Teach Like A Champion (63 Techniques)

Means of Participation

includes cold call, volunteers, call and response, turn and talk, everybody writes, hand signals, etc.

Regular Revision

making student's writing better by making revision and everyday act

Active Observation

deciding intentionally what to look for and maintaining discipline in looking for what you have prioritized

Delivery Moves

drafting a plan for how you will engage students in your questions with intentional decisions

No Opt Out

A sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible.

Warm/Strict

Be both warm and strict at the same time to send a message of high expectations, caring, and respect

Turn and Talk

Encourage students to better formulate their thoughts by including short, contained pair discussions - but make sure to design them for maximum efficiency and accountability.

Exit Ticket

End each class with an explicit assessment of your objective that you can use to evaluate your (and your students') success.

Accountable Independent Reading

1) assign reading in smaller durations at first 2) assess intentionally (ideally observational) 3) embed the reading within the arc of the instruction

Routine Building

1) short speech where you explain what and why 2) walk students through the procedure (outline) 3) model and describe in detail 4) students practice

Brighten the Lines

Ensure that changes in activities and other mileposts are perceived clearly by making beginnings and endings of activities visible and crisp.

Art of the Consequence

Ensure that consequences, when needed, are more effective by making them quick, incremental, consistent, and depersonalized. It also helps to make a bounce-back statement, showing students that they can quickly get back in the game.

Strong Voice

Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control.

Wait Time

Allow students time to think before answering. If they aren't productive with that time, narrate them toward being more productive.

Front the Writing

Arrange lessons so that writing comes earlier in the process to ensure that students think rigorously in writing

Double Plan

As you plan a lesson, plan what students will be doing at each point in class

Art of the Sentence

Ask students to synthesize a complex idea in a single, well-crafted sentence. The discipline of having to make one sentence do all the work pushes students to use new syntactical forms.

Call and Response

Ask your class to answer questions in unison from time to time to build energetic, positive engagement.

Cold Call

Call on students regardless of whether they've raised their hands.

Joy Factor

Celebrate the work of learning as you go

Show Call

Create a strong incentive to complete writing with quality and thoughtfulness by publicly showcasing and revising student writing - regardless of who volunteers to share [visual cold call]

Culture of Error

Create an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them.

Without Apology

Embrace - rather than apologize for - rigorous content, academic challenge, and the hard work necessary

FASE Reading

Fluency - reading aloud builds this Accountability - making sure your students are reading Social - read together; shared experiences Expressive - breath life into text

Threshold and Strong Start

Meet your students at the door, setting expectations before they enter the classroom AND Design and establish an efficient routine for students to enter the classroom and begin class

Board = Paper

Model and shape how students should take notes in order to capture information you present.

Batch Process

Give more ownerships and autonomy to students- by allowing for student discussion without teacher mediation, for short periods of time or for longer, more formal sequences

Do It Again

Give students more practice when they're not up to speed - not just doing something again, but doing it better, striving to do their best.

Positive Farming

Guide students to do better work while motivating and inspiring them by using positive tone to deliver constructive feedback.

Show Me

Have students actively show visual evidence of their understanding

Own and Track

Have students correct or revise their own work, fostering an environment of accountability for the correct answer.

Plan for Error

Increase the likelihood that you'll recognize and respond to errors by planning for common mistakes in advance

Affirmative Checking

Insert specific points into your lesson when students must get confirmation that their work is correct, productive, or sufficiently rigorous before moving on to the next stage

Format Matters

It's not just what students say that matters but how they communicate it. To succeed, students must take their knowledge and express it in the language of opportunity.

All Hands

Leverage hand raising to positively impact pacing. Manage and vary the ways that students raise their hands, as well as the methods you use to call on them.

Habits of Discussion

Make your discussions more productive and enjoyable by normalizing a set of ground rules or "habits" that allow discussions to be more efficiently cohesive and connected.

Precise Praise

Make your positive reinforcement strategic. Differentiate between acknowledgment and praise.

Emotional Constancy

Manage your emotions to consistently promote student learning and achievement.

Least Invasive Intervention

Maximize teaching time and minimize "drama" by using the subtlest and least invasive tactic possible to correct off-task students

Work the Clock

Measure time - your greatest resource as a teacher - intentionally, strategically, and often visibly to shape both your and your students' experience in the classroom.

Everybody Writes

Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss.

Radar and Be Seen Looking

Prevent nonproductive behavior by developing your ability to see it when it happens and by subtly reminding students that you are looking

Every Minute Matters

Respect students' time by spending every minute productively

Standardize the Format

Streamline observations by designing materials and space so that you're looking in the same, consistent place every time for the data you need

Firm, Calm, Finesse

Take steps to get compliance without conflict by establishing an environment of purpose and respect and by maintaining your own poise

Habits of Attention

Teach students key baseline behaviours for learning, such as sitting up in class and tracking the speaker, by using a memorable acronym such as STAR. Sit up Track the Speaker Appreciate your classmate's ideas Rephrase the words of the person who spoke

Engineer Efficiency

Teach students the simplest and fastest procedure for executing key classroom tasks, then practice so that executing the procedure becomes a routine.

Stretch It

The sequence of learning does not end with a right answer; reward right answers with a follow-up question that extend the knowledge and test for reliability.

Do Now

Use a short warm-up activity that students can complete without instruction or direction from you to start class every day

What to Do

Use specific, concrete, sequential, and observable directions to tell students what to do, as opposed to what not to do

Break it Down

When a student makes an error, provide just enough help to allow them to "solve" as much of the original problem as they can

Right is Right

When students respond to answers in class, hold out for answers that are "all-the-way right" or all the way to your standards of rigor.

Change the Pace

a change from one activity to something different

Knowledge Organizers

a one-page document that outlines the most important knowledge students need to understand to engage a unit of study

Disciplined Discussion

an effective discussion with a shared purpose and mental model of what it means to discuss something

Phrasing Fundamentals

answer so obvious, it seems rhetorical OR call on students to answer a different question then the one you gave them time to think about

Exemplar Planning

answers that you hope a student will give to your question

Replace Self-Report

asking objective questions where students need to demonstrate their understanding rather than evaluate how well they think they know something

Take the Steps

break down what you are doing into steps (you are an expert, students are still learning)

Silent Solo

not just writing but quiet writing

Retrieval Practice

process of causing students to recall information they've learned after a strategic delay

Make Expectations Visible

the more visible the action you ask students to execute, the easier it is for you to see whether students follow through

Circulate

to move around