Teach like a champion strategies

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teach like a champion strategies

Teach Like a Champion: 49 Techniques that Put Students on the Path to College by Doug Lemov

Ah, the Charter School Camp. The Standardized Tests Are the Thing Camp. The Business/Military Style in Schools Camp. Thats where TEACH LIKE A CHAMPION originates, from a guy named Doug Lemov who is invested in the Uncommon Schools, a group of inner city schools in the northeast that insist on teachers using these techniques. And though the cover says K-12, most all of the examples cited are from elementary classrooms. Ditto the clips on the accompanying DVD. If youre a high school teacher, you might wonder, K-12? Hello! And if you think these techniques will work as well in high school as they do in elementary and middle schools, you might wonder about yourself.

The titles subheading (required goods in most all non-fiction books these days) is 49 Techniques That Put Students on the Path to College. Ill give the book this much: its a toolbox. If youve ever been burnt by buying a professional development book only to find that its 87% theory and 13% practical ideas, this is your book. You might get burnt in OTHER ways, of course, but such is the cruel world.

On to the techniques. Theyre all basic, simple, and mostly obvious. I say that as a veteran teacher but realize that all readers and teachers are NOT veterans. So, is the book worth more of your time if you are a newbie to the profession? I think so. What if youre struggling with classroom management? Again, worth a look-see. If youre a high school teacher? Uh, no.

Overall, the techniques come off as too regimental. The classrooms described leave nothing to chance and even the fun activities are named and timed (stop watches are big here). The important thing, according to Lemov, is time on task. That leads to higher standardized test scores and thus, to college.

Some of his opinions are conservatively old-school, too. He denigrates silent reading in class, for instance, because it is not measurable and some kids may not be reading. But he champions kids reading aloud in class one at a time, something that I find painful to do -- for the students as much as for me, given some of their struggles with the written word.

In short, turn the clock back 30 years and many of the practices then are back here only with names and all manner of window dressing. Still, to be fair, I think young teachers would do well to read and cherry-pick here. Your basket may wind up full, half-full, or empty -- but at least youll see that theres an Old Wave out there to counteract all those new-fangled New Wave things youve been studying in university.
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Teach Like a Champion Technique 10 - Double Plan

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Doug Lemov

Teach Like a Champion: 49 Techniques that Put Students on the Path to College

Miller is in the middle of a thrilling lesson on symbolism when she asks the class what types of symbolism they noticed in chapter She scans the room, and her eyes lock on Billy, who just happens to be looking at anything and anyone other than Mrs. Billy thinks for a moment, he scans the room and locks eyes with a few of his peers as if to silently say, "HELP! Millers question with, "um, I don't know. As teachers we have all experienced moments similar to this interaction with Billy.

The story focused on the book Teach Like a Champion by Doug Lemov. Teachers with high expectations don't accept "I don't know," but expect students to be engaged and "give it a shot." This technique pushes a teacher to take correct answers and ask students to add depth or nuance to.
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Doug Lemov - Strategies to teach like a champion

This book is aimed at school teachers in the USA. However, I believe it would be useful for any teachers of groups, especially those teaching young learners and teens. This book is packed with practical ideas that are easy to put into place, ideas which ask the best of each student all the time, as well as offer effective solutions to common classroom problems. No Opt Out — 'dunno' is not an acceptable answer, get the pupil to find the correct answer, get another pupil to tell him, you tell him, tattoo on your forehead, whatever it takes, but don't leave it at 'dunno'. Get the pupil to give you the correct answer themselves, even if they're repeating what their friend said. I also ask them to do it again in our end of lesson review. Begin with the end — start by planning the long-term objectives, then the assessment, then the lesson, then the activities.

Indeed, prominent charter networks frequently boast that their teachers are uniquely qualified, passionate, and eager for their students to succeed see the below images from Uncommon Schools and Achievement First. The notion that teachers in charter schools are more talented, more determined, or more loving than those in public schools is one theme charter schools use to attract families. After all, what parent would not jump at the chance to ensure excellent teachers for their child? To make this claim a reality, charter management organizations CMOs have set about reinventing teacher education. Traditional schools of education, according to these reformers, teach antiquated and impractical theories that fail to actually prepare teachers for the classroom. This model has become more formalized and visible with the establishment of Relay Graduate School for Education. Not only has the model become near-omnipotent in charter schools, but it is beginning to be a fixture in entire public school districts as well.

Work the Clock is a strategy that helps teachers to measure time intentionally, strategically, and visibly to mold the experience of every individual in the classroom. Showing students the clock helps them to notice how each minute is measured out and teaches them that you carefully plan the time out, which helps them to be more attentive to it as well. This also helps teachers to be very judicial about how time is spent, and helps them to be more aware of staying on schedule. In the event that you give a time allocation and the activity happens to go over or finish early, it is completely okay. The main point of assigning a time allotment is to set a goal for the students to meet. Using specific, odd time increments helps to keep the students on task.


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