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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 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 measures or not taking them can 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 silently but 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 them you don t build reading stamina by having someone read to you.So, if you re a new teacher or an elementary teacher, you might findvalue in this book than I did On to the next, which my friend Ken assures me will be most helpful Teaching Arguments Since our curriculum is all about argumentation, I m certain this one will begrade level appropriate 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 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 theory not that theory and metacognition isn t important however, as a brand new 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 higher level thinking.As other reviewers have pointed out, Teach Like a Ch 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 theory not that theory and metacognition isn t important however, as a brand new 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 higher level thinking.As other reviewers have pointed out, Teach Like a Champion isn t the Holy Grail the one be all and end all book for everything The book as a whole is definitely geared for elementary and middle school classes, and some of the techniques will proveuseful for math and the hard sciences Unlike others, I don t fault Lemov for using charter school 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 think this book is a must for pre service 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 r I think this book is a must for pre service 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 eyebrow not 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 toexperienced teachers as well 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 itthe classroom clips are especially helpful Things that I especially liked 1 How to s on h 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 itthe 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 youyou 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 4 12th grade will absolutely cooperate with these techniques Kids in k 3rd 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 how to 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 articlethere s little to support the idea that enhancing self esteem 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 self esteem and they do not have the will to achieve because they don t believe in themselves By giving them small successes and improving their self esteem, they will bewilling to attempt challenging tasks because they have learned that they ARE capable of success So, it is a tightrope for teachers of many studentsSure, sucess breeds self esteemI completely agree with that However, if a student faces failures for much of his school career at the hands of a less effective teacherthen he needs to improve his self esteem first before he can then learn the power of his achievements This goes back to Bandura s theory of self efficacy If you ve never heard of it, look it upit 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 Lemov s conclusion is entitled, The End is the Beginning, so let me start thereYet 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 meansPg 310 Lemov likes the word caveat I m going to ask someone with a Kindle version how many times th Lemov s conclusion is entitled, The End is the Beginning, so let me start thereYet 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 meansPg 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 beenfitting at the beginning and 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 fame although 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 students what 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 overlap which 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 old school He likes desks in rows I was surprised that in today s data driven school climate the only data he gives to back up the benefits of rows is,I see so many teachers I watch use itpg 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 rows and 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 me he 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 another and teachers should always have fast access to all students.Also, the biggest red flag that went up it s the red flag that always goes up when I read teaching methods book Lemov 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,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 not I m really not I 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 democracyPg 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 new they are common place in classrooms they ve just been marketed with a new name, adding now to the teacher jargon lexicon.I could give you a hole host of examples I took a lot of notes but I ll refrain Here are a few Technique 6 Begin With the End This already has a name Backward Design An already jargon y name, I might add He s right, though I would agree all good teachers use this Have your objective first then 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 wayLook, the list can go on but 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 conclusion the 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 long winded explanation of the importance of speaking up Believe me, I m re evaluating my own teaching practices and taking many of the efficiency measures to heart However, when he saysMy colleagues and I concluded that voiceis 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 non verbal 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 toLike 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 stars rather than why I took 2 away.I liked most everything Even the passages I complained about had merit Starting with Technique 1 No Opt Out where 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 Hook a practice I already use, but call bellwork, or bellringer or startup To Technique 22 Cold Call calling on students randomly rather than just the ones with their hands upA lot of these techniques almost all of them I already use However, often times Lemov would get me to think about them in a new light or 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 later I 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 time before reading, for instance but 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 things Technique 2 Right is Right for instance I agree with the principle and 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 fewanswers 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 K 12 Teachers, non teachers 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 text to self and 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 long term reading comprehensionpg 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 story any form of media is 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 thethey read, thethey ll be able to read as they ll be able to makeconnections.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 helpWhile 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 straw man, 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 teacher y books, often times I mcritical of the ones I like.What I need to do is come back and write a synapses of all the techniques I liked that 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 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, yieldlearning per minute invested than does the best relia 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, yieldlearning 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 aspecific 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 at risk disadvantaged students.Lemov has onevalue added 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 knowwords, learnwords 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 10 12.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 &FREE EPUB ⇻ Teach Like a Champion: 49 Techniques that Put Students on the Path to College ⇹ In this book, author Doug Lemov offers the essential tools of the teaching craft so that you can unlock the talent ond skill waiting in your students, no matter how many previous classrooms, schools, or teachers have been unsuccessful 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 learnedabout 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 aconfident and effective teacher I had people observe who thought I was 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 learnedabout 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 aconfident 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 ash heap 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 th 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 ash heap 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 Further, 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