The 49 Techniques from Teach Like a Champion

The 49 Techniques first came to our attention in a March 7, 2010 article in the New York Times Magazine entitled Can Good Teaching Be Learned? The story focused on the book Teach Like a Champion by Doug Lemov. Having taught with mixed success in inner-city Philadelphia, some of us recognized the efficacy of the techniques, even in tough to handle classrooms. This article brings links to some of the blogs we found useful regarding this topic. Setting High Academic Expectations Technique One: No Opt Out. Teachers with high expectations dont accept I dont know, but expect students to be engaged and give it a shot.Technique Two: Right is Right. This technique accepts no half-answers but asks for complete and correct answers to questions.Technique Three: Stretch It. This technique pushes a teacher to take correct answers and ask students to add depth or nuance to their answers.Technique Four: Format Matters. High expectations also means only accepting students answers in complete sentence with good grammar.Technique Five: No Apologies. Teachers with high expectations dont apologize for what they teach. No more Sorry I have to teach you Shakespeare.Technique 39: Do It Again. Repetition is one way to be sure that students understand what you expect and that it is done to your standards. Planning that Ensures Academic Achievement Technique Six: Begin with the End. This planning technique focuses on the outcome instead of what you want to do during the period.Technique Seven: The Four Ms. The four ms of planning are:ManageableMeasureableMade FirstMost Important.Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.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.Technique 10: Double Plan. Double planning involves planning not only what you will do, but also what the students will do during a lesson.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. 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.Technique 14: Board Paper. This technique means that students put everything you put on the board on their paper.Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks so the teacher moves unhindered.Technique 16: Break it Down. Breaking it down requires the teacher to use the wrong answers and help students discover the correct number.Technique 17: Ratio Part One. This is a complex idea and requires two parts! It involves increasing student participation and limiting teacher talk.Technique 17: Ratio Part Two. More strategies for increasing the time students are involved in discussion.Technique 18: Check for Understanding. This is an on your feet method of data collection, sort of a formative assessm ent on the run.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.Technique 20: Exit Ticket. An exit ticket is a quick formative assessment of the lesson your students just finished.Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions. Engaging Students in your Lesson Technique 22: Cold Calls. Like the sales technique, the teacher asks someone who is unsuspecting for an answer. It avoids opting out, and keeps all your students on their toes.Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way that the whole class can participate in questioningTechnique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can pepper his or her students with fast-paced questions, which makes it fun and keeps students on their toes.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 dont give students time to shape a complete, thoughtful response to a question.Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction! Creating a Strong Classroom Culture Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.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 days work or to introduce the days new work.Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.Technique 32: SLANT. SLANT is an acronym for what excellent attention behavior looks like.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.Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil, can eliminate some of the waste of time that plague instruction.Technique 35: Props. In Teach Like a Champion, parlance, props are fun routines the class does together t o support the success of their peers. Building and Maintaining High Behavioral Expectations Technique 36: 100 Percent. Champion teachers dont create unreasonable behavioral expectations, because their final expectation is that everyone conforms all (100%) of the time.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.Technique 38: Strong Voice Part One and Part Two. This technique, strong voice, is one that separates the really effective teacher from the adequate. Its in two parts so you understand its use and how to acquire it. The Blogs below continue the chapter Setting and Maintaining High Behavioral Expectations. Technique 39: Do It Again. This technique is perhaps the only negative consequence that truly 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.Technique 40: Sweat the Details. Building on the broken window theory of policing, Lemov notes that maintaining high standards will have positive effects across the classroom environment.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.Technique 42: No Warnings. Responding early and proportionately can help you avoid real crises. So rather than giving warning, you mete out consequences when the behavior is still only a minor problem. Building Character and Trust 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.Technique 43 Part 2. Three more strategies for framing classroom experiences positively.Technique 44: Precise Praise. Rather than cheap praise, precise praise is valued by students because it describes what it is you are pleased with.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. This technique offers ideas to help your students experience the Joy!Technique 47: Emotional Constancy. An effective teacher keeps his or her emotions in check and doesnt make it all about him or herself. Make your good moods about good performance, not about pleasing you.Technique 48: Explain Everything. Be sure your students understand why you do what yo u do, as the why is an important part of instruction.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. 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.

The Philosophy Of Humanism During The Early Renaissance

A significant increase in secular art began in the early Renaissance because of an enormous gain of wealth by Florence in the early 15th century. The philosophy of humanism began, combining the values of both spirituality and the worth of the human mind and experience. The republics people valued the individualism in humanism, believing their society and its values to represent liberty and freedom. (Harris Zucker, n.d., para.6). As a result, wealth combined with an interest in portraying individual power, piety, and human experience created a thriving artistic market whose patronage was no longer confined to the exclusive domain of the church. Rather, wealthy private families and government officials began to hire artists with increasing†¦show more content†¦Beginning with the Renaissance, the dignity of individuals and importance of nature was explored in artistic design and specifics that strove for the deception of reality, inspired by human curiosity and scientific inter est. Artists as the periods went on got to the the level of theorists and intellectuals, their skills becoming a relation to their minds as opposed to their previous treatment in the middle Ages as craftsmen. For example, the subjects of sculpture and paintings often reflected â€Å"a growing interest in private meditation and prayer’(Harris Zucker, n.d., para 2), and the desire of important patrons to create powerful visual displays of wealth and imagery that cast themselves in a dignified light lead to growing numbers of artists being commissioned for portraits. During the 15th century, for instance, the Italian Renaissance resulted in wealthy, cultured Florentine families becoming frequent art patrons, desiring beautiful and tasteful art for their homes. â€Å"The Triumph of 0amillus†, painted by Biagio d’Antonio 1470-1475 was likely purchased as a panel to show in a domestic environment. The painting depicts a scene from the Roman author Livy’s writings of a triumphal parade for 0amillus after he and his troops saved Rome from invading Gauls (National Gallery of Art, n.d., para 2) For instance, the items paintings and ofShow MoreRelatedTaking a Look at the European Renaissance Essays1385 Words   |  6 Pagesfoundation for the concept of modern humanism was established during the Renaissance in Europe, which took place during the fourteenth and fifteenth centuries. The European Renaissance indicates a milestone in the shift of the human thought process. During this time period, people became less focused on matters of theism and more focused on exercising philosophies of reason, individuality, and learning. Numerous people developed an interest in a philosophy known as humanism, also referred to as humanisticRead MoreThe Middle Ages And The Renaissance1137 Words   |  5 Pagesinnovations that followed the Middle Ages and was branded as the Renaissance. 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The Holocaust †Why was this happening to me Free Essays

I could hardly breathe or move in the cramped animal wagon. The stench of filth and disease surrounded me and I longed for fresh air. My name is David Cohen and I cannot believe how my life was torn apart in such a short space of time, nor do I understand why it happened even after all these years later. We will write a custom essay sample on The Holocaust – Why was this happening to me? or any similar topic only for you Order Now I will never forget that warm April afternoon when I rushed home from helping in my Father’s jeweler’s store. I was surprised that the front door was open, but nevertheless ran in shouting for my Mother. I heard thuds and screeching as if the heavy furniture from upstairs was being moved. What’s the matter, Mother? † I yelled. Two burly soldiers dragged her out of the living room. â€Å"GO! † she screamed, through heavy sobbing. I just stood there, in the doorway, speechless with shock. I hesitated, but I turned and started to run in the direction of the door, but a third lofty soldier appeared as if from nowhere dived after me and just lifted me up as if I weighed nothing. We were rigorously marched down to the depressingly grey train station, which was in total and utter chaos. There was a massively indistinct mixture of hundreds of people sobbing, crying and arguing. â€Å"Where are we going? â€Å"What’s happening? † â€Å"I’ve lost my Mummy! † a child snivelled. â€Å"Where is she? † but nobody answered. The thickset soldiers shoved us brutally into a waiting cattle truck. There must have been fifty or more people already in this ‘carriage’. Daniel Leigh 11Saul Holocaust Coursework On the way to this man-made hell, I could smell the fear from all the people around me. In addition, there was the stench of remains of old bodies which had most likely died on the most treacherous journey from one place to another (I didn’t want to think about it then, but I figured that out after the war). As well as this, there was the reek of infection as the train was juddering past the sunny countryside. When we got out of the ‘train’, my eyes throbbed as I had to strain, a product of the very little amount of light in the ‘carriage’. It seemed to be a pleasant day. We were shoved into several ‘sorting fields’ where the men were separated from the women, the thin from the broad, and the weak from the strong. Also, there was a sorting field where people were made to say if they had an occupation. I said that I was a jeweler (I only had the experience from my Father’s shop, but I did not tell them). After the painful separation, the SS men ordered the teen-aged to the middle-aged and strong men and women into what they called ‘drill’ and instructed us into ‘rank’. Everybody was then divided into groups of two or three and told to proceed to a wooden hut. We were marched there. It must have been over a mile long. In the wooden hut there were the same machines that my Father used in his shop. I was deployed with a boy named Eric Drench, who was my age, which was then fifteen. The first night I was there was a terrible howling wind. I did not sleep at all, as I sensed that the future is not a particularly bright one. I asked Eric where he was from and where his family came about. He started to tell me his story: â€Å"Well my family lived in Poland, but the Nazi SS men came to take us away. My mother hid my brother, sister and me into our wine cellar and locked us up for a few days and told us not to worry. On the third day that we were in there, we heard thuds and screeching as if the heavy furniture from upstairs was being moved we stay put but Daniel Leigh 11Saul Holocaust Coursework we had the impulse to shout out: â€Å"What’s the matter, mother? † but we couldn’t. My eighteen year old rother David tried to open the hatch for the door of the wine cellar but it wouldn’t come open so somebody must have been standing on it. David tried again after about half an hour. He managed to open it. I said to be careful and open it slowly. He opened it very slowly and cautiously and he saw our parents being taken away as if they had committed a crime. David fell backwards in shock, he fainted. As my sister tried to comfort him, I looked outside the hatch, and to my utter astonishment, three burly soldiers were dragging my mother and shoving my father out of the door. I then had the most uncontrollable rge just to try and rescue my parents but I knew in my heart I couldn’t. Then, we waited and waited for the houses and the street to go quiet. After a while, we came out of the wine-cellar and I don’t know how I knew but I had knew that I would never see my parents again. We managed to collect as much food and water as possible and we went. We traveled the country for a couple of months, but inevitably we knew that we could not go on living like this so we found refuge in a church. They knew that we were Jews, but they didn’t hesitate to help. They employed, fed and clothed us for about a onth and then sent us on our way. This way, we had money, food, water and we did not look so Jewish- which I thought was a bad thing to give in to, but we had no choice. Eventually, in the freezing winter of last year, 1940, my sister Eva had died due to pneumonia, but my brother and I were still alive. We had stopped at an empty farm- only to discover that when we rested we found it incredibly hard to go on. Having sat down to rest, I suddenly realized how hungry we were. We carried on after a couple hours or so and then we were captured by four lofty Nazi soldiers and were sent here. By the Eric time had finished telling me about his experience, it was morning. I felt it first. I felt the cold air float over me, around me, and through me, like a spirit filling the room with nothing but the knowledge of its presence. We were dragged out of the cabin and were expected to sprint to another field. Daniel Leigh 11Saul Holocaust Coursework At the time when we had to queue to receive our lunch, it was completely out of control. When Eric finally got to the front of the ‘line’ there were two soldiers, one holding a whip. Eric said â€Å"Please may I have food, Sir? â€Å". They did not give him any food. The soldier holding the whip shouted for everyone to go back, but no-one did. He repeated it again, but this time he said: â€Å"GO BACK OR ELSE THE BOY ACQUIRES 30 LASHES!!! † Still, everyone kept pushing forward. As a result of this, the SS men canceled lunch and Eric got the 30 lashes. After this, he found it hard to breathe, let alone move or even work These sort of events continued for two more terrible years. After this period of time, Eric and I had formed a secret legion of the Jews which had survived through the loss of their families, the loss of some of the Jews which had tried to escape, but either died on the way (mines) or they were shot by the SS men. In this legion, we could practice our Jewish laws including praying and lighting the holy Shabbat candles (if we could scavenge them). One Friday night, we could not get hold of any candles so we prayed and sang through the night. The next day, Eric, whom I had become very friendly with gathered a few men together and we discussed our immediate future, and how that if we do not receive any help from people who have knowledge about the SS men, how they operate and what were their weaknesses. The next day, Shabbat, there was a battalion of Russian soldiers brought in to the concentration camp for ‘war crimes’, some of them were Jewish others were not but supported the Jewish way of life. One week after they arrived, the squadron leader approached our small but cosy gathering and started to mix with us. We hesitated at first but we adapted. After a while, they trained us as soldiers and we eventually escaped from the ultimate hell (for us) and Eric and myself lived on to fight in the American army and to the end of the war. Of the events of which I witnessed and live through, a nightmare invaded reality. How to cite The Holocaust – Why was this happening to me?, Papers

Production Characterization and Fuel †Free Samples to Students

Question: Discuss about the Production Characterization and Fuel Properties. Answer: Introduction The concept of sustainability emerged in the 1960s and has gained a lot of importance in the past few decades because of the world population becoming more and more concerned about the environment around them. Sustainability can be defined as an approach that aims at optimum utilisation of earths natural resources in way that the present demand is met without having to compromise with the needs of the future generations. The concept of sustainability aims at assessing the effect of society and economic development on the environment in order to ensure continuous supply of natural resources. The increasing effect of human activities and the carbon footprint left on the environment is bringing about an emergency to stop certain practices that are depleting the environment and switch to a sustainable development and growth lifestyle (Anon., n.d.). (McCulloch Reid, 2015) Another important area where the concept of sustainability has emerged is business. Business organisations are now shifting towards sustainable business practices in order to reduce their impact on the environment, which also forms an important part of their corporate social responsibility (Zorn Collins, 2007). Sustainable living, in simple words, can be defined as a lifestyle that is based upon an objective of reducing a societys or an individuals consumption of the earths natural resource and personal resource in order to assure long term sustainability of these resources (Cubukcu, 2013). Two of the many important aspects of sustainable living are discussed below: Reducing wastage reducing the amount of wastage in a society or by an individual is one of the most important aspects of sustainable living because a sustainable living cannot achieved until and unless there is wastage of natural and personal resources in the society. Reducing wastage in sustainable living does not only implies to a reduction in the usage of natural resources to avoid wastage but also extends to a reduction in tonnes of wastage material that is dumped every year, which has an exponential impact on the environment because of the harmful effects that physical rubbish has on our land (The Wellbeing Team, n.d.). By informing the world population about the concept of sustainable living and waste reduction, it is possible to bring it to their notice that there is an emergency and it needs to be dealt with as soon as possible. A major area where wastage reduction is being practices is the food and power industry. People who have adopted a sustainable lifestyle aim at reduc ing their power consumption in order to avoid wastage of earths natural resources and also reducing wastage of food products. Recycling the second most important aspect of sustainable living is recycling. Recycling is defined as a process in which waste materials are converted into new materials and objects that can be used for various purposes (Grosse, 2010). Recycling, together with waste reduction, forms an important part of sustainable living and sustainable development as it not only aims at recycling the waste materials into something that can be put to use again but also aims at development of recyclable products and materials. The concept of sustainable living, recycling and green products has spread at such a fast pace and to such an extent that the present day customers are more interested in doing business with those organisations that follow sustainable business practices and develop green products (King, et al., 2005). In sustainable living, recycling plays an important role as it also aims at discovering renewable resources of energy that can be regenerated or recycles from time to time and c an help in the conservation of non-renewable resources of energy. Innovations to ensure sustainability In the past few years, the concept of sustainability and the intent to save the environment as a part of a business corporate social responsibility has shaped the decision making process of the company and also a lot of technological innovations that have helped in making the concept of sustainability possible. Some of the latest technological innovations that are helping in achieving individual as well as collective sustainability goals are discussed below: A recent technological innovation that might shape the future of sustainable living is the discovery of diesel fuel by a group of researchers working at the University of Illinois. The researchers have discovered a way of producing diesel fuel and other petroleum products with the use of grocery bags as a raw material. One of the best advantages of this newly discovered process is that the energy consumed in the conversion process from grocery bags to diesel fuel is way less than than the energy produced, which makes it an even better proposition for sustainable development and growth (Sharmaa, et al., 2014). Another major innovation in order to achieve sustainability is an initiative by an Indian entrepreneur, Ahmed Khan, who founded K.K. Plastic Waste Management in the early 1990s. The basic objective behind the starting of this company was to mix plastics with landfills and asphalts and develop a new material that could be used for building roads. Till date, over 1,000 miles of roads has been built using this newly discovered material and the roads have been found to wear better than the traditional roads, have a longer life and are more resistance towards monsoons. 3-D printing is another innovation that has made sustainable development and growth more possible than ever. If the resources are to be believed, a continuous development in the 3-D technology might make it possible to construct a complete house on a single day. 3-D printing uses grinded up plastics from households and other plastic waste and puts it into use for printing. 3-D printing has a number of other applications and can effectively deal with the wastage that is related to plastic bags and other plastic products (Berman, 2012). Another recent innovation that can help in achieving a sustainable growth and lifestyle is the discovery of a new technique by Scientists at the University of Adelaide that can help in turning plastic bags into high tech CNTs, also known as Carbon Nanotube Membranes. Carbon Nanotube Membranes are the strongest materials on this planet. They are hundreds of time stronger than steel when it comes to strength and are also six times lighter than steel. Owing to the strength of this material, nanotubes have been constructed with a length to diameter ratio of 132,000,000:1, which is impossible for any other material. CNTs are now being used for the production of innovative electronics, wind turbines, sensing devices and more. CNTs have a lot of potential and can change the way of living in the future by offering more opportunities in medical innovations. A recent attempt towards sustainable development has been the initiative taken by the American government to switch from papers to digital. In 2012, Barrack Obama signed a legislation that has made it mandatory for the EPA to move to a digital system of record keeping. Under this legislation, the retailers and commercial businesses will be able to report their hazardous waste to EPA via an e-manifest. Using this process, it would become easier for the American government to keep a track of industrial and commercial waste. Some countries have also made it mandatory for business organisations as well as individuals to follow composting practices. Composting is a natural process in which waste materials and decomposed organic matter is converted into a rich soil known as compost. Composting of organic matter can help the society in returning back the nutrients back to the soil and make sustainability possible (Bertoldi, et al., n.d.). Conclusion The concept of sustainability has been a debatable topic since its foundation back in the 1960s. The ever increasing effect of human activities on the Earths environment and ecology has increased the importance of sustainable practices in day-to-day life and business activities. Most of the people have started following sustainable practices in their day to day life as they feel that they have a role to play in saving their environment but some people still argue whether the concept of sustainability is sustainable in the long run. There are certain business organisations that have become more competitive by incorporating sustainable business practices in their business decisions and including the concept of sustainable business in their corporate social responsibility while there are some companies that argue that following sustainable business practices can throw them out of competition because the cost involved in sustainable business practices is much more than its returns. Despi te of large differences in viewpoints of people and business organisations, it is important that human beings start moving towards a sustainable lifestyle if they want their future generations to enjoy the Earths environment. Even business organisations will have to take the concept of sustainability seriously because they would not be able to carry out any business activities if this planet is lost because of the impact of human activities on the environment. References Anon., n.d. What is Sustainable Development. [Online] Available at: https://www.enb.gov.hk/en/susdev/sd/index.htm [Accessed 27 April 2017]. Zorn, T. E. Collins, E., 2007. Is Sustainability Sustainable. In: The Debate over Corporate Social Responsibility. s.l.:s.n. Cubukcu, E., 2013. Walking for Sustainable Living. Procedia - Social and Behavioral Sciences , 20 September.Volume 85. The Wellbeing Team, n.d. How to reduce waste for sustainable living. [Online] Available at: https://www.wellbeing.com.au/at-home/planet/Reducing-waste-for-sustainable-living.html[Accessed 27 April 2017]. Grosse, F., 2010. Is recycling part of the solution? The role of recycling in an expanding society and a world of finite resources. SAPI EN. S. Surveys and Perspectives Integrating Environment and Society, 3(1). King, A. M., Burgess, S. C., Ijomah, W. McMahon, C. A., 2005. Reducing waste: repair, recondition, remanufacture or recycle?. 29 December.29(2). Sharmaa, B. K. et al., 2014. Production, characterization and fuel properties of alternative diesel fuel from pyrolysis of waste plastic grocery bags. Fuel Processing Technology, June.Volume 122. Berman, B., 2012. 3-D printing: The new industrial revolution. Business Horizons, April.55(2). McCulloch, R. Reid, A., 2015. Your Business Degree. s.l.:s.n. Bertoldi, M. d., Vallini, G. Pera, A., n.d. The biology of composting: A review. Waste Management Research, 1(2).