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The 49 Techniques from Teach Like a Champion

Instructional and Classroom Management Strategies for Academic Success


The 49 Techniques first came to my 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, I recognized the efficacy of the techniques, even in tough to handle classrooms. This article brings links to all of the blogs I have written together in one place.

Setting High Academic Expectations

  • 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: 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 don't 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

Structuring and Delivering Your Lessons

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 questioning
  • Technique 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 don't 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 day's 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 to support the success of their peers.

Building and Maintaining High Behavioral Expectations

  • 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.
  • 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. It's in two parts so you understand it's use and how to acquire it.

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