if you expect it hand a plan to deal with it. 2. Tie your emotions to student achievement, not to your own moods or emotions of the students you teach.
* Technique 48--Explain Everything
* Technique 49--Normalize Error--Wrong Answers: Don't Chasten; Don't Excuse
Right Answers: Don't Flatter: Don't Fuss
Chapter 1--Setting High Academic Expectations
Stretch It--reward right answers with follow-up questions to check replicable understanding and to differentiate instruction:
ASK how or why
ASK for another way to answer
ASK for a better word
ASK for evidence
ASK students to integrate a related skill
ASK students to apply the same skill in a new setting
Chapter 2--Planning that Ensures Academic Achievement
* Technique 6 Begin with the End
* Technique 7--4Ms
* Manageable
* Measurable
* Made First--objective comes first
* Most Important
* Technique 8--Post It
* Technique 9--Shortest Path
* Technique 10--Double Plan
* Technique 11--Draw the Map--set classroom up for effective learning
Chapter 3--Structuring & Delivering your Lessons
* Technique 12--The Hook
Intros the lesson, quickly gives way to the teaching part of the lesson, energetic
Ex. Story--quick and engaging
analogy--connect it to students' lives
Props--ex. jacket from a main character
media--pictures, sound clip, short
status--describe something great about the subject
challenge--pose a difficult task and let the students try to accomplish it.
Name the steps
1. identify the steps--a way to give students scaffolding techniques to attack similar problems
2. Make them "sticky"--once steps have been identified, name them to make them memorable
3. Build the steps--clear and simple for understanding and retaining. Steps can be built as problems are solved.
4. Use two stairways--once the steps have been learned, they can be used in 2 ways. One way is to have the students recite them as a problem in being solved. The other way is to use them while solving a problem.
* Technique 13--Name the Steps
* Technique 14--Board =Paper
* Technique 15--Circulate
* Technique 16--Break It Down
* Technique 17--Ratio
* Technique 18--Check for Understanding
* Technique 19--At Bats
* Technique 20--Exit Ticket
* Technique 21--Take a Stand
Chapter 4--Engaging Students in Your Lessons
* Technique 22--Cold Call--call on students regardless of whether they have raised their hands
* Technique 23--Call and Response--ask a question and whole class calls out in unison
* Technique 24--Pepper--great warm-up activity
* Technique 25--Wait Time
* Technique 226--Everybody Writes
* Technique 27--Vegas
Chapter 5--Creating a Strong Classroom Culture
5 principles of classroom culture
1. Discipline
2. Management
3. Control
4. Influence
5. Engagement
* Technique 28--Entry Routine
* Technique 29--Do Now
* Technique 30--Tight Transitions
* Technique 31--Binder Control
* Technique 32--SLANT
Sit up
Listen
Ask and answer questions
Nod your head
Track the speaker
* Technique 33 On Your Mark
* Technique 34 Seat Signals
* Technique 35 Props
Chapter 6--Setting and Maintaining High Behavioral Expectations
Technique #37--What to Do
* Specific
* Concrete
* Sequential
* Observable
* What to Do, Version 2
Technique #38: Strong Voice
* Economy of Language
* Do NOT Talk Over
* Do Not Engage
* Square Up/Stand Still
* Quiet Power
Chapter 7--Building Character and Trust
* Technique 43 Positive Framing
* Live in the now, not harping on something happened earlier--can't fix because it's in the past
* Assume the best--thank you for taking your seats, etc.
* Allow plausible anonymity--correcting without using names
* Build momentum, and narrate the positive (cheerleading)
* Challenge the class
* Talk expectations and aspirations
* Technique 44 Precise Praise
* Differentiate acknowledgment and praise.
* Praise (and acknowledge) loud; fix soft.
* Praise must be genuine.
* Technique 45 Warm/Strict
* Technique 46 The J-Factor (JOY) lots of energy, passion, enthusiasm, fun, and humor to hard work. Find the joy in the work of learning--happy and high achieving learners
* Fun and games
* Us (and them)
* Drama, song, and dance.
* Humor
* Suspense and surprise
* Technique 47 Emotional Constancy--1. expect almost anything, act as if you expect it hand a plan to deal with it. 2. Tie your emotions to student achievement, not to your own moods or emotions of the students you teach.
* Technique 48--Explain Everything
* Technique 49--Normalize Error--Wrong Answers: Don't Chasten; Don't Excuse
Right Answers: Don't Flatter: Don't Fuss