Teach Like a Champion: 49 Techniques that Put Students on the Path to College (K-12)

Table of Contents:
DVD Contents ix Foreword xi Acknowledgments xv The Author xix Introduction: The Art of Teaching and Its Tools 1 PART ONE TEACH LIKE A CHAMPION: THE ESSENTIAL TECHNIQUES 1 Setting High Academic Expectations 27 Technique 1: No Opt Out 28 Technique 2: Right Is Right 35 Technique 3: Stretch It 41 Technique 4: Format Matters 47 Technique 5: Without Apology 51 Reflection and Practice 55 2 Planning that Ensures Academic Achievement 57 Technique 6: Begin with the End 57 Technique 7: 4 Ms 60 Technique 8: Post It 63 Technique 9: Shortest Path 64 Technique 10: Double Plan 65 Technique 11: Draw the Map 67 Reflection and Practice 69 3 Structuring and Delivering Your Lessons 71 Technique 12: The Hook 75 Technique 13: Name the Steps 77 Technique 14: Board = Paper 82 Technique 15: Circulate 84 Technique 16: Break It Down 88 Technique 17: Ratio 92 Technique 18: Check for Understanding 97 Technique 19: At Bats 104 Technique 20: Exit Ticket 106 Technique 21: Take a Stand 106 Reflection and Practice 108 4 Engaging Students in Your Lessons 111 Technique 22: Cold Call 111 Technique 23: Call and Response 125 Technique 24: Pepper 131 Technique 25: Wait Time 134 Technique 26: Everybody Writes 137 Technique 27: Vegas 141 Reflection and Practice 144 5 Creating a Strong Classroom Culture 145 Technique 28: Entry Routine 151 Technique 29: Do Now 152 Technique 30: Tight Transitions 154 Technique 31: Binder Control 157 Technique 32: SLANT 158 Technique 33: On Your Mark 159 Technique 34: Seat Signals 161 Technique 35: Props 163 Reflection and Practice 165 6 Setting and Maintaining High Behavioral Expectations 167 Technique 36: 100 Percent 167 Technique 37: What to Do 177 Technique 38: Strong Voice 182 Technique 39: Do It Again 191 Technique 40: Sweat the Details 195 Technique 41: Threshold 197 Technique 42: No Warnings 199 Reflection and Practice 201 7 Building Character and Trust 203 Technique 43: Positive Framing 204 Technique 44: Precise Praise 210 Technique 45: Warm/Strict 213 Technique 46: The J-Factor 214 Technique 47: Emotional Constancy 219 Technique 48: Explain Everything 220 Technique 49: Normalize Error 221 Reflection and Practice 223 8 Improving Your Pacing: Additional Techniques for Creating a Positive Rhythm in the Classroom 225 Change the Pace 226 Brighten Lines 228 All Hands 229 Every Minute Matters 230 Look Forward 231 Work the Clock 232 Reflection and Practice 233 9 Challenging Students to Think Critically: Additional Techniques for Questioning and Responding to Students 235 One at a Time 237 Simple to Complex 239 Verbatim (No Bait and Switch) 240 Clear and Concise 240 Stock Questions 241 Hit Rate 243 Reflection and Practice 245 PART TWO HELPING STUDENTS GET THE MOST OUT OF READING: CRITICAL SKILLS AND TECHNIQUES 10 How All Teachers Can (and Must) Be Reading Teachers 249 11 The Fundamentals: Teaching Decoding, Vocabulary Development, and Fluency 263 12 Comprehension: Teaching Students to Understand What They Read 283 Conclusion: The End Is the Beginning 309 Appendix: Behind-the-Scenes Interviews 311 Index 325 How to Use the DVD 331

About the Author :
Doug Lemov is a managing director of Uncommon Schools and oversees its True North network. He is the former president of School Performance and former vice president for accountability at the State University of New York Charter Schools Institute. He also trains school leaders and teachers and has taught English and history at the university, high school, and middle school levels. Visit Doug Lemov at www.douglemov.com. Doug Lemov is a managing director of Uncommon Schools and oversees its True North network. He is the former president of School Performance and former vice president for accountability at the State University of New York Charter Schools Institute. He also trains school leaders and teachers and has taught English and history at the university, high school, and middle school levels. Visit Doug Lemov at www.douglemov.com.

Review :
"If school districts are going to demand so much of teachers, then the least superintendents and schools of education can provide is basic tools. There is more power in effective training than there could ever be in threats." (Boston Globe, March 23, 2010) "If school districts are going to demand so much of teachers, then the least superintendents and schools of education can provide is basic tools. There is more power in effective training than there could ever be in threats." (Boston Globe, March 23, 2010) "If school districts are going to demand so much of teachers, then the least superintendents and schools of education can provide is basic tools. There is more power in effective training than there could ever be in threats." (Boston Globe, March 23, 2010) "If school districts are going to demand so much of teachers, then the least superintendents and schools of education can provide is basic tools. There is more power in effective training than there could ever be in threats." (Boston Globe, March 23, 2010)