Aruna Sankaranarayanan Muthu Sir flashes a photograph of gently rolling hills on the smart board and poses a question to the class, “Is there any evidence in this picture that the land was sculpted by glaciers?” Predictably, Ashi’s and Raunak’s hands shoot up like rockets. As the duo has already answered earlier questions, Muthu Sir waits for other hands to go up, however tentatively. “Look carefully. Do you see any evidence of snow or ice?” “No, Sir,” blurts Vinay, without even raising his hand. “Hands please,” reminds Muthu Sir, but coaxes Vinay to elaborate. “Then what do you see?” “Hills, Sir, with grass,” the boy obediently chimes in. “That’s correct. Can you describe the shape of the hills, Harmeet?” persists the teacher. “They are…not steep,” Harmeet haltingly answers. “That’s right,” encourages the teacher, “they are gentle hills. “Can anyone compare the two sides of the hill in the middle?” he cajoles. Minu raises her hand gingerly, “They are different.” “Yes, can you tell me how?” the teacher presses on. Minu stares at the board and then looks down at her desk. Muthu Sir calls on Amir to elucidate. “Sir, one side is slightly more sloping…like an inverted spoon,” the boy responds. “Exactly,” avers Muthu Sir, “now what glacial feature resembles an inverted spoon?” Niti perks up, “A drumlin, Sir.” “Excellent, Niti. Now, Minu, can you describe the shape of the hill?” “Sir, it’s like an inverted spoon,” she responds more confidently this time. “And, the hill is a drumlin which has been shaped by a glacier.” “Great answer,” encourages Muthu Sir as he soldiers on, “Is a drumlin caused by glacial erosion or deposition?” The above exchange in a fictitious Grade VII classroom exemplifies a few crucial “techniques” that master teachers employ. In his book, Teach Like a Champion, educationist Doug Lemov has distilled his detailed and astute observations of master teachers in action into 49 techniques. While Lemov acknowledges that “Great teaching is an art” and individual teachers may have distinctive styles, he provides useful and actionable tools that teachers may deploy to enhance their teaching. In this article, I describe three techniques that teachers may use to set high expectations and deliver engaging lessons to all students. The first, which Lemov calls “No Opt Out,” involves returning to a student who fails to answer a question accurately the first time. In the above scenario, Minu does not respond when Muthu Sir asks her how the two sides of the hill differ. Instead of