This book presents 16 teaching techniques organized in lessons to be used by teachers who work with adolescents or young adults. The lessons may be used by individuals or in groups to improve instructional skills. A study guide or meeting plan precedes each chapter and suggests objectives, anticipatory set, input and modeling, means to check understanding and practice, and independent practice exercises. The lessons address the following issues: (1) teaching as a constant stream of teacher decisions designed to increase the probability of learning; (2) increasing motivation through recognition and understanding of six factors that can increase students' efforts and intent to learn, (in two parts); (3) beginning class periods effectively; (4) three key principles for effective lecture-format classes; (5) teaching to both halves of the brain (includes effective chalkboard techniques); (6) four critical characteristics of effective models; (7) making content meaningful; (8) checking students' understanding; (9) designing effective practice that improves student performance; (10) guided initial practice accompanied by feedback that gives the learner information about what is correct, what needs to be improved, and how to improve performance; (11) helping students to think creatively, solve problems, and make satisfying and productive decisions based on understanding of six levels of cognition; (12) making incorrect answers opportunities to learn; (13) changing waiting time into learning time; (14) five factors to increase student memory of what's taught in class; and (15) teaching so that past learning influences the acquisition of new learning. (JB)