1. Teach Like A Champion: 49 Techniques That Put Students On The Path To College

2. Setting High Academic Standards
Technique 1: No Opt Out – A sequence that begins with a student unable to answer should end as often as possible with that student answering. (Clip 1)
Technique 2: Right Is Right – Set and defend a high standard of correctness in your classroom. (Clips 2 & 3)
Technique 3: Stretch It – The sequence of learning does not end with a right answer; reward right answers with follow-up questions that extend knowledge and test for reliability. (Clip 4)
Technique 4: Format Matters – Require complete sentences and proficient grammar every chance you get. (Clip 5)
Technique 5: Without Apology – Do not voice apologies that predetermine failure.

3. Planning that Ensures Academic Achievement
Technique 6: Begins with the End – Progress from unit objectives to lesson objectives, knowing how you will assess and with what activities, and always make a full circle in your lesson.
Technique 7: 4Ms – A great lesson objective should be manageable, measurable, made first, and most important on the path to college.
Technique 8: Post It – Objectives should be visible.
Technique 9: Shortest Path – If there is more than one path to achieve an objective, choose the simplest explanation or strategy.
Technique 10: Double Plan – Plan for what the teacher and the student will be doing each step of the way.
Technique 11: Draw the Map – Make space planning a part of lesson planning.

4. Structuring and Delivering Your Lessons
Technique 12: The Hook – Use a short, engaging introduction to excite students into learning.
Technique 13: Name the Steps – Identify steps and make them memorable.
Technique 14: Board=Paper – Model for students how to track information they need to retain and ensure they have an exact copy of what they need.
Technique 15: Circulate – Move around the classroom to engage and hold students accountable. (Clip 6)
Technique 16: Break It Down – Break a problematic idea down into component parts when students lack a clear understanding.

5. Structuring and Delivering Your Lessons
Technique 17: Ratio – Seek student input to solve problems by asking questions and forcing cognitive work out of students when they are ready.
Technique 18: Check for Understanding – Gather data and respond quickly.
Technique 19: At Bats – Provide lots of practice.
Technique 20: Exit Ticket – Measure the effectiveness of your lesson with a single question.
Technique 21: Take a Stand – Have students make judgments and then defend or explain their answers.

6. Engaging Students In Your Lesson
Technique 22: Cold Call – Call on students regardless of whether they have their hand up or not. (Clips 7, 8, & 9)
Technique 23: Call and Response – Teacher asks a question and students respond in unison or choral response.
Technique 24: Pepper – A fast-paced, unpredictable review of fundamentals with lots of chances of participation in rapid succession and could be used as a warm-up activity. (Clip 10)

7. Engaging Students In Your Lesson
Technique 25: Wait Time – A strategic delay after asking a question before seeking the answer. (Clip 11)
Technique 26: Everybody Writes – Set your students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing. (Clip 12)
Technique 27: Vegas – A moment during class when you might observe some production values: music, lights, rhythm, dancing while still reinforcing the day’s learning objectives.

8. Creating a Strong Classroom Culture
Technique 28: Entry Routine – Make a habit out of what efficient, productive and scholarly after a greeting and as students take their seats and class begins.
Technique 29: Do Now – A short activity that you have written on the board or is waiting at their desks.
Technique 30: Tight Transitions – Having quick and routine transitions which students can execute without extensive narration from the teacher. (Clip 13)
Technique 31: Binder Control – Having a required format for organizing papers within a binder.

9. Creating a Strong Classroom Culture
Technique 32: SLANT – Sit up, Listen, Ask/Answer a question, Nod your head, Track the speaker
Technique 33: On Your Mark – Show students how to be prepared and expect them to be so everyday.
Technique 34: Seat Signals – Develop a set of signals for common needs.
Technique 35: Props – Public praise for students who demonstrate excellence or exemplify virtues.

10. Setting and Maintaining High Behavioral Expectations
Technique 36: 100 Percent – Full compliance of highest behavioral expectations (Clips 14, 15, & 16)
Technique 37: What to Do – Give directions to students in a way that provides clear, easy and useful guidance
Technique 38: Strong Voice – Economy of Language, Do Not Talk Over, Do Not Engage, Square Up/Stand Still, Quiet Power (Clip 17)
Technique 39: Do It Again – Practice helps students improve and it is often the best consequence. (Clip 18)

11. Setting and Maintaining High Behavioral Expectations
Technique 40: Sweat the Details – Plan your environment so it seems an orderly and organized place at all times.
Technique 41: Threshold – Set expectations from the minute students enter the door to the minute they exit.
Technique 42: No Warnings – Develop a scaled system of incrementally larger consequences that you can deliver reliably, fairly, and without hesitation.

12. Building Character & Trust
Technique 43: Positive Framing – Make corrections consistently and positively. (Clip 19)
Technique 44: Precise Praise – Do not trivialize praise. Make it specific and genuine.
Technique 45: Warm/Strict – You must be caring, funny, warm, concerned, and nurturing as well as strict, relentless and sometimes inflexible.
Technique 46: The J-Factor – Finding joy in the work of learning. (Clips 20 & 21)

13. Building Character & Trust
Technique 47: Emotional Constancy – Take personal emotions out of a situation and remain calm.
Technique 48: Explain Everything – Make clear the rationale behind decisions made in students’ best interest and the way adults think on behalf of students.
Technique 49: Normalize Error – Getting it wrong and then getting it right is one of the fundamental processes for schooling. Respond to both as completely normal.