TRANSCRIPT
Teach Like A Champion Book
TEACH LIKE A CHAMPION
Dr.P.SO.KESAVAN LECTURER DIET,UTHAMACHOLAPURAM SALEM
We know that great teachers are eager for growth and development.
They need the time and tools to do their jobs effectively, and they deserve ongoing support on the implementation of Taxonomy techniques and more.
Teach Like a Champion is an excellent resource for teaching.
Besides the 49 techniques, it includes recommendations for improving instructional delivery.
Setting High Academic ExpectationsPlanning that Ensures Academic AchievementStructuring And Delivering Your LessonsEngaging Students In Your LessonCreating A Strong Classroom CultureBuilding And Maintaining High Behavioral ExpectationsBuilding Character And Trust
Setting High Academic Expectations
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 unable to answer a question should end up with student answering
Teachers with high expectations don't accept 'I don't know,' but expect students to be engaged.'
Format 1. You provide the answer; your student repeats the answer.Format 2. Another student provides the answer; the initial student repeats the answer.Format 3. You provide a cue; your student uses it to find the answer.Format 4. Another student provides a cue; the initial student uses it to find the answer.
Technique Two: Right is Right Many teachers often accept answers that are partially correct or not totally complete. Set a high standard of correctness in your classroom. This technique accepts no half answers, but asks for complete and correct answers to questions. Students may answer some question other than the one you asked.
Technique Three: Stretch It Rather than stopping after a student gives you the correct answer, follow up with questions that extend knowledge and check for full understanding.
This technique pushes a teacher to take correct answers and ask students to add depth .
Technique Four: Format Matters Its not just what students say when they respond that matters, but how they say it. we need to make sure they respond in complete (not one word) answers, answer in a loud enough voice, and use correct grammar. High expectations also means only accepting students answers in complete sentence with good grammar.
Technique Five: No Apologies Teachers with high expectations don't apologize for what they teach.
There is no such thing as boring content. Never apologize for what you teach.
I know this is kind of dull, or This material is on the test so well have to learn it.
Planning that Ensures Academic Achievement
Technique Six: Begin with the End. Technique Seven: The Four M'sTechnique 8: 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 mind- ask yourself, what do I want students to know or be able to do by the end of the lesson?
Great teachers start with unit planning which consists of:1. Progress from unit planning to lesson planning.2. Refine and perfect the lesson objective based on the degree of mastery from the day before.3. Plan a short daily assessment to determine whether the objective was mastered.4. Plan the sequence of activities that lead to mastery of the objective.
Technique Seven: The Four M's The four m's of planning are Manageable, Measureable, Made first and Most Important. Think of a lesson plan. Did it fit the criteria of being manageable, measurable, made first, and most important?
1. Manageable: An objective cant be effective if you cant teach it in a single class. you need to break them into steps your students can master in one period.2. Measureable: Effective objectives can be measured. This is often done at the end of the period3. Made first: An objective should guide the activities you use in the lesson4. Most important: Choose an objective based on what is most important for students to learn
Technique 8: Post
Post your objective in a visible place in the classroom.Be sure your students know your objective for the day by posting it on the board.
Technique Nine: The Shortest PathThe simplest explanation or strategy is the best. (the shortest path to the objective is the most effective)
Technique 10: Double Plan Double planning involves planning not only what you will do, but also what the students will do during a lesson.
Its as important to plan for what students will be doing during each phase of your lesson as it is to plan for what youll be doing and saying.
Technique 11: Draw the MapDrawing the map is controlling the environment by wisely grouping students through the seating chart.
Structuring And Delivering Your Lessons
Technique 12: The HookTechnique 13: Name the steps.Technique 14: Board = Paper Technique 15: Circulate Technique 16: Break it DownTechnique 17: Ratio Technique 18: Check for UnderstandingTechnique 19: At Bats Technique 20: Exit ticket Technique 21: Take a Stand
Technique 12: The Hook
Introducing the lesson with a 'hook,' an activity or item that grabs the attention of your students will help enhance your lesson.
Technique 13: Name the steps.Great coaches, like great teachers, break down the tasks into steps.Champion teachers help their students learn complex skills by breaking them down into steps and often naming those steps. Giving the steps a name helps students recall those steps.Technique 14: Board = Paper This technique means that students put everything you put on the board on their paper.
Technique 15: Circulate Move around the classroom to engage and hold students accountable. Technique 16: Break it Down Think about two or three places in your lesson where students are most likely to make an error or misunderstand the lesson. Provide an example Provide the missing step. Eliminate false choices
Technique 17: Ratio
It involves increasing student participation and limiting teacher talk.
More strategies for increasing the time students are involved in discussion.
Technique 18: Check for Understanding
Good drivers check their mirrors every 5 seconds.Teachers also need to check for student understanding frequently while they are teaching to avoid the costly result of waiting until a final assessment.Technique 19: At Bats In baseball, to perfect your swing, you need as many at bats -- or practice sessions batting as possible.In the same way, students need lots and lots of practice to master a new skill entirely on their own.
Technique 20: Exit ticketBy collecting answers to one or a few questions at the end of class you can gather important information about student understanding.
This short assessment provides critical insight and helps in designing the next days lesson An exit ticket is a quick formative assessment of the lesson your students just finished.
Technique 21: Take a Stand
This technique involves pushing students to actively engage in the ideas around them by making judgments about the answers their peers provide. This technique gets students to actively make judgments about their peers answers. Stand up if you agree with Somu or Thumbs up if you think Ram is right.
Engaging 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 expectation, call on students regardless of whether they have raised their hands.
Technique 23: Call and Response In this technique you ask a question and the whole class calls out the response in unison. It sounds simple, but it can be an effective way to engage students
Technique 24: PepperPepper is a game to reinforce skills it does not teach new skills. The teacher tosses a question out to students and if the student gets it right, the teacher moves to the next question. If the student is wrong, the teacher calls on someone else to answer. There is no discussion of an answer because its a fast-paced review.
Technique 25: Wait Time
In this technique you wait a few seconds before calling on a student to answer.
By waiting three to five seconds you are more likely to improve the quality of answers and the number of students who volunteer to answer.
Technique 26: Everybody Writes What goes on the board needs to go in the notebooks. Technique 27: Vegas
The VEGAS is the sparkle in a lesson when you might have music, lights, rhythm, or dancing. (it supports the learning objectives.)
Creating A Strong Classroom Culture
Technique 28: Entry RoutineTechnique 29: Do Now Technique 30: Tight TransitionsTechnique 31: Binder ControlTechnique 32: SLANT Technique 33: On Your Mark Technique 34: Seat SignalsTechnique 35: Props
Technique 28: Entry Routine Students should know where to sit, what to do with homework, have a Do Now in the same location, and pick up any packet of activities from a table, not from you. Technique 29: Do Now Do Nows are brief academic tasks to review the previous day's work or to introduce the days new work.
Technique 30: Tight Transitions Students spend a tremendous amount of time on transitions moving from place to place or activity to activity -- and this is time that they are not learning.Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.highly effective classroom is having quick and routine transitions that students can execute without extensive narration by the teacher.
Technique 31: Binder Control
By requiring a binder your students will have an organized system to store, organize, and recal what theyve learned.
Students study items 32 to 45 to prepare for the test.
Technique 32: SLANT If students are not sitting up, alert, and actively listening, it doesnt matter how wonderful the lesson is. The 5 key behaviors that maximize students ability to pay attention are included in the acronym SLANTSit up,Listen, Ask and answer questions, Nod your head, Track the speaker.
Technique 33: On Your Mark Every student should be ready to start class with books and papers out and pen or pencil in hand.
Coaches expect athletes to be ready to engage in their sport. In the same way, a teacher shows students what they need to be 'on their mark.'
Technique 34: Seat Signals To avoid disrupting your teaching, have students use nonverbal SEAT SIGNALS for certain requests. Students can raise a hand with two fingers crossed to use the bathroom, hold a broken pencil to exchange it for a sharpened one
Technique 35: Props Also called shout-outs and ups is a way to give students public praise for excellent work
Props (feet stomping, shout out, clap, etc.) are public praise for students who demonstrate excellence
Building And Maintaining High Behavioral Expectations
Technique 36: 100 PercentTechnique 37: What to Do.Technique 38: Strong Voice Technique 39: Do It Again.Technique 40: Sweat the DetailsTechnique 41: ThresholdTechnique 42: No Warnings.
Technique 36: 100 Percent
Theres one acceptable percentage of students following a direction: 100 percent. Technique 37: What to Do. One of our primary jobs is to tell students what to do and how to do it. Directions are most useful if they are specific Technique 38: Strong Voice strong voice, is one that separates the really effective teacher
Technique 39: Do It Again. When students fail to meet your standards, you ask them to 'Do it again. Technique 40: Sweat the Details Maintaining high standards will have positive effects across the classroom environment.In the classroom, if we create order, students will receive the message that disruptions are not permitted here.
Technique 41: Threshold The most important moment for setting expectations is when students enter your class or begin a lesson. THRESHOLD helps you get it right from the start. By greeting students at the physical threshold of your classroom you can accomplish two things: (1) establish a personal connection and (2) reinforce your classroom expectations.
Technique 42: No Warnings.
Responding early and proportionately can help you avoid real crises. So rather than giving warning, you meet out consequences when the behavior is still only a minor problem.
Student slouched in chair /Student with head down on her desk, eyes up / Student persistently looking under his desk for an unidentified something
Building Character And TrustTechnique 43 : Positive Framing. Technique 44: Precise Praise.Technique 45: Warm and Strict.Technique 46: The J Factor. Technique 47: Emotional ConstancyTechnique 48: Explain Everything.Technique 49: Normalize Error.
Technique 43 : Positive Framing. Positive Framing means making interventions to correct student behavior in a positive and constructive way. Technique 44: Precise Praise. Positive reinforcement can be one of the most powerful tools a teacher has, but it should be implemented well. (something exceptional.) First, dont praise students for what is expected,Ram, great job bringing a pencil to class!
Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both at the same time. Technique 46: The J Factor The J in J factor stands for Joy. Including joy in the work of learning is part of a high-achieving classroom. This can include anything from games , to making students feel they belong , to humor, toSuspense .
Technique 47: Emotional Constancy An effective teacher keeps his or her emotions in check. Students will get upset at times, but the teacher must remain calm and under control. Modulate your emotions and be careful about the language used in class. Technique 48: Explain Everything. Be sure your students understand why you do, what you do, as the why is an important part of instruction.
Technique 49: Normalize Error. Avoid spending much time on wrong answers
Getting it wrong and then getting it right is one of the fundamental processes for schooling.
Respond to both parts of this sequence, the wrong and the right, as completely normal..
Teach Like A Champion 2.0 Powerpoint
Displaying Powerpoint Presentation on Teach Like a Champion by Doug Lemov available to view or download. Download Teach Like a Champion by Doug Lemov PPT for free. Teach Like a Champion by Doug Lemov Powerpoint Presentation. Download Templates. Turn and Talk. Use this template to create clock partners for each student. Turn and Talk Spanish. Teachers Shown. Michael Sandhu.