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.
 SettingHigh Academic Expectations
 Planning that Ensures Academic
Achievement
 Structuring And Delivering Your
Lessons
 Engaging Students In Your Lesson
 Creating A Strong Classroom Culture
 Building And Maintaining High
Behavioral Expectations
 Building 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
It’s 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.

 “Iknow this is kind of dull,” or “This

material is on the test so we’ll have to
learn it.”
Planning that Ensures Academic
Achievement

 Technique Six: Begin with the End.

 Technique Seven: The Four M's
 Technique 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 can’t be effective if you can’t 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 period
3. Made first:
An objective should guide the activities you use
in the lesson
4. Most important:
Choose an objective based on what is most important
 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 Path
 The 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.

 It’sas important to plan for what students will

be doing during each phase of your lesson
as it is to plan for what you’ll be doing and
saying.
 Technique 11: Draw the Map

 Drawing the map is controlling the

environment by wisely grouping students
through the seating chart.
 Structuring 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

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
 Technique 20: Exit ticket
 By 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 day’s 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 Response
 Technique 24: Pepper
 Technique 25: Wait Time
 Technique 26: Everybody Writes
 Technique 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: Pepper
 Pepper 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 it’s 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 Routine

 Technique 29: Do Now
 Technique 30: Tight Transitions
 Technique 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
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 they’ve 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 doesn’t matter how wonderful the
lesson is.
The 5 key behaviors that maximize students’ ability to
pay attention are included in the acronym SLANT
Sit 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 Percent
Technique 37: What to Do.
Technique 38: 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
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 Trust

Technique 43 : Positive Framing.

Technique 44: Precise Praise.
Technique 45: Warm and Strict.
Technique 46: The J Factor.
Technique 47: Emotional Constancy
Technique 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, don’t 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, to
 Suspense .
 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.
.