[Doug Lemov] ë Teach Like a Champion [world-war-ii PDF] Read Online ↠´ Well, the good news is that I'm a champion teacher and I didn't even know it! Turns out I already knew all of the concepts, and most of the techniques, that Lemov examines in his book.
Of course, I'm not a new teacher; it's not my first rodeo.
It would have been a great book if I were new to the profession, so if you are, I highly recommend it.
Quite a bit of it is common sense, such as keeping the students busy from bell to bell, arranging the desks so that you have proximity, and establishing routines in your classroom, but new teachers sometimes do not appreciate the impact taking these simple measuresor not taking themcan have in your class.


So the book didn't really work for me.
Reasons why:

1.
As I said, there was really nothing new there for an experienced teacher unless you just need a refresher (which is not a bad idea).

2.
It's really geared to elementary to middle schools, while I teach high school juniors.
Some things can be adapted to fit a high school classroom, but many cannot.

3.
Like others before me have said, his approach to reading is way off base and pretty archaic.
Believe me, my kids would love nothing better than to read out loud.
Most of them would rather have their fingernails pulled out one by one than to read silentlybut they're 16 and 17 years old, not 8.
Many of them will be filling out their college applications at the end of their year with me.
It's my job to prepare them for that time, and I can't remember a single college class where we read aloud.
Even if I was successful with his strategies so that every student is following along, ready to step in if called upon to read, they're still not reading for themselves.
They're still having someone else decode the words for themyou don't build reading stamina by having someone read to you.


So, if you're a new teacher or an elementary teacher, you might find more value in this book than I did.
On to the next, which my friend Ken assures me will be most helpfulTeaching Arguments.
Since our curriculum is all about argumentation, I'm certain this one will be more gradelevel appropriate.
Teach Like A PIRATE Increase StudentNotRetrouvez Teach Like A PIRATE Increase Student Engagement, Boost Your Creativity, And Transform Your Life As An Educator Et Des Millions De Livres En Stock SurAchetez Neuf Ou Home Teach Like a Champion The Teach Like a Champion Team Is Part Of Uncommon Schools Commitment To Share What We Have Learned About Enabling All Students, Particularly Those Not Born To Privilege, To Achieve At Dramatically Higher Levels Since , Doug Lemov Has Documented The Actions Of Effective Teachers His Transformative Work Has Established A Set Of Techniques, A Shared Vocabulary, And A Framework For Teach Like A Etsy Check Out Our Teach Like A Selection For The Very Best In Unique Or Custom, Handmade Pieces From Our Clothing Shops Pedagogy Focus Teach Like a Champion Tes NewsTeach Like A Writer Expert Tips On Teaching Teach Like A Writer Addresses This Misalignment Through The Views And Experience Of Real Writers Any English Teacher Serious About Improving Their Craft Will Find Both Inspiration And Practical Ideas In This Long Overdue Consideration Of How To Teach Writing In Secondary Schools Joe Nutt, Author, Teaching English For The Real World Jennifer Webb S Second Offering Is A Compilation Album OfTeach Like a Champion Techniques That Put Teach Like A Championis A Complete Update To The International Bestseller This Teaching Guide Is A Must Have For New And Experienced Teachers Alike Overmillion Teachers Around The World Already Know How The Techniques In This Book Turn Educators Into Classroom Champions With Ideas For Everything From Boosting Academic Rigor, To Improving Classroom Management, And Inspiring Teach Like A Writer FunkyPedagogy Teach Like A Writer Writing Is Reaching Out It Is Making A Connection With Our Fellow Women And Men, With The Power To Bridge Space, Time And Culture People Who Can Successfully Communicate Have Capacity To Change Things, To Campaign, And To Show Their Worth And Talent People Who Cannot Express Themselves Are Naturally Disenfranchised They Do Not Have The Agency To Direct Their Own LivesPDF Teach Like a Champion Techniques Teach Like a Champion Techniques That Put Students On The Path To College Teach Like It SHave You Heard Teach Like a Champion S Pedagogical Model Is Disturbingly Similar To One That Was Established Almost A Century Ago For The Express Purpose Of Maintaining Racial Hierarchy By Layla Treuhaft Ali As An Aspiring Teacher And A History Major, I Ve Become Fascinated By Teacher Education, Past And Present Which Is Why I Decided To Embark On A Close Reading Of Doug Lemov S Teach Like Adaveburgess Teach Like A Pirate Also, If You Want An Edtech Master To Show You How To Use Technology To Incorporate Teach Like A PIRATE Type Strategies Into Your Classroom, Please Consider Grabbing A Copy Of Matt S Tech Like A PIRATE RIGHT HERE Guest Post By Matt Miller It S Back To School Time Again And This Year Looks NOTHING Like We Have Ever Seen Before As Summer Comes To A Close, Teachers Are Preparing For That This is an excellent book for anyone who cares about "urban education" and its attendant issues.
This books aims at teaching teachers how to develop a classroom culture in which city kids, ( a population left in the ashheap of national education), can finally make significant progress.


The book is broken up into 49 techniques chunked into several groupings, like High Academic Expectations, Lesson Structure, Classroom Culture, etc.
About half the techniques have corallary video clips shown on the included DVD.


The strength of this book is that it understands the psychology of student behavior and academic motivation.
It understands the way poor communication between teacher and student is often the cause of disruptive behavior.
Lemov says teachers absolutely must distinguish between incompetence and defiance on the part of the student.
Furthermore, they should NEVER punish incompetence nor should they EVER let defiance go unchecked.
Often the way teachers divine the difference between the two is through crystal clear instructions.
The excellent technique called "What to Do" (#37) illustrates this.



Not suprising, Doug Lemov was a mediocre teacher for years before learning through observation how to become a great teacher.
Just one example of that old adage that C students make the best teacher.
Only though breaking down what the masters seemed to do intuitively could he finally understand the recipe of great teaching.



As I enter my tenth year, I plan to use this book extensively.
Especially the stuff on management and engagment and classroom culture.
Interestingly enough, my program this year will offer me an interesting perspective on the craft of teaching.
I will be working with two classes of eleventh grade: the highest skilled (AP) and the least skilled (Regents Prep).
So divergent are these that it raises the question of whether any common technique can duly serve both populations.
We'll find out.


Ah, the Charter School Camp.
The Standardized Tests Are the Thing Camp.
The Business/Military Style in Schools Camp.
That's 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 "K12," most all of the examples cited are from elementary classrooms.
Ditto the clips on the accompanying DVD.
If you're a high school teacher, you might wonder, "K12? 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 title's subheading (required goods in most all nonfiction books these days) is "49 Techniques That Put Students on the Path to College.
" I'll give the book this much: it's a toolbox.
If you've ever been burnt by buying a professional development book only to find that it's 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.
They're 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 you're struggling with classroom management? Again, worth a looksee.
If you're 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 oldschool, 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 dofor 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 cherrypick here.
Your basket may wind up full, halffull, or emptybut at least you'll see that there's an Old Wave out there to counteract all those newfangled New Wave things you've been studying in university.
Well, the good news is that I'm a champion teacher and I didn't even know it! Turns out I already knew all of the concepts, and most of the techniques, that Lemov examines in his book.
Of course, I'm not a new teacher; it's not my first rodeo.
It would have been a great book if I were new to the profession, so if you are, I highly recommend it.
Quite a bit of it is common sense, such as keeping the students busy from bell to bell, arranging the desks so that you have proximity, and establishing routines in your classroom, but new teachers sometimes do not appreciate the impact taking these simple measuresor not taking themcan have in your class.


So the book didn't really work for me.
Reasons why:

1.
As I said, there was really nothing new there for an experienced teacher unless you just need a refresher (which is not a bad idea).

2.
It's really geared to elementary to middle schools, while I teach high school juniors.
Some things can be adapted to fit a high school classroom, but many cannot.

3.
Like others before me have said, his approach to reading is way off base and pretty archaic.
Believe me, my kids would love nothing better than to read out loud.
Most of them would rather have their fingernails pulled out one by one than to read silentlybut they're 16 and 17 years old, not 8.
Many of them will be filling out their college applications at the end of their year with me.
It's my job to prepare them for that time, and I can't remember a single college class where we read aloud.
Even if I was successful with his strategies so that every student is following along, ready to step in if called upon to read, they're still not reading for themselves.
They're still having someone else decode the words for themyou don't build reading stamina by having someone read to you.


So, if you're a new teacher or an elementary teacher, you might find more value in this book than I did.
On to the next, which my friend Ken assures me will be most helpfulTeaching Arguments.
Since our curriculum is all about argumentation, I'm certain this one will be more gradelevel appropriate.
I wish that Doug Lemov's Teach Like a Champion had been around when I was getting my teaching degree.
Most of the books that I read in my graduate courses centered on theorynot that theory and metacognition isn't important; however, as a brandnew teacher, I could really have used a book like this one, which describes 49 actual techniques you can use to manage your classroom and to encourage attention, enthusiasm, and higherlevel thinking.


As other reviewers have pointed out, Teach Like a Champion isn't the Holy Grailthe one beall and endall book for everything.
The book as a whole is definitely geared for elementary and middleschool classes, and some of the techniques will prove more useful for math and the hard sciences.
Unlike others, I don't fault Lemov for using charterschool teachers as his exemplars.
It doesn't necessarily mean that Lemov believes there aren't stellar teachers in public schools; it's expedience.
He's involved with Uncommon Schools, so the teachers he observes as part of his job are only in charter schools and he didn't do any additional research.
That's OK by me.
That doesn't diminish the efficacy of the techniques Lemov cites.


Still, as with any book, use common sense.
Some of these techniques won't work with high school, of course.
And let's face it: Some of these techniques won't work for teachers in tougher schools.
But having a toolbox of techniques from which you can select could make the difference between a smooth start to a teaching career and an experience so horrible that a teacher chucks her career in after a few years.
(Statistically, 14 percent of teachers leave the profession after their first year; 46 percent leave before their fifth year.
) I wish that Doug Lemov's Teach Like a Champion had been around when I was getting my teaching degree.
Most of the books that I read in my graduate courses centered on theorynot that theory and metacognition isn't important; however, as a brandnew teacher, I could really have used a book like this one, which describes 49 actual techniques you can use to manage your classroom and to encourage attention, enthusiasm, and higherlevel thinking.


As other reviewers have pointed out, Teach Like a Champion isn't the Holy Grailthe one beall and endall book for everything.
The book as a whole is definitely geared for elementary and middleschool classes, and some of the techniques will prove more useful for math and the hard sciences.
Unlike others, I don't fault Lemov for using charterschool teachers as his exemplars.
It doesn't necessarily mean that Lemov believes there aren't stellar teachers in public schools; it's expedience.
He's involved with Uncommon Schools, so the teachers he observes as part of his job are only in charter schools and he didn't do any additional research.
That's OK by me.
That doesn't diminish the efficacy of the techniques Lemov cites.


Still, as with any book, use common sense.
Some of these techniques won't work with high school, of course.
And let's face it: Some of these techniques won't work for teachers in tougher schools.
But having a toolbox of techniques from which you can select could make the difference between a smooth start to a teaching career and an experience so horrible that a teacher chucks her career in after a few years.
(Statistically, 14 percent of teachers leave the profession after their first year; 46 percent leave before their fifth year.
) Problematic.
The techniques are very authoritarian and simplistic.
The author relies on behavioralism to a demeaning degree.
The video clips that came with the book showing the techniques in action, made me very uncomfortable.
I'm surprised the book didn't come with a clicker trainer.
I think this book is a must for preservice teachers, but only if taught with a critical lens.
The author says right off the bat that he does not consider himself a champion teacher, but he has spent countless hours in classrooms and studying tape with other researchers in order to compile what he has determined to be concrete "champion teacher" techniques.


I don't agree with everything he says (some of it reads a little ivory tower, and some of the stuff he touches on concerning race makes me raise an eyebrownot to say he's blatantly racist; it just reads like he hasn't spent a ton of time examining the world of education through a critical race lens), but most of it is good stuff.
I'm entering my 5th year of teaching, and this book is definitely useful to me.
I imagine it would have varying levels of usefulness to more experienced teachers as well.
Lemov's conclusion is entitled, "The End is the Beginning," so let me start there.


"Yet when Ben was recently asked how he ensures that his teachers use his material, he observed that he doesn't.
He manages his teachers for results and provides these techniques to get them there.
They are free to use them or not.
.
.
.
Too many ideas, even good ones, go bad when they become an end and not a means.
" (Pg.
310)

Lemov likes the word caveat.
I'm going to ask someone with a Kindle version how many times that word shows up in the book.
(It was one of my favorite words as well.
.
.
) Perhaps his caveat there at the end would have been more fitting at the beginningand at the beginning of every trendy teaching methods book.


Often we get caught up in the material rather than the end goal.
The question is, are we using the methods prescribed by Lemov (or Marzano, or Wong & Wong, Gallagher, or any host of others.
.
.
Fred Jones.
.
.
that's this Fred Jones not the Fred Jones of Ben Fold's famealthough they're both good.
.
.
) And so we find ourselves asking, "am I doing what Lemov (et al) says to do" instead of asking, "am I doing what works best for my studentswhat I will be able to excel at in order to get them to learn what they need to learn for my class?"

Oftentimes there is an overlapwhich is why this book has 3 stars instead of zero.
I liked the book.
There are a lot of useful techniques and practices found in here.
But I have a few caveats of my own: try some of what he says, but take it with a grain of salt rather than as gospel.


For instance, Lemov is oldschool.
He likes desks in rows.
I was surprised that in today's datadriven school climate the only data he gives to back up the benefits of rows is, ".
.
.
I see so many teachers I watch use it.
" (pg.
68) I'm sure you've heard that correlation does not imply causation.
.
.
?

Aside from this, when I went to the Fred Jones Tools for Teaching Seminar, he gave lots of examples of why teachers should move away from rowsand backed it up with some data as well.
Do I have that for you now? No.
I went to the training years ago.
Two points that stuck with mehe said the reason we have rows is because it's easier for custodians to clean, and that it makes it difficult for a teacher to get from one side of the room to anotherand teachers should always have fast access to all students.


Also, the biggest red flag that went upit's the red flag that always goes up when I read teaching methods bookLemov received an M.
B.
A.
from the Harvard Business School.
That's quite an achievement, but it tells me he's as much into marketing as he is education.
.
.
.
Actually, more so.


Which gets me to my next point.
(And yes, I realize it seems like I'm missing the forest for the trees here, as they say.
I'm notI'm really notI just like to use those critical thinking skills that I'm trying to impart to my students.
.
.
Again, I'm not losing sight of the fact that there are a lot of great ideas in this book.
)

Lemov tries to convince us that the book is not gimmicky.
He's doing what teachers call, "anticipating.
" He knows that accusation is going to be (justifiably) thrown out there.
He says early on, "I've given the techniques in this book names.
This may seem like a gimmick at first, but it's one of the most important parts.
If there was no word democracy, for example, it would be a thousand times harder to have and sustain a thing called "democracy.
" (Pg.
6) While the democracy comment is true, that's not what makes it gimmicky.
What makes it gimmicky is that so many of these ideas are not newthey are common place in classroomsthey've just been marketed with a new name, adding now to the teacherjargon lexicon.


I could give you a hole host of examplesI took a lot of notesbut I'll refrain.
Here are a few: Technique 6Begin With the End.
This already has a name: Backward Design.
(An already jargony name, I might add.
.
.
) He's right, though: I would agree all good teachers use this.
Have your objective firstthen plan.
So, a benefit of Teach Like a Champion is that it cut to the chase.
Still.


Another one? I/We/You (pg.
71): Lemov even states this already has several monikers, "direct instruction, guided practice, and independent practice.
.
.
" If that's the case, why make a new one? Explain the principle, but don't name it.



Another one? Technique 9: Shortest Path.
(Pg.
64) I remember calling this "Best Practice.
"

Another one? Technique 24: Pepper (head to head).
(Pg.
133) We were playing Around the World when I was in school.
My 7 year old told me that's what they call it as well.
She loves it, by the way.
.
.


Look, the list can go onbut it doesn't even matter.
The ideas are good, and he even said they're not his.
But his M.
B.
A.
in business is coming in handy, because Lemov was able to make a lot of money marketing someone else's product.
Good writers borrow, great writers steal, and all that.
(I'm wondering if Sorkin stole that quote from somebody else.
)

Again, the book is very good.
But my biggest fear for the book is the one Lemov himself listed in his conclusionthe one I mentioned at the top.
And with all the good content in the book, he does himself a disservice by being dogmatic about some points he shouldn't be dogmatic about.
For instance, on pages 50 and 51 I agree that we shouldn't spend 5 minutes of class giving students a longwinded explanation of the importance of speaking up.
Believe me, I'm reevaluating my own teaching practices and taking many of the efficiency measures to heart.
However, when he says "My colleagues and I concluded that voice is the gold standard when working on audible format.
" (Pg.
51) I think he has taken it too far.
As if a teacher who gives a nonverbal nod and eyebrow raise, or says "volume" or "louder" or "sound" or whatever even a 10 second sentence every once in a while.
.
.
is somehow inferior to a teacher who uses the term "voice?" That's foolishness.
I can't imagine our evaluations coming to that.
But administrators (like teachers themselves to their students) will always be able to nail you for something if they want to.
.
.


Like the examples of jargon, I could give a lot of examples of dogma.
But I want to turn to why I gave the book 3 starsrather than why I took 2 away.


I liked most everything.
Even the passages I complained about had merit.
Starting with Technique 1: No Opt Outwhere you take away the incentives for students not to answer (if they "don't know" call on somebody else and then come back to them.
.
.
) to Technique 12: The Hooka practice I already use, but call bellwork, or bellringer or startup.
.
.
To Technique 22: Cold Callcalling on students randomlyrather than just the ones with their hands up.
.
.


A lot of these techniquesalmost all of themI already use.
However, often times Lemov would get me to think about them in a new lightor reflect on the fact that I haven't been using them as effectively as I could be.


Even when I disagreed with him, or he appeared to contradict himself laterI felt like I was getting something out of it.
I use Cold Call already, quite frequently.
One thing he doesn't do a great job of addressing is that it often turns off the students who are raising their hands.
I occasionally get "I've had my hand up, but you never call on me.
" He says late in the book that you should prep students ahead of timebefore reading, for instancebut that goes against what he says in Cold Call.
.
.
Still, it's getting me to be conscious of even the smallest details of my classroom.


Small thingsTechnique 2: Right is Rightfor instanceI agree with the principleand the complimentary principles of "Stretch It" and "Format Matters"but here's another caveat for you: be careful that you're not so focused on the correct format or the exact right answer that you want that you refuse to accept right answers.
We don't want to devalue students because we're so focused on a detail we miss the fact that they were correct.
(I was in a class one time where the teacher asked a question about a story we had just read.
"What was the person doing?" Students answered.
One student said that he was "chasing the other person.
" The teacher just nodded and said.
.
.
okay, okay.
He took a few more answers.
When nobody came up with what he wanted he said, "running.
The man was running, wasn't he?" He wanted the "right" answer.
The answer he already had in his mind, and he missed the point that "chasing" was actually a better one than he had come up with.
Lemov talks about preparing, and scripting the lesson on your way to school, anticipating questions, etc.
.
.
All of that is good.
But don't lose sight of the end.


Still, often I find myself (especially in *ahem* challenging classes) accepting answers that aren't quite right as correct.
I need to be aware of this.


It made me think about little things, too.
I agree with correcting slang and jargon in the classroom.
But I think all teachers (especially social studies and language arts teachers) should watch this TED talk.


Finally, I would be remiss if I didn't include something about his section on reading.
One of the points on which we agree most strongly is that we are all reading teachers.
We all teach language arts.
All of us.
K12.
Teachers, nonteachers.
All of us.
Language arts is communication.
When you communicate with someone else, they are taking something from you.
This is why I have been pushing to have my social studies classes switch with language arts.
It would open up so many possibilities for collaborative work and deeper understanding in both content areas.
(Again though, I wouldn't push this on everyone.
What works for me might not work for you.
)

If you already agree with this though, I might consider reading someone like Gallagher or Boyles rather than Lemov.
For someone who is as jargony as he is, he sure comes down hard on others.
(Specifically, Boyles.
) Lemov is not big on "making connections"especially texttoselfand says that, "the connections students are most likely to make ("Hey, this is just like something that happened to my family!") are least rigorous and least useful to engendering longterm reading comprehension.
" (pg.
304) And then he gave no data to back that up.
Is that just him putting a thought out there? Because I'd say that being able to connect with any storyany form of mediais what draws us in.
I've found that new readers would rather read books they can connect to, than something that makes no sense to them.
And the more they read, the more they'll be able to readas they'll be able to make more connections.


And I think he confuses "picturing/visualizing" with looking at the pictures on page 305.
He gives an example of a teacher saying, "What do you think is about to happen? Look at the picture if you need help!" While this tactic is no doubt employed in younger grade levels, it's not the same thing as picturing/visualizing.
So, for him to give this as an example and then attack the other seems an awful lot like a strawman, but that's just me.


I realized, that I myself went on the attack again.
(Sorry, Lemov.
And in the portion where I said I was going to tell what I liked.
)

Take it like this: when it comes to teachery books, often times I'm more critical of the ones I like.


What I need to do is come back and write a synapses of all the techniques I likedthat way I can come back to it and use it as a reminder.
Maybe I'll do that.
But I guess this short review will have to suffice for now.
I recommend this book to all new teachers without exception.
Experienced teachers who are having difficulty with classroom management are also encourged to read it.
The techniques are explicitly detailed and most are easy to implement the very next day.
Basically, the book gives specific techniques designed to create an atmosphere of respect and cooperation.
I will definately get a lot of use out of it.
.
.
the classroom clips are especially helpful.


Things that I especially liked: 1.
How to's on how to correct student behavior without emotion.
This one was a biggie.
My son once had a first grade teacher who screamed at them almost on a daily basis.
If you have to yell at 6 year olds to get them to listen to you.
.
.
you're probably not very effective! 2.
Explicit instruction on how to give a commanding (but respectful) presence so that the students naturally want to cooperate.
3.
Extrinsic motivation is not present in this book which I absolutely love! Extrinsic motivation does not work for the long haul.
This author pulled out the techniques that encourage the students to work through Intrinsic motivation which will stay with them forever.
No bribing kids in this book!

Kids in 412th grade will absolutely cooperate with these techniques.
Kids in k3rd will with some responsive classroom thrown in for good measure.
This is Child psychology, Student motivation, and responsive classroom all rolled into a nice little howto book.


Teachers who are effectively managing their classroom will probably find a few techniques that they can use but overall, they are probably doing most of these other techniques already.


As for the last section (on Reading Instruction).
.
.
I have to respectfully disagree with Mr.
Lemov.
First of all, he states that: "as Roy Baueister hs demonstrated in his excellent article.
.
.
there's little to support the idea that enhancing selfesteem is a worthy goal in schools.
The best you can say is that it correleates to (rather than causes) achievement.
That is, when students achieve, they believe in themselves, not the other way around".
(256)

I have alot of experience with children who have poor selfesteem and they do not have the will to achieve because they don't believe in themselves.
By giving them small successes and improving their selfesteem, they will be more willing to attempt challenging tasks because they have learned that they ARE capable of success.
So, it is a tightrope for teachers of many students.
.
.
Sure, sucess breeds selfesteem.
.
.
I completely agree with that.
However, if a student faces "failures" for much of his school career at the hands of a less effective teacher.
.
.
then he needs to improve his selfesteem first before he can then learn the power of his achievements.
This goes back to Bandura's theory of selfefficacy.
If you've never heard of it, look it up.
.
.
it is a powerful tool for teachers who have seemingly unmotivated students.


Also, I'm not a big fan of Round Robin reading as Mr.
Lemov suggests in the book.
You want independent reading with accountability? Check out Donalyn Miller's book "The Book Whisperer".
I have to ask Mr.
Lemov what the other teachers were doing when he was observing their independent reading time and seeing students not actually reading because there was no accountability.
Where they doing their own thing? Reading their own book? Catching up on paperwork? What they should have been doing was quietly conferencing with students.
Teachers should be well versed in literature geared towards their students age group.
In all genres.
So as the students are reading and you are conferencing and discussing the book, you know if the student is or is not actually reading it.
THIS is true authentic accountability and reading instruction.


I wonder what book Mr.
Lemov would suggest that they read as a round robin exercise.


I also find it wonderful that at his charter schools, they group the kids together homogenously in classes.
So each classroom has a homogenous group of students.
However, most of Lemov's readers will be public school teachers who have a mixed of learning disabled, gifted, and middle of the road students with a variety of reading abilities.
Public school teachers don't have the ability to work with an entire homogenous class.
They may be able to cobble together homogenous reading groups but I feel overall, Mr.
Lemov's ideas about reading are better served in his own charter schools and the rest of us should take our cue from Donalyn Miller ("The Book Whisperer"), Gail Boushey, and Joan Moser ("The Daily 5").


Just as a Classroom management tool though, this book deserves 5 stars Do you remember that scene at the beginning of Dead Poet's Society where Mr.
Keating has the boys rip the J.
Evans Pritchard scale for measuring poetry out of their textbooks?

This book and its techniques are the equivalent of Mr.
Pritchard's poetry scale.


We ask whether our actions will result in learning, but this is the wrong question.
The right question is whether our actions yield a return that exceeds our hurdle rate.
That is, yield more learning per minute invested than does the best reliable alternative use of classtime.


There's nothing terribly wrong with these techniques, but they perpetuate the factory model school system.
If you've a veteran teacher who is looking to change how you teach your students and shift our education paradigm, then this book is definitely not one you want to read.


The teachers declared champions by Lemov come from charter schools, mostly Uncommon Schools and KIPP.
These schools are success stories if you consider teaching to the standardized test a measure of success.


These schools boast their college acceptance rate.
How many of those same students are graduating with a degree from college? Funny how I don't hear that statistic.


Another broad criticism I'll levy is that most of the techniques shared, including specific ways to phrase statements and pose questions, apply to the elementary classroom.


The examples given of how to adapt the techniques for middle school or high school would work for students who have learned to conform to the charter school environment, or a successful public school where the teachers and administrators know how to teach to the test.


And therein lies this book's value.


If you're brand new to teaching, particularly if you're a secondary teacher who has earned a bachelor's in your subject area, but you've never taken education, pedagogy, or methods classes, then this book along with Harry Wong's The First Days of School will help you through your first years.


Lemov breaks down how to write objectives also known as daily learning goals.
He shares numerous lesson planning tips and ideas on how to execute those lessons.
Additionally, he does a nice job of offering concrete examples of how to phrase questions and then rephrase that same question to either elicit a more specific or complete answer or clarify what information is being asked for.


If you've never taught before, then you will find value in the techniques, particularly if you're teaching atrisk disadvantaged students.


Lemov has one more valueadded section at the end.
In the last few chapters, he presents the argument that every teacher is a literacy teacher, which I do have to agree with.
Teaching literacy is every teacher's job.


Oftentimes, secondary subject area teachers push back on this concept because they consider teaching literacy to center around phonetics and decoding.
That elementary stuff.
Not their job.


In these last chapters, Lemov defines decoding, fluency, and reading comprehension.
He explains the power of literacy in relationship to vocabulary for the students from lower socioeconomic areas.


Students who know more words, learn more words.
In fact, research suggests that a 10,000 word vocabulary gap exists between students of privilege and students from less advantaged backgrounds by the time they reach 10th grade.


He also defines and gives examples of Tier I, II, and III words in terms of vocabulary acquisition.
And he describes how teachers can get the most bang for their buck, if you will.


If you've been teaching your secondary subject area for a while, and you find yourself having to write language objectives, or you're lost when it comes to these reading terms, I'd skip the majority of this book and just read chapters 1012.


Aside from these two groups of teachers (newbies with no education background, and cranky secondary subject area teachers who are clueless about what literacy truly is, but are being held accountable for teaching literacy), most other teachers should skip this book.


You know these techniques.
You already practice them.
Sure, you could think of reading this book as a refresher or a visit back to your teaching toolbox, but I just don't think the return on investment is high enough to warrant spending a lot of time with this book.


Now I did listen to the audiobook, and it took me over two months.
And that's even with the soothing dulcet tones of Grover Gardner's voice.
If I read the ebook or print edition, I could have skimmed.


While these charter schools seemingly make strides in closing the achievement gap, I do wonder what becomes of their graduates.
Are these schools truly serving the needs of disadvantaged students or do they just look good on paper? My current professional development training is based entirely on this book.
My first year of teaching was a nightmare.
When the new administration took over and asked us to attend their training, I learned more about classroom management in those two weeks of in service than I did in both undergrad and graduate college.
I'm in my second year now, and these techniques, paired with active practice, have turned me into a more confident and effective teacher.
I had people observe who thought I was teaching for years.


The main point about TLAC is that effective champion teachers have a variety of tools at their disposal.
These techniques give me confidence in that I know what I can do next if Tool A, or Tool B, or even Tool C doesn't work.
This is a big book, and you obviously won't get through it all.
It's one of those books you work through.
I bought the ebook, which is great because I can just click on the links for the clips and watch right from my Kindle or iPad.


This is definitely one of those books I would recommend to new struggling teachers.
Forget Harry Wong.
If you're struggling with behavior, if you're in an inner city school, or if you're just running out of options because of a stressful teaching environment.
.
.
this is the book you need.
This is an excellent book for anyone who cares about "urban education" and its attendant issues.
This books aims at teaching teachers how to develop a classroom culture in which city kids, ( a population left in the ashheap of national education), can finally make significant progress.


The book is broken up into 49 techniques chunked into several groupings, like High Academic Expectations, Lesson Structure, Classroom Culture, etc.
About half the techniques have corallary video clips shown on the included DVD.


The strength of this book is that it understands the psychology of student behavior and academic motivation.
It understands the way poor communication between teacher and student is often the cause of disruptive behavior.
Lemov says teachers absolutely must distinguish between incompetence and defiance on the part of the student.
Furthermore, they should NEVER punish incompetence nor should they EVER let defiance go unchecked.
Often the way teachers divine the difference between the two is through crystal clear instructions.
The excellent technique called "What to Do" (#37) illustrates this.



Not suprising, Doug Lemov was a mediocre teacher for years before learning through observation how to become a great teacher.
Just one example of that old adage that C students make the best teacher.
Only though breaking down what the masters seemed to do intuitively could he finally understand the recipe of great teaching.



As I enter my tenth year, I plan to use this book extensively.
Especially the stuff on management and engagment and classroom culture.
Interestingly enough, my program this year will offer me an interesting perspective on the craft of teaching.
I will be working with two classes of eleventh grade: the highest skilled (AP) and the least skilled (Regents Prep).
So divergent are these that it raises the question of whether any common technique can duly serve both populations.
We'll find out.