TEACH TEACH LIKE ALIKE A

CHAMPION CHAMPION

Dr.P.SO.KESAVANDr.P.SO.KESAVAN

LECTURER LECTURER DIET,UTHAMACHOLAPURAM DIET,UTHAMACHOLAPURAM

SALEM SALEM

We know that great teachers are eager We know that great teachers are eager for growth and development. for growth and development.

They need the time and tools to do their They need the time and tools to do their jobs effectively, and they deserve jobs effectively, and they deserve ongoing support on the implementation ongoing support on the implementation of of TaxonomyTaxonomy techniques and more. techniques and more.

Teach Like a ChampionTeach Like a Champion is an is an excellent resource for teaching.excellent resource for teaching.

Besides the 49 techniques, it includes Besides the 49 techniques, it includes recommendations for improving recommendations for improving instructional delivery. instructional delivery.

Setting High Academic ExpectationsSetting High Academic Expectations Planning that Ensures Academic Planning that Ensures Academic

AchievementAchievement Structuring And Delivering Your Structuring And Delivering Your

LessonsLessons Engaging Students In Your LessonEngaging Students In Your Lesson Creating A Strong Classroom CultureCreating A Strong Classroom Culture Building And Maintaining High Building And Maintaining High

Behavioral ExpectationsBehavioral Expectations Building Character And TrustBuilding Character And Trust

Setting High Academic Setting High Academic ExpectationsExpectations

Technique One: No Opt Out Technique Two: Right is Right Technique Three: Stretch It Technique Four: Format Matters Technique Five: No Apologies

Technique One: No Opt Out

A sequence that begins with a student A sequence that begins with a student unable to answer a question should unable to answer a question should end up with student answeringend up with student answering

Teachers with high expectations don't Teachers with high expectations don't accept "I don't know," but expect accept "I don't know," but expect students to be engaged."students to be engaged."

Format 1. You provide the answer; your Format 1. You provide the answer; your student repeats the answer.student repeats the answer.

Format 2. Another student provides the Format 2. Another student provides the answer; the initial student repeats the answer; the initial student repeats the answer.answer.

Format 3. You provide a cue; your student Format 3. You provide a cue; your student uses it to find the answer.uses it to find the answer.

Format 4. Another student provides a cue; Format 4. Another student provides a cue; the initial student uses it to find the the initial student uses it to find the answer.answer.

Technique Two: Right is Right

Many teachers often accept answers that Many teachers often accept answers that are partially correct or not totally complete.are partially correct or not totally complete.

Set a high standard of correctness in your Set a high standard of correctness in your classroom.classroom.

This technique accepts no half answers, but This technique accepts no half answers, but asks for complete and correct answers to asks for complete and correct answers to questions.questions.

Students may “answer” some question Students may “answer” some question other than the one you asked.other than the one you asked.

Technique Three: Stretch It

Rather than stopping after a student gives you Rather than stopping after a student gives you the correct answer, follow up with questions the correct answer, follow up with questions that extend knowledge and check for full that extend knowledge and check for full understanding.understanding.

This technique pushes a teacher to take correct This technique pushes a teacher to take correct answers and ask students to add depth answers and ask students to add depth

..

Technique Four: Format Matters

It’s not just It’s not just what students say when they what students say when they respond that matters, but how they say it.respond that matters, but how they say it.

we need to make sure they respond in we need to make sure they respond in complete (not one word) answers, answer complete (not one word) answers, answer in a loud enough voice, and use correct in a loud enough voice, and use correct grammar.grammar.

High expectations also means only High expectations also means only accepting students answers in complete accepting students answers in complete sentence with good grammar.sentence with good grammar.

Technique Five: No Apologies

Teachers with high expectations don't Teachers with high expectations don't apologize for what they teach. apologize for what they teach.

There is no such thing as boring content. There is no such thing as boring content. Never apologize for what you teach.Never apologize for what you teach.

““I know this is kind of dull,” or “This I know this is kind of dull,” or “This material is on the test so we’ll have to material is on the test so we’ll have to learn it.”learn it.”

Planning that Ensures Academic Planning that Ensures Academic AchievementAchievement

Technique Six: Begin with the End. Technique Seven: The Four M's Technique 8: Post Post Technique Nine: The Shortest Path Technique 10: Double Plan Technique 11: Draw the Map

Technique Six: Begin with the End.

When planning, begin with the objective in When planning, begin with the objective in mind- ask yourself, “what do I want mind- ask yourself, “what do I want students to know or be able to do by the students to know or be able to do by the end of the lesson?”end of the lesson?”

Great teachers start with unit planning which Great teachers start with unit planning which consists of:consists of:

1. Progress 1. Progress from unit planning to lesson from unit planning to lesson planning.planning.

2. Refine and perfect the lesson objective 2. Refine and perfect the lesson objective based on the degree of mastery from the day based on the degree of mastery from the day before.before.

3. Plan a short daily assessment to determine 3. Plan a short daily assessment to determine whether the objective was mastered.whether the objective was mastered.

4. Plan the sequence of activities that lead to 4. Plan the sequence of activities that lead to mastery of the objective.mastery of the objective.

Technique Seven: The Four M's

The four m's of planning are The four m's of planning are Manageable, Manageable, Measureable, Measureable, Made first and Made first and Most Important.Most Important.

Think of a lesson plan. Did it fit the criteria Think of a lesson plan. Did it fit the criteria of being manageable, measurable, made of being manageable, measurable, made first, and most important? first, and most important?

1. Manageable: 1. Manageable:

An objective can’t be effective if you can’t teach An objective can’t be effective if you can’t teach it in a single it in a single class.class. you need to break them into you need to break them into steps your students can master in one period.steps your students can master in one period.

2. Measureable: 2. Measureable:

Effective objectives can be measured. This is Effective objectives can be measured. This is often done at the end of the periodoften done at the end of the period

3. Made first: 3. Made first:

An objective should guide the activities you use An objective should guide the activities you use in the lessonin the lesson

4. Most important: 4. Most important:

Choose an objective based on what is Choose an objective based on what is most important most important for students to learnfor students to learn

Technique 8: Post Post

Post your objective in a visible Post your objective in a visible place in the classroom.place in the classroom.

Be sure your students know your Be sure your students know your objective for the day by posting it objective for the day by posting it on the board.on the board.

Technique Nine: The Shortest Path

The simplest explanation or strategy is the The simplest explanation or strategy is the best.best.

(the shortest path to the objective is the (the shortest path to the objective is the most effective)most effective)

Technique 10: Double Plan

Double planning involves planning not only Double planning involves planning not only what you will do, but also what the students what you will do, but also what the students will do during a lesson.will do during a lesson.

It’s as important to plan for what students will It’s as important to plan for what students will be doing during each phase of your lesson be doing during each phase of your lesson as it is to plan for what you’ll be doing and as it is to plan for what you’ll be doing and saying.saying.

Technique 11: Draw the Map

Drawing the map is controlling the Drawing the map is controlling the environment by wisely grouping students environment by wisely grouping students through the seating chart.through the seating chart.

Structuring And Delivering Your LessonsStructuring And Delivering Your Lessons Technique 12: The Hook 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

Technique 12: The Hook

Introducing the lesson with a "hook," an activity Introducing the lesson with a "hook," an activity or item that grabs the attention of your students or item that grabs the attention of your students will help enhance your lesson.will help enhance your lesson.

Technique 13: Name the steps.

Great coaches, like great teachers, break down Great coaches, like great teachers, break down the tasks into steps.the tasks into steps.

Champion teachers help their students learn Champion teachers help their students learn complex skills by breaking them down into complex skills by breaking them down into steps and often naming those steps. Giving the steps and often naming those steps. Giving the steps a name helps students recall those steps.steps a name helps students recall those steps.

Technique 14: Board = Paper This technique means that students put This technique means that students put

everything you put on the board on their paper.everything you put on the board on their paper.

Technique 15: Circulate Move around the classroom to engage and hold Move around the classroom to engage and hold

students accountable.students accountable.

Technique 16: Break it Down

Think about two or three places in your lesson where Think about two or three places in your lesson where students are most likely to make an error or students are most likely to make an error or misunderstand the lesson.misunderstand the lesson.

Provide an exampleProvide an example

Provide the missing step.Provide the missing step.

Eliminate false choicesEliminate false choices

Technique 17: Ratio

It involves increasing student participation It involves increasing student participation and limiting teacher talk.and limiting teacher talk.

More strategies for increasing the time More strategies for increasing the time students are involved in discussion.students are involved in discussion.

Technique 18: Check for Understanding Good drivers check their mirrors every 5 seconds.Good drivers check their mirrors every 5 seconds. Teachers also need to check for student Teachers also need to check for student

understanding frequently understanding frequently while while they are teaching they are teaching to avoid the costly result of waiting until a final to avoid the costly result of waiting until a final assessment.assessment.

Technique 19: At Bats

In baseball, to perfect your swing, you need as In baseball, to perfect your swing, you need as many “at bats” -- or practice sessions batting – many “at bats” -- or practice sessions batting – as possible.as possible.

In the same way, students need lots and lots of In the same way, students need lots and lots of practice to master a new skill entirely on their practice to master a new skill entirely on their own.own.

Technique 20: Exit ticket By collecting answers to one or a few questions By collecting answers to one or a few questions

at the end of class you can gather importantat the end of class you can gather important

information about student understanding.information about student understanding.

This short assessment provides critical insight This short assessment provides critical insight and helps in designing the next day’s lessonand helps in designing the next day’s lesson

An exit ticket is a quick An exit ticket is a quick formative formative assessment assessment of the lesson your students of the lesson your students just finished.just finished.

Technique 21: Take a Stand

This technique involves pushing students to This technique involves pushing students to actively engage in the ideas around them by actively engage in the ideas around them by making judgments about the answers their making judgments about the answers their peers provide. peers provide.

This technique gets students to actively make This technique gets students to actively make judgments about their peers’ answers. “Stand judgments about their peers’ answers. “Stand up if you agree with Somu” or “Thumbs up if up if you agree with Somu” or “Thumbs up if you think Ram is right.”you think Ram is right.”

Engaging Students In Your LessonEngaging Students In Your Lesson

Technique 22: Cold Calls Technique 23: Call and ResponseTechnique 24: PepperTechnique 25: Wait Time Technique 26: Everybody WritesTechnique 27: Vegas

Technique 22: Cold Calls In order to make engaged participation the In order to make engaged participation the

expectation, call on students regardless of expectation, call on students regardless of whether they have raised their hands.whether they have raised their hands.

Technique 23: Call and Response In this technique you ask a question and In this technique you ask a question and

the whole class calls out the response in the whole class calls out the response in unison. unison.

It sounds simple, but it can be an effective It sounds simple, but it can be an effective way to engage studentsway to engage students

Technique 24: Pepper

Pepper is a game to reinforce skills – it Pepper is a game to reinforce skills – it does not teach new skills. does not teach new skills.

The teacher tosses a question out to The teacher tosses a question out to students and if the student gets it right, the students and if the student gets it right, the teacher moves to the next question.teacher moves to the next question.

If the student is wrong, the teacher calls If the student is wrong, the teacher calls on someone else to answer.on someone else to answer.

There is no discussion of an answer There is no discussion of an answer because because it’s a fast-paced reviewit’s a fast-paced review..

Technique 25: Wait Time

In this technique you wait a few seconds In this technique you wait a few seconds before calling on a student to answer.before calling on a student to answer.

By waiting three to five seconds you are By waiting three to five seconds you are more likely to improve the quality of more likely to improve the quality of answers and the number of students who answers and the number of students who volunteer to answer.volunteer to answer.

Technique 26: Everybody Writes

What goes on the board needs to go in the What goes on the board needs to go in the notebooks.notebooks.

Technique 27: Vegas

The VEGAS is the sparkle in a lesson – The VEGAS is the sparkle in a lesson – when you might have music, lights, when you might have music, lights, rhythm, or dancing. (it supports the rhythm, or dancing. (it supports the learning objectives.)learning objectives.)

Creating A Strong Classroom CultureCreating A Strong Classroom Culture

Technique 28: Entry Routine Technique 29: Do Now Technique 30: Tight Transitions Technique 31: Binder ControlTechnique 31: Binder Control Technique 32: SLANT Technique 33: On Your Mark Technique 34: Seat Signals Technique 35: Props

Technique 28: Entry Routine Students should know where to sit, what to do Students should know where to sit, what to do

with homework, have a Do Now in the same with homework, have a Do Now in the same location, and pick up any packet of activities location, and pick up any packet of activities from a table, not from you. from a table, not from you.

Technique 29: Do Now Do Nows are brief academic tasks to review Do Nows are brief academic tasks to review

the previous day's work or to introduce the days the previous day's work or to introduce the days new work.new work.

Technique 30: Tight Transitions Students spend a tremendous amount of time Students spend a tremendous amount of time

on transitions – moving from place to placeon transitions – moving from place to place

or activity to activity -- and this is time that they or activity to activity -- and this is time that they are are not learning.not learning.

Transitions need to be scripted and rehearsed, Transitions need to be scripted and rehearsed, so little time is wasted between instructional so little time is wasted between instructional activities.activities.

highly effective classroom is having quick and highly effective classroom is having quick and routine transitions that students can execute routine transitions that students can execute without extensive narration by the teacher. without extensive narration by the teacher.

Technique 31: Technique 31: Binder ControlBinder Control By requiring a binder your students will have an By requiring a binder your students will have an

organized system to store, organize, andorganized system to store, organize, and

recal what they’ve learned.recal what they’ve learned.

Students study “items 32 to 45” to prepare for Students study “items 32 to 45” to prepare for the test.the test.

Technique 32: SLANT

If students are If students are not sitting up, alert, and actively not sitting up, alert, and actively listening, it doesn’t matter how wonderful the listening, it doesn’t matter how wonderful the lesson is.lesson is.

The 5 key behaviors that maximize students’ ability to The 5 key behaviors that maximize students’ ability to pay attention are included in the acronym SLANTpay attention are included in the acronym SLANT

SSit up,it up,

LListen, isten,

AAsk and answer questions, sk and answer questions,

NNod your head, od your head,

TTrack the speaker.rack the speaker.

Technique 33: On Your Mark

Every student should be ready to start class Every student should be ready to start class with books and papers out and pen or pencil in with books and papers out and pen or pencil in hand.hand.

Coaches expect athletes to be ready to engage Coaches expect athletes to be ready to engage in their sport. In the same way, a teacher shows in their sport. In the same way, a teacher shows students what they need to be "on their mark."students what they need to be "on their mark."

Technique 34: Seat Signals

To avoid disrupting your teaching, have To avoid disrupting your teaching, have students use nonverbal students use nonverbal SEAT SIGNALS for SEAT SIGNALS for certaincertain

requests. requests.

Students can raise a hand with two fingers Students can raise a hand with two fingers crossed to use the bathroom, hold a broken crossed to use the bathroom, hold a broken pencil to exchange it for a sharpened one pencil to exchange it for a sharpened one

Technique 35: Props

Also called “shout-outs” and “ups” – is a way to Also called “shout-outs” and “ups” – is a way to give students public praise for excellent workgive students public praise for excellent work

Props (feet stomping, shout out, clap, etc.) are Props (feet stomping, shout out, clap, etc.) are public praise for students who demonstrate public praise for students who demonstrate excellenceexcellence

Building And Maintaining High Building And Maintaining High Behavioral ExpectationsBehavioral Expectations

Technique 36: 100 Percent

Technique 37: What to Do.

Technique 38: Technique 38: Strong Voice Strong Voice

Technique 39: Do It Again.

Technique 40: Sweat the Details

Technique 41: Threshold

Technique 42: No Warnings.

Technique 36: 100 Percent

There’s one acceptable percentage of There’s one acceptable percentage of students following a direction: 100 students following a direction: 100 percentpercent. .

Technique 37: What to Do.

One of our primary jobs is to tell students what One of our primary jobs is to tell students what to do and how to do it. Directions are most to do and how to do it. Directions are most useful if they are useful if they are specificspecific

Technique 38: Technique 38: Strong VoiceStrong Voice strong voice, is one that separates the really strong voice, is one that separates the really

effective teacher effective teacher

Technique 39: Do It Again.

When students fail to meet your standards, you When students fail to meet your standards, you ask them to "Do it again.“ask them to "Do it again.“

Technique 40: Sweat the Details

Maintaining high standards will have Maintaining high standards will have positive effects across the classroom positive effects across the classroom environmentenvironment..

In the classroom, if we create order, students In the classroom, if we create order, students will receive the message that disruptions are will receive the message that disruptions are not permitted here.not permitted here.

Technique 41: Threshold The most important moment for setting The most important moment for setting

expectations is when students enter your class expectations is when students enter your class or begin a lesson. or begin a lesson.

THRESHOLD THRESHOLD helps you get it right from the helps you get it right from the start. start.

By greeting students at the physical threshold By greeting students at the physical threshold of your classroom you can accomplish two of your classroom you can accomplish two things: (1) establish a personal connection and things: (1) establish a personal connection and (2) reinforce your classroom expectations.(2) reinforce your classroom expectations.

Technique 42: No Warnings.

Responding early and proportionately can help Responding early and proportionately can help you avoid real crises. So rather than giving you avoid real crises. So rather than giving warning, you meet out consequences when the warning, you meet out consequences when the behavior is still only a minor problembehavior is still only a minor problem..

Student slouched in chair /Student with head down on Student slouched in chair /Student with head down on her desk, eyes up / Student persistently looking under her desk, eyes up / Student persistently looking under his desk for an unidentified something his desk for an unidentified something

Building Character And TrustBuilding Character And Trust

Technique 43 : Positive Framing.

Technique 44: Precise Praise.

Technique 45: Warm and Strict.

Technique 46: The J Factor.Technique 46: The J Factor.

Technique 47: Emotional ConstancyTechnique 47: Emotional Constancy

Technique 48: Explain Everything.Technique 48: Explain Everything.

Technique 49: Normalize Error.Technique 49: Normalize Error.

Technique 43 : Technique 43 : Positive FramingPositive Framing.. Positive Framing Positive Framing means making interventions means making interventions

to correct student behavior in a positive and to correct student behavior in a positive and constructive way.constructive way.

Technique 44: Technique 44: Precise Praise.Precise Praise.

Positive reinforcement can be one of the most Positive reinforcement can be one of the most powerful tools a teacher has, but it should bepowerful tools a teacher has, but it should be

implemented well. (something implemented well. (something exceptional.)exceptional.)

First, don’t praise students for what is First, don’t praise students for what is expected,expected,

““Ram, great job bringing a pencil to class!”Ram, great job bringing a pencil to class!”

Technique 45: Technique 45: Warm and StrictWarm and Strict.. It may seem that warm and strict are It may seem that warm and strict are

contradictory, but effective teachers can be contradictory, but effective teachers can be both at the same time.both at the same time.

Technique 46: Technique 46: The J FactorThe J Factor The J in J factor stands for Joy.The J in J factor stands for Joy.

Including joy in the work of learning is part of a Including joy in the work of learning is part of a high-achieving classroom. high-achieving classroom.

This can include anything from games , to This can include anything from games , to making students feel they belong , to humor, tomaking students feel they belong , to humor, to

Suspense .Suspense .

Technique 47: Technique 47: Emotional Constancy Emotional Constancy

An effective teacher keeps his or her emotions An effective teacher keeps his or her emotions in check. Students will get upset at times, but in check. Students will get upset at times, but the teacher must remain calm and under the teacher must remain calm and under control.control.

Modulate your emotions and be careful about Modulate your emotions and be careful about the language used in class. the language used in class.

Technique 48: Technique 48: Explain Everything.Explain Everything.

Be sure your students understand why you do, Be sure your students understand why you do, what you do, as the why is an important part of what you do, as the why is an important part of instruction.instruction.

Technique 49: Technique 49: Normalize Error. Normalize Error.

Avoid spending much time on wrong answersAvoid spending much time on wrong answers

Getting it wrong and then getting it right is one Getting it wrong and then getting it right is one of the fundamental processes for schooling. of the fundamental processes for schooling.

Respond to both parts of this sequence, the Respond to both parts of this sequence, the wrong and the right, as completely normal.wrong and the right, as completely normal.

..