Teach+Like+A+Champion

 **__Teach Like a Champion__** by Doug Lemov - Jossey-Bass Teacher Publisher  49 Techniques That Put Students On The Path To College  ISBN 978-470-55047-2

 My purpose for this page is to create a summary or a quick read for teachers. If a technique is intriquing, please borrow the book or DVD to read more about it!

 This book is divided into two parts: The Essential Techniques, and Helping Students Get The Most Out Of Reading: Critical Skills and Techniques.

PART ONE: TEACH LIKE A CHAMPION: THE ESSENTIAL TECHNIQUES Setting High Academic Expectations (pages 27-56)  **Technique 4: Format Matters** (pages 47-51) (DVD clip # 5)  "It's not just what students say that matters but how they communicate it. The complete sentence is the battering ram that knocks down the door to college." Grammatical format. Identify the error. Begin the correction. Complete sentence format. audible and unit format.  Planning that Ensures Academic Achievement (pages 57-70)  Structuring and Delivering Your Lessons (pages 71-110)  Engaging Students In Your Lessons (pages 111-144)  Creating A Strong Classroom Culture (pages 145-166)

 Setting and Maintaining High Behavioral Expectations (pages 167-202) **Technique 39: Do It Again** (pages 191-195) (DVD clip #18)  7 reasons why it is effective: (1) It shortens the feedback loop. (2) It sets a standard of excellence, not just compliance. (3) There is no administrative follow-up. (4) There is group accountability. (5) It ends with success. (6) There are logical consequences. (7) It is reusable.  **Technique 40: Sweat The Details** (pages 195-196)  "To reach the highest standards, you must create the perception of order. Clean up clutter, keep desk rows tidy, make sure shirts are tucked in and hats are off, and you will decrease the likelihood that you will have to deal with more serious issues because you will decrease your students' perception that those things might be permissable." <span style="font-family: 'Comic Sans MS',cursive; font-size: 92%;"> **Technique 41: Threshold** (pages 197-199) <span style="font-family: 'Comic Sans MS',cursive; font-size: 92%;"> "The first minute, when students cross the threshold into the classroom, you must remind them of the expectations. It's the critical time to establish rapport, set the tone, and reinforce the first steps in a routine that makes excellence habitual."

Building Character and Trust (pages 203-224) Improving Your Pacing: Additional Techniques for Creating a Positive Rhythm in the Classroom (pages 225-234) Challenging Students to Think Critically: Additional Techniques for Questioning and Responding to Students (pages 235-248) <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; text-align: left;">PART TWO: HELPING STUDENTS GET THE MOST OUT OF READING: CRITICAL SKILLS AND TECHNIQUES How All Teachers Can (and Must) Be Reading Teachers (pages 249-262) Making Reading Instruction Productive and Accountable: Control The Game **Keep Durations Unpredictable:** "When you ask a student to read aloud during class, that student is the primary reader. As the designation suggests, this student is not the only reader. While the practice the primary reader gets is critical, the actions and focus of all other students are also critical: they must become secondary readers. So when you identify your primary re ader, don't specify how long you want him to read before he actually begins." (page 257)
 * CONTROL THE GAME SKILLS **
 * Keep the Identity of the Next Reader Unpredictable: **"If you move quickly from one primary reader to another, students focus more closely on following along. This is doubly true if they don't know who the next primary reader will be."
 * Keep Durations Short:** "Reading for short segments maximizes the concentration of the primary reader. It allows students to invest expressive energy in reading and focus intently on and sustain fluent and even dramatic reading. This yields higher-quality oral reading and makes the lesson more engaging. Moving quickly among primary readers also keeps the pacing lively."
 * Reduce Transaction Costs:** "A transaction cost is the amount of resources needed to execute an exchange; it can be economic, verbal, or something else."

The Fundamentals: Teaching Decoding, Vocabulary Development, and Fluency (pages 263-282) Comprehension: Teaching Students to Understand What They Read (pages 283-308)