Teachers Values

CBM4 – Strategies Supporting Classroom Behavior Management

Teach Like A Champion. 

You have taken the time to plan out the physical layout of your classroom.  You have thought about how to get everything organized.  Now it’s time for the show to begin and it’s natural to be a little anxious before the first day of school. 

The first day can be an intimidating experience for both you and your students, so it is important to orchestrate this initial meeting to calm everyone’s anxiety.  You want to show that you are confident, prepared, and excited to have your students in your classroom.  Your confidence will help the students feel comfortable in your classroom and set the tone for establishing positive relationships. 

By Doug Lemov

The 49 Techniques in the book 
Teach Like a Champion by Doug Lemov are practices and strategies used by teachers and endorsed by TEA.  This page is provided to all candidates and interns as a “GO TO” resource page as you begin to define your practices, policies, and procedures.  Some of the strategies have blog links provided by 
ThoughtCo found at this


 home website Link.Links to an external site.

Teach Like a Champion is an excellent resource for teaching, especially for middle school and high school students. Besides the 49 techniques, it includes recommendations for improving instructional delivery. The book also includes video demonstrations of the techniques which make it well worth investing in the book.

Setting High Academic Expectations

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Technique One: No Opt Out. Teachers with high expectations don’t accept “I don’t know,” but expect students to be engaged and “give it a shot.”

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Technique Two: Right is RightLinks to an external site.






The 49 Techniques in the book Teach Like a Champion by Doug Lemov are practices and strategies used by teachers and endorsed by TEA. This page is provided to all candidates and interns as a “GO TO” resource page as you begin to define your practices, policies, and procedures. Some of the strategies have blog links provided by ThoughtCo found at this home website Link.Links to an external site.

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Teach Like a Champion is an excellent resource for teaching, especially for middle school and high school students. Besides the 49 techniques, it includes recommendations for improving instructional delivery. The book also includes video demonstrations of the techniques which make it well worth investing in the book.

Setting High Academic Expectations

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Technique One: No Opt Out. Teachers with high expectations don’t accept “I don’t know,” but expect students to be engaged and “give it a shot.”

Technique Two:



This technique accepts no half-answers but asks for complete and correct answers to questions.

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Technique Three: Stretch It. This technique pushes a teacher to accept correct answers and ask students to add depth or nuance to their answers.

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Technique Four: Format Matters. High expectations mean that students must answer in complete sentences using correct grammar.

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Technique Five: No Apologies. Teachers with high expectations don’t apologize for what they teach. No more, “Sorry, I have to teach you Shakespeare.”

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Technique 39: Do It Again. Repetition is one way to ensure that students understand your expectations and meet your standards.

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Planning that Ensures Academic Achievement

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Technique Six: Begin with the End.Links to an external site.


 

This planning technique focuses on the outcome instead of what you want to do during the period.

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Technique Seven:




 The four m’s of planning are:

· Manageable

· Measurable

· Made First

· Most Important.

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Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.

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Technique Nine: The Shortest Path. Although teachers are often enamored with clever approaches, Lemov asserts that the shortest path to the objective is the most effective.

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Technique 10: Double Plan. Double planning involves planning what YOU will do, and what the STUDENTS will do during a lesson.

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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

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Technique 12: The Hook.

 Introducing the lesson with a “hook,” an activity or item that grabs your students’ attention, will help enhance your lesson.

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Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into steps.

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Technique 14: Board = Paper. This technique means that students put everything you put on the board on their paper.

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Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks, so the teacher moves unhindered.

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Technique 16: Break it Down. Breaking it down requires the teacher to use the wrong answers and 

help students.

 discover the correct number.

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Technique 17: Ratio Part One. This complex idea requires two parts! It involves 

increasing student.
 
participation and 

limiting teacher.

 talk.

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Technique 17: Ratio Part Two. 

More strategies for increasing the time.

students are involved in the discussion.

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Technique 18: Check for Understanding. This method is an on your feet model of data collection, sort of a formative assessment on the run.

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Technique 19: At Bats. Baseball coaches know that the best way to increase effectiveness is to increase the number of times they are “at bat.”

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Technique 20: Exit Ticket. An exit ticket is a 

quick formative assessment.
 
of the lesson your students just finished.

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Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions.

Engaging Students in your Lesson

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Technique 22: Cold Calls. Like the sales technique, the teacher asks someone unsuspecting for an answer. It avoids “opting out,” and keeps all your students on their toes.

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Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way for the whole class to participate in questioning.

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Technique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can “pepper” his or her students with fast-paced questions, making it fun and keeping students on their toes.

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Technique 25: Wait Time. Teachers are too often too impatient and provide an answer to their own question when no student pops a hand up. On the other hand, teachers also don’t give 

students time.

 to shape a complete, thoughtful response to a question.

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Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.

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Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction!

Creating a Strong Classroom Culture

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Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.

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Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as “bell work,” Do Nows are brief academic tasks to review the previous day’s work or to introduce the day’s new work.

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Technique 30: Tight Transitions


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tips-for-substitute-teachers-8286 Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.

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Technique 32: SLANT


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 SLANT is an acronym describing excellent attention behavior for students.

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Technique 33: On Your Mark. 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.”

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Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil, and can eliminate some of the waste of time that plagues instruction.

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Technique 35: Props. In 
Teach Like a Champion, props are fun routines the class does together to support their peers’ success.

Building and Maintaining High Behavioral Expectations

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Technique 36: 100 Percent. Champion teachers don’t create unreasonable behavioral expectations, because their final expectation is that everyone conforms all (100%) of the time.

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Technique 37: What to Do.

 
Be sure, if you are asking for compliance, that you have been very explicit in explaining what it is you want your students “To Do.”

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Technique 38: Strong Voice 

Part One.

 and Part Two. This technique, strong voice, is one that separates the effective teacher from the adequate. It’s in two parts so you understand its use and how to acquire it.

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Technique 39: Do It Again. This technique is perhaps the only negative consequence that genuinely works. When students fail to meet your standards, you ask them to “Do it again.” They model the appropriate behavior but are eager not to have to do it again.

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Technique 40: Sweat the Details. Building on the “broken window” theory of policing, Lemov notes that maintaining high standards will positively affect the classroom environment.

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Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students as they enter, you can set the tone for your class.

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Technique 42: No Warnings.

 
Responding early and proportionately can help you avoid real crises. So rather than giving a warning, you mete out consequences when the behavior is still only a minor problem.

Building Character and Trust

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Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is positive and leads to appropriate behavior. This blog starts with three strategies to help you frame it positively.

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Technique 43 Part 2. Three more strategies for framing classroom experiences positively.

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Technique 44: Precise Praise. Rather than “cheap praise,” precise praise is valued by students because it explicitly describes what actions please you.

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Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both simultaneously.

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Technique 46: The J Factor. The J in J factor stands for Joy. This technique offers ideas to help your students experience the Joy!

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Technique 47: Emotional Constancy. An 

effective teacher.

 keeps his or her emotions in check and doesn’t make it all about him or herself. Make your good moods about good performance, not about pleasing you.

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Technique 48: Explain Everything. Be sure your students understand why you do what you do.  The “WHY” is an important part of instruction.

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Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they will be more willing to take risks and more likely to learn.

Webster, Jerry. “The 49 Techniques from Teach Like a Champion.” ThoughtCo, Aug. 22, 2019, thoughtco.com/techniques-from-teach-like-a-champion-3111081.

Assignment:

Select one technique from each of the seven categories above that you would feel confident implementing in your classroom.