Teach Like A Champion PDF
Doug Lemov
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Teach Like A Champion
Empowering Teachers with Practical Techniques for
Classroom Success.
Written by Bookey
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About the book
"Teach Like a Champion" and its accompanying "Field Guide"
by Doug Lemov are essential resources for educators seeking
to enhance their teaching practice, particularly those in the
early stages of their careers. This collection presents a range of
effective, actionable techniques designed to empower teachers
and transform classroom dynamics. With clear instructions
and training activities at the end of every chapter, educators
can easily reflect on and apply these strategies. Highlights
include practical techniques such as "No Opt Out," which
encourages student engagement, "Do It Again," emphasizing
the importance of repetition for mastery, and "No Warnings,"
which promotes proactive classroom management. The "Field
Guide" serves as a dynamic workbook, enabling teachers to
track their progress, collaborate with peers, and unlock their
students' potential through reflective practice. Enhanced with
new video demonstrations, this manual offers a comprehensive
framework for mastering the art of teaching.
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About the author
Doug Lemov is an accomplished American educator and
author, known for his innovative approaches to teaching. He
serves as the Managing Director of Uncommon Schools, a
non-profit charter management organization that oversees 42
charter schools throughout New York, New Jersey, and
Boston. His work focuses on improving educational practices
and outcomes, making him a prominent figure in the field of
education.
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Summary Content List
Chapter 1 : What Is 2.0?
Chapter 2 : On Teachers and the Advice They Get
Chapter 3 : Specific, Concrete, Actionable Techniques
Chapter 4 : The Irony of What Works
Chapter 5 : The Art of Using the Techniques
Chapter 6 : Who Are the Champions?
Chapter 7 : Defining What Works
Chapter 8 : How to Use This Book: Chapter Organization
Chapter 9 : How to Use This Book: Additional Features
Chapter 10 : Beyond the Book
Chapter 11 : Gathering Data on Student Mastery
Chapter 12 : Acting on the Data and the Culture of Error
Chapter 13 : Setting High Academic Expectations
Chapter 14 : Planning for Success
Chapter 15 : Lesson Structure
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Chapter 16 : Pacing
Chapter 17 : Building Ratio Through Questioning
Chapter 18 : Building Ratio Through Writing
Chapter 19 : Building Ratio Through Discussion
Chapter 20 : Systems and Routines
Chapter 21 : High Behavioral Expectations
Chapter 22 : Building Character and Trust
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Chapter 1 Summary : What Is 2.0?
Section
Summary
What Is 2.0?
"Teach Like a Champion 2.0" builds on the original book with new ideas and structure, deriving from four
years of observing effective teachers, creating a "Virtuous Cycle" of improvement in teaching methods.
The Need for
The new title reflects insights gained that introduce techniques for tackling complex, predictable teaching
Constant Update challenges, termed "endemic problems," that need innovative solutions.
Teachers and the Teachers receive overwhelming advice categorized into three types: Ideology Driven (philosophical),
Advice They
Research Driven (based on academic research), and Data Driven (based on successful outcomes).
Get
Empowering
Teachers
A data-driven approach empowers teachers, portraying them as innovators. The book emphasizes learning
from successful practitioners to find solutions to teaching challenges.
Bridging
Achievement
Gaps
The author argues that achievement gaps can be bridged with effective teaching strategies, highlighting the
importance of learning from innovative practices in various classroom contexts.
What Is 2.0?
The title "Teach Like a Champion 2.0" signifies a significant
evolution from the original book, filled with new ideas and a
different structure. Over four years of observing effective
teachers has led to insights that enhance teaching methods.
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Teachers adapt and refine these concepts, creating a
"Virtuous Cycle" where ideas are improved upon in real
classrooms.
The Need for Constant Update
The new title reflects the depth of insights gained through
this process, as it includes new techniques addressing
predictable, complex challenges in teaching, referred to as
“endemic problems.” These issues require innovative
solutions rather than long periods of trial and error.
Teachers and the Advice They Get
Teachers often receive overwhelming advice that may not
directly address their everyday challenges. This guidance can
be categorized into three types:
1.
Ideology Driven:
Common advice rooted in specific philosophies that may not
necessarily improve student achievement.
2.
Research Driven:
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Guidance based on academic research, which must be
carefully interpreted and applied in practice to be effective.
3.
Data Driven:
Advice derived from successful teaching practices based on
real outcomes. This approach looks at what worked in
practice, enabling teachers to learn from each other.
Empowering Teachers
A data-driven approach positions teachers as active
contributors to the field, allowing them to be seen as
innovators and intellectuals. The book aims to empower
educators by sharing the insights of successful practitioners,
asserting that solutions to teaching challenges exist and can
be learned from effective teachers.
Bridging Achievement Gaps
The author emphasizes that various achievement gaps exist,
and every gap can be closed with effective teaching strategies
that have already been proven successful by teachers in
various contexts. The key lies in learning from those who
innovate successfully in the classroom.
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Critical Thinking
Key Point:The importance of a data-driven approach
to teaching.
Critical Interpretation:While the data-driven approach
promoted in 'Teach Like a Champion 2.0' emphasizes
empowerment and innovation among teachers, it is
essential to critically evaluate whether such an approach
universally addresses diverse classroom dynamics.
Critics, such as those from the field of educational
psychology, argue that a singular focus on data-driven
solutions may overlook the inherently complex and
subjective nature of teaching and learning, as personal
student-teacher interactions also significantly impact
outcomes (Bransford et al., 2000). Therefore, while
data-driven methodologies can enhance teaching
practices, it's crucial to acknowledge and incorporate a
wider range of factors that contribute to effective
education.
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Chapter 2 Summary : On Teachers and
the Advice They Get
Category
Description
Overview
Teachers receive an overwhelming amount of advice, often from non-teachers, leading to
guidance that fails to address real classroom challenges.
Ideology Driven
Guidance
This type focuses on how classrooms "should be" and emphasizes compliance with mandates over
student achievement, overwhelming teachers with checklists.
Research Driven
Guidance
While evidence-based, it needs to be practical and context-sensitive. Strict adherence can
misguide teachers and hinder effective practice.
Data Driven Guidance
This approach uses actual outcomes to identify successful teaching strategies, promoting teachers
as problem solvers and knowledge creators.
Specific, Concrete,
Actionable Techniques
Emphasizes the need for practical methods like "Cold Call" and "No Opt Out" that teachers can
practice and refine for effectiveness, rather than broad concepts.
Incremental Changes
Small, manageable shifts in practice can lead to significant improvements in teaching
effectiveness and ultimately benefit teachers and students.
Conclusion
Focusing on data-driven insights and specific techniques can close achievement gaps in education
effectively.
On Teachers and the Advice They Get
Teachers face an overwhelming amount of advice that often
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comes from non-teachers, leading to guidance that doesn't
effectively address daily classroom challenges. This advice
usually falls into three categories: ideology-driven,
research-driven, and data-driven.
Ideology Driven Guidance
Ideology-driven guidance is the most prevalent type of
advice, dictating how classrooms "should be." While
well-intentioned, it often focuses on compliance with various
mandates rather than fostering student achievement. Teachers
may find themselves overwhelmed by a checklist of
must-dos, which detracts from their ability to adapt strategies
to meet specific educational outcomes.
Research Driven Guidance
Research-driven guidance aims to provide evidence-based
methods, but it has its own limitations. Research needs to be
tailored for practical classroom applications, considering
context and diverse student needs. When treated as a strict
mandate rather than a flexible tool, it can misguide teachers
and result in ineffective practices.
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Data Driven Guidance
Data-driven guidance emerges from examining successful
teaching practices based on actual outcomes. It focuses on
identifying successful strategies that worked for skilled
teachers and emphasizes the importance of teachers as
problem solvers and knowledge creators. This approach
fosters professional growth and elevates teachers' roles in the
education system.
Specific, Concrete, Actionable Techniques
The book emphasizes the need for specific, actionable
techniques rather than broad concepts. Methods like "Cold
Call" and "No Opt Out" provide practical ways to enhance
teaching. Techniques are defined as concrete actions that can
be practiced and refined, making them more useful than
overarching strategies.
The text underscores that small, manageable changes can
lead to significant improvements in teaching effectiveness.
This incremental approach can make shifts in practice more
achievable and sustainable, ultimately benefiting both
teachers and students.
Overall, a focus on applying data-driven insights and honing
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specific techniques can lead to meaningful progress in
closing achievement gaps in education.
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Chapter 3 Summary : Specific, Concrete,
Actionable Techniques
Section
Summary
Introduction to
Actionable
Techniques
The author discusses the gap between lofty teaching ideals and practical classroom application,
emphasizing the need for specific, actionable advice to facilitate improvement.
Definition of
Techniques vs.
Strategies
Techniques are defined as specific actions teachers can take, offering a path to quicker success
compared to broader strategies.
Mastering
Techniques for
Impact
Mastering specific techniques, such as Cold Call and No Opt Out, enhances classroom accountability
and engagement, allowing integration without overwhelming change.
Gradual Change for
Lasting Improvement
Implementing small, manageable changes can lead to significant long-term improvements in teaching
effectiveness, similar to minor lifestyle changes resulting in weight loss.
The Irony of
Effective Techniques
Many effective techniques may seem mundane but yield significant results; routines like efficiently
distributing materials can free up instructional time.
Case Study: Doug
McCurry's Efficiency
The example of Doug McCurry shows that teaching efficient paper distribution can save instructional
time, translating into more learning hours.
Conclusion
The author encourages teachers to adopt practical, proven techniques that enhance student
engagement and outcomes, emphasizing the impact of routine and specific actions on achievement.
Summary of Chapter 3: Specific, Concrete,
Actionable Techniques
Introduction to Actionable Techniques
The author reflects on the gap between lofty teaching ideals
and practical application in the classroom. Inspirational
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advice often leaves teachers wondering how to implement
these ideals in concrete terms. The key to improvement lies
in specific, actionable advice that can be easily applied.
Definition of Techniques vs. Strategies
The author distinguishes between "techniques" and
"strategies," defining techniques as specific actions teachers
can take, similar to how a sprinter employs precise
movements for optimal performance. Focusing on refining
these techniques is presented as the quickest way to achieve
success in teaching.
Mastering Techniques for Impact
By mastering specific techniques such as Cold Call and No
Opt Out, teachers can enhance accountability and
engagement in their classrooms. This focus on individual
techniques allows for integration into existing practices
without overwhelming changes.
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Gradual
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for Lasting
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Implementing small, manageable changes leads to significant
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Chapter 4 Summary : The Irony of What
Works
Section
Summary
The Irony of What Works
Common techniques in the book are simple yet highly effective for enhancing student
achievement, especially in diverse urban classrooms, focusing on the craftsmanship of routine
tasks.
Effective Routines
Doug McCurry's method at Amistad Academy teaches efficient paper passing to create
engaging, challenging classroom routines, saving significant instructional time.
Additional Instructional
Time
Reducing paper passing time from 1 minute 20 seconds to 20 seconds saves 20 minutes daily,
totaling over 63 extra hours in a year for deeper learning.
Common Techniques Across
High-Performing
Classrooms
Efficient use of time is common in successful classrooms, but teaching practical skills to
future educators is often overlooked.
The Art of Using Techniques Teaching excellence involves discretionary application of techniques, adapting to each
teacher's unique style while fostering thoughtful decision-making.
Practical Application
The techniques discussed include video examples for reflection, inspiring teachers to integrate
similar strategies to improve student outcomes.
The Irony of What Works
Many techniques in this book may initially appear mundane
and unremarkable, yet they have proven to be highly
effective in enhancing student achievement. Evidence shows
that these approaches yield better results in diverse urban
classrooms. The cornerstone of success often lies in the
meticulous craftsmanship of routine classroom tasks.
Effective Routines
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A prime example is the method of passing out and collecting
classroom materials. Doug McCurry, from Amistad
Academy, exemplifies this by teaching students efficient
ways to pass papers, turning it into a practice that engages
and challenges them. Skeptics may view such activities as
trivial, but if a class reduces the time spent on this task, it
translates into significant extra instructional time over the
school year.
Additional Instructional Time
If students can pass papers in 20 seconds instead of 1 minute
and 20 seconds, they save 20 minutes daily. This adds up to
over 63 extra hours of instructional time throughout the year,
offering opportunities for deeper learning on vital subjects.
Such efficiency not only maximizes time but also instills a
sense of order and responsibility among students.
Common Techniques Across High-Performing
Classrooms
This efficient use of time through well-practiced routines is
common in successful classrooms, yet educational
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institutions often ignore teaching these practical skills to
future educators. While not all techniques are
straightforward, successful teaching combines a variety of
actionable strategies that can greatly optimize classroom
dynamics.
The Art of Using Techniques
The essence of teaching excellence lies in the discretionary
application of these techniques. Effective application is
nuanced and varies based on each teacher's style and vision.
The goal is not mechanization but rather artistry in teaching.
Teachers should feel equipped to make thoughtful,
independent decisions about how and when to utilize these
practices.
Practical Application
Many described techniques include video examples to
illustrate their use. Viewing and reflecting on these clips can
inspire teachers to consider how they might incorporate
similar strategies into their classrooms for improved student
outcomes.
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Chapter 5 Summary : The Art of Using
the Techniques
Section
Summary
The Art of
Using the
Techniques
The discretionary use of teaching techniques is vital for teachers to express their individual styles. Mastery of
techniques, similar to an artist's expertise, contributes to effective teaching. Teachers are encouraged to adapt
techniques independently in their journey towards excellence.
See It in
Action
The book features "See It in Action" boxes that include video clips of exemplary teachers using specific
techniques. Readers are encouraged to read the descriptions, watch the videos, and reflect on their own
teaching practices for optimal learning.
Who Are
The author, associated with Uncommon Schools, stresses that the book focuses on classroom practices rather
the
than educational policies. Insights shared come from various teaching environments, demonstrating effective
Champions? techniques in collaborative cultures where educators continuously improve and support each other.
The Art of Using the Techniques
The discretionary application of teaching techniques is
central to the artistry of teaching. While techniques provide
structure, their effective use is dependent on the unique style
of each teacher. Mastery of specific skills does not diminish
the greatness of teaching, much like Michelangelo's expertise
with the chisel enhanced his art. Teachers are encouraged to
make independent decisions about technique application in
their journey towards mastering teaching.
See It in Action
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The book incorporates “See It in Action” boxes, featuring
video clips of great teachers applying specific techniques. To
enhance the learning experience, it is advised to read the
technique descriptions, watch the videos, and reflect on
personal teaching practices.
Who Are the Champions?
The author, associated with Uncommon Schools, emphasizes
that this book transcends the context of charter or district
schools. Its focus is on classroom practices rather than
educational policy. The insights shared are derived from
diverse teaching environments. The selected video clips
demonstrate the best quality of teaching techniques, often
captured in settings where educators are actively engaged in
the continuous improvement of their practices. Collaborative
cultures, where teachers learn from each other and reflect on
their teaching, contribute significantly to the development
and sharing of effective teaching methods. Teaching is
portrayed as a collaborative effort where building supportive
networks enhances teacher effectiveness.
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Example
Key Point:Embrace Your Unique Style
Example:Imagine stepping into your classroom each
day not just as a teacher, but as an artist. With every
lesson, you have the opportunity to select specific
techniques that resonate with your personal teaching
philosophy and the needs of your students. For example,
when you decide to incorporate a storytelling approach
in your mathematics lesson, rather than strictly adhering
to textbook methods, you create an engaging narrative
that captivates your students’ attention. By adapting and
mixing methods—including hands-on activities or
group discussions—you are not only enhancing the
learning experience but also making it uniquely yours,
capturing the essence of your teaching artistry.
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Critical Thinking
Key Point:Discretionary Use of Techniques in
Teaching
Critical Interpretation:The chapter highlights the
importance of adapting teaching techniques to fit
individual styles, suggesting that mastery of methods
should enhance rather than constrain a teacher's
uniqueness. However, this perspective may overlook the
influence of broader educational frameworks and
systemic issues faced by teachers, which can vary
widely among different contexts. Critics argue that
without acknowledging these factors, the emphasis on
individual adaptation may inadvertently set unrealistic
expectations for educators, suggesting that successful
teaching is solely based on individual artistry rather than
contextual challenges (Darling-Hammond, 2000) . Thus,
while Lemov’s focus on personal style is valid, it’s
essential to consider the role of systemic support and
collaboration in effective teaching. For further reading
on the impact of educational frameworks, see
Darling-Hammond’s work on effective teaching and
equity in education.
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Chapter 6 Summary : Who Are the
Champions?
Who Are the Champions?
Uncommon Schools, the nonprofit organization led by Doug
Lemov, runs successful charter schools by prioritizing
teachers and teaching quality. This book is focused on
teaching practices within classrooms, rather than school
policy discussions. The techniques shared stem from diverse
educational settings, including both charter and district
schools.
Insights from Various Classrooms
Lemov emphasizes the importance of the teachers from
whom he learned, across various cities such as New York,
Nashville, Boston, Houston, and Oakland. Although the
videos included in the book demonstrate specific techniques,
they may not represent the full range of environments where
Lemov gathered his insights. The challenge of recording
classrooms is noted, as unexpected incidents can render
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footage unusable.
Virtuous Cycle of Improvement
Many of the schools recorded exemplify a "Virtuous Cycle,"
highlighting a culture of continuous improvement where
teachers actively collaborate and reflect on their practices.
This culture fosters an environment where sharing insights
and learning from one another enhances teaching
effectiveness.
Defining What Works
To identify the successful teachers and schools, Lemov used
an analysis of state test scores relative to poverty levels,
seeking “positive outliers.” These are teachers whose
students achieve results comparable to those from more
affluent backgrounds despite facing challenges associated
with poverty.
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Chapter 7 Summary : Defining What
Works
Defining What Works
In identifying successful teachers and schools, the author
utilized an analysis of state test scores adjusted for poverty to
find "positive outliers"—teachers whose students, despite
coming from impoverished backgrounds, achieved results
comparable to their more privileged peers.
Case Study: Troy Preparatory Charter School
An exemplary example is Troy Preparatory Charter School in
New York, where, despite a high percentage of students
qualifying for free and reduced-price lunch, every sixth
grader passed the state math test in 2011. Furthermore, 60%
scored at an advanced level, which ranked the school among
the top 5% in the state. Over time, the school maintained
exceptional performance even after the implementation of
more rigorous Common Core standards.
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Challenges in using State Test Scores
While state test scores were instrumental in identifying
effective teaching, they are not sufficient on their own. They
measure essential skills—such as comprehension and basic
mathematics—that are necessary for college readiness, but
broader competencies are also crucial. Effective teachers who
excel in teaching these measurable skills often cultivate
broader academic success in their students.
The Relationship Between Basic Skills and
Higher-Order Thinking
The text argues against the misconception that teaching basic
skills detracts from higher-level thinking. Instead, mastering
foundational skills like memorization enables students to
allocate cognitive resources to deeper analytical tasks.
Overview of Book Structure
This book is segmented into four core areas:
1.
Check for Understanding (CFU)
: This section emphasizes the importance of distinguishing
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between teaching and learning, underscoring techniques for
assessing student understanding effectively.
2.
Academic Ethos
: This part focuses on fostering a rigorous academic
environment through high expectations and structured lesson
planning.
3.
Ratio
: This section discusses methods to increase student
engagement and cognitive workload through questioning,
writing, and discussion strategies, and emphasizes the
importance of a solid knowledge base.
4.
Behavior and Culture
: This segment highlights the significance of classroom
culture and behavior management for effective learning,
differentiating between maintaining order and promoting a
positive learning environment.
Final Thoughts on Teacher Development
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The author encourages educators to focus on strengthening
their existing skills rather than solely addressing weaknesses.
Emphasizing strengths can lead to significant improvements
in teaching effectiveness. The book invites readers to refine
their techniques, promoting continuous growth and the
development of exceptional teaching practices.
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Example
Key Point:Effective teaching hinges on mastering
foundational skills to enhance higher-order thinking.
Example:Imagine you're in an interactive math class
where you begin by mastering basic
multiplication—and then, with confidence, you use that
knowledge to solve complex word problems. The
understanding you gain here transforms your analytical
abilities, opening up pathways to tackle even more
challenging concepts, thus proving that strong
foundational skills do not limit your thinking; rather,
they serve as a springboard to advanced learning.
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Critical Thinking
Key Point:Limitations of Reliance on State Test
Scores
Critical Interpretation:While Doug Lemov’s analysis of
state test scores offers valuable insights into successful
teaching practices, it risks oversimplifying the
complexities of education. This narrow focus
predominantly emphasizes measurable results,
potentially overlooking critical aspects of learning such
as emotional intelligence, creativity, and critical
thinking. Critics like Daniel Willingham argue that
high-stakes testing can lead to teaching to the test,
which may not serve students' long-term interests
(Willingham, D. T. (2009). *Why Don't Students Like
School?*). Hence, it is essential for educators to
maintain a more holistic approach to teaching that
includes nurturing soft skills and broader competencies
alongside foundational skills.
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Chapter 8 Summary : How to Use This
Book: Chapter Organization
How to Use This Book: Chapter Organization
This book is a collection of teaching techniques divided into
four core parts addressing key teaching challenges: Check for
Understanding, Academic Ethos, Ratio, and Behavior and
Culture.
Check for Understanding
Originally a single technique, Check for Understanding
(CFU) is expanded into two chapters to provide actionable
guidance. The importance of distinguishing between teaching
content and ensuring student learning is emphasized, with
insights gained from observations over the years now
included.
Academic Ethos
Part Two focuses on achieving high academic rigor through
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revised chapters on key elements like setting expectations
and lesson pacing. The emphasis is on concrete actions that
bolster rigor, facilitating a clearer understanding of lesson
planning.
Ratio
Part Three outlines strategies for increasing student
engagement through questioning, writing, and discussion,
encompassing participation and think ratios. A critical insight
is that rigorous thinking requires a strong knowledge base,
underscoring that factual knowledge and thinking are
interconnected.
Behavior and Culture
Part Four addresses the creation of a positive classroom
culture, which is vital for academic success. Key aspects
include promoting academic learning through order and
cultivating a supportive atmosphere. The importance of
relationships in fostering a joyful learning environment is
highlighted in the concluding chapter.
Book Structure and Techniques
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With sixty-two techniques spread across twelve chapters, the
book encourages selective focus on specific areas while
understanding the interconnectedness of all techniques. It
promotes continuous development by addressing strengths
and weaknesses, advocating for a balanced approach to
improving teaching practices.
Additional Features
Video Clips:
Access to videos showcasing the techniques in action.
“See It in Action”:
Detailed examples coupling video analysis with classroom
practice.
“Want More?”:
Variations on techniques presented for adaptable practice.
Sidebars:
Additional insights and new ideas that supplement core
techniques.
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“Reflection and Practice”:
Questions for self-reflection and application in teaching.
Useful Tools:
Artifacts and resources for implementing techniques,
available online.
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Critical Thinking
Key Point:The emphasis on Check for
Understanding (CFU) reflects a critical approach to
teaching efficacy.
Critical Interpretation:This technique, elaborated upon
through practical guidance and examples, underscores
the necessity of ensuring that students grasp content
rather than passively receiving information. However,
one might argue that Lemov's approach could overlook
diverse learning styles and the nuances of the learning
process. Some educational theorists advocate for a more
holistic perspective that balances assessment with
creative and individualized methods (see Bransford et
al., 2000; Tomlinson, 2001) rather than focusing solely
on CFU. Thus, while this method can enhance
classroom dynamics, it is essential for educators to
consider alternative pedagogical strategies to address
varied student needs.
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Chapter 9 Summary : How to Use This
Book: Additional Features
How to Use This Book: Additional Features
Video Clips
If you have the print version of "Teach Like a Champion," a
DVD is included with videos showcasing champion teachers
effectively using the techniques. Access to online videos is
also available for both print and eBooks.
“See It in Action”
These boxes throughout the book provide video examples of
teachers using various techniques in real classrooms,
accompanied by brief analyses to enhance understanding.
“Want More?”
This feature offers different interpretations and applications
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of techniques, aiming to clarify their varied uses based on
individual teaching styles.
Sidebars
To create an implicit hierarchy, certain techniques from the
first version are discussed in sidebars and are not numbered.
These sidebars provide additional guidance, introduce new
ideas, or repurpose existing techniques in a fresh context.
“Reflection and Practice”
End-of-chapter questions encourage teachers to reflect on
their practice and consider how to implement champion
techniques effectively in their own classrooms.
Useful Tools
Each chapter concludes with resources to assist in
implementing techniques. Many of these tools are
exclusively available on the companion website and can be
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Beyond the Book
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Chapter 10 Summary : Beyond the Book
Engaging with the Teach Like a Champion
Community
Website Resources
- Visit www.teachlikeachampion.com to join the community
of educators.
- Access the Field Notes blog for ongoing discussions and
insights.
- Download free resources including lesson materials,
practice activities, and training materials.
- Find information on workshops and online training modules
(“Plug and Plays”).
Version 1.0 Outtakes
- Some valuable content from the original Teach Like a
Champion has been omitted in the latest revision.
- A section of the website will provide access to key
materials from the first version.
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- Notably, chapters on reading will be refined for a future
book titled "Reading Reconsidered." Old versions will also
be available on the website.
Social Media Connections
- Stay connected with the Teach Like a Champion team via
social media:
- Facebook: www.facebook.com/TeachLikeAChampion
- Twitter: www.twitter.com/TeachLikeAChamp
- Doug Lemov’s Twitter: www.twitter.com/Doug_Lemov
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Chapter 11 Summary : Gathering Data
on Student Mastery
Chapter 11 Summary: Gathering Data on Student
Mastery
Introduction to Data Gathering
Champion teachers utilize effective techniques to gather data
on student mastery through questioning and observation.
This chapter outlines several crucial techniques aimed at
enhancing educators' ability to assess students effectively
during instruction.
Technique 1: Reject Self-Report
Avoid Rhetorical Questions:
Replace yes-or-no questions with more objective
assessments to avoid misleading data.
-
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Self-Report Limitations:
Students often provide passive affirmations of understanding
due to social dynamics and may not accurately represent their
comprehension.
Implementation:
Focus on strategic questioning that encourages active
demonstration of understanding.
Technique 2: Targeted Questioning
Quick Assessment:
Conduct efficient, brief rounds of targeted, open-ended
questions directed at a diverse sample of students.
Planning and Sampling:
Prepare questions in advance to maximize engagement and
insights from a representative selection of students.
Cold Call Technique:
Regularly engage less forthcoming students by calling on
them to ensure a broader understanding of the class's grasp of
the material.
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Technique 3: Standardize the Format
Streamlined Observations:
Design materials and classroom organization for consistent
focus on student work, facilitating quicker assessments.
Efficiency in Data Gathering:
Use standardized formats, such as specific paper layouts, to
enable rapid identification of student understanding and
common trends.
Technique 4: Tracking, Not Watching
Intentional Observation:
Focus on specific indicators of learning, such as common
errors and successful practices, to provide valuable feedback.
Active Engagement:
Approach data observation with purpose, ensuring that the
observations directly inform instruction.
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Technique 5: Show Me
Active Participation:
Flip the classroom dynamic by having students actively
exhibit their understanding through hand signals or slates.
Use of Hand Signals:
Students hold up fingers to show answers, allowing
immediate assessment of their comprehension while avoiding
subjective self-assessment.
Slates:
Use erasable boards for students to write and display their
work, facilitating efficient teacher evaluation.
Technique 6: Affirmative Checking
Checkpoint Method:
Incorporate specific intervals within lessons where students
confirm their understanding before progressing to new
material.
-
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Accountability:
This technique fosters mutual responsibility between the
teacher and students for achieving mastery, ensuring quality
over speed.
Conclusion & Reflection
Teachers should adapt their approach based on the techniques
outlined to maximize effectiveness, improve student
accountability, and ensure mastery of content. The next
chapter will explore strategies for addressing errors and
fostering a positive culture around mistakes in learning
environments.
Reflection and Practice Prompt:
- Develop targeted questions for upcoming lessons.
- Plan methods to standardize formats in materials and
assessments.
- Design follow-up strategies for student responses to
enhance understanding.
By implementing and refining these techniques, teachers can
significantly enhance their ability to gauge and support
student mastery effectively.
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Chapter 12 Summary : Acting on the
Data and the Culture of Error
Chapter 12 Summary: Acting on Data and the
Culture of Error
Techniques for Addressing Errors:
Technique 7: Plan for Error
Teachers should anticipate common errors in advance.
Instead of being reactive, proactive planning allows teachers
to adapt lessons dynamically, ensuring that responses to
errors are smooth and effective.
Technique 8: Culture of Error
Establish a classroom environment where mistakes are
viewed as a beneficial part of learning. Students should feel
safe to make and discuss errors which fosters openness and
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facilitates correction rather than concealment.
Technique 9: Excavate Error
Analyze mistakes to understand students' misconceptions
better. This involves three levels of excavation:
Assess and Move
: Respond to some errors quietly and individually, rather than
as a class.
Light Excavation
: Discuss broader misconceptions that many students share
by bringing them to the forefront for class discussion.
Deep Excavation
: Conduct a thorough analysis of various answers and
misunderstandings to engage all students in the learning
process.
Technique 10: Own and Track
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Encourage students to revise
and reflect on their own work.
This builds accountability for their answers and reinforces
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Chapter 13 Summary : Setting High
Academic Expectations
Chapter 13 Summary: Setting High Academic
Expectations
Overview
Chapter 13 of "Teach Like A Champion" by Doug Lemov
emphasizes setting high academic expectations through five
distinct techniques: No Opt Out, Right Is Right, Stretch It,
Format Matters, and Without Apology. Research indicates
that teachers’ expectations significantly influence student
achievement, particularly for those with a history of lower
performance.
Technique 11: No Opt Out
This technique eliminates the option for students to refuse
participation by requiring them to engage with questions,
whether they initially know the answers or not. It transforms
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“I don’t know” into a learning opportunity and emphasizes
accountability in learning.
Technique 12: Right Is Right
Teachers are challenged to expect complete and fully correct
answers. This approach emphasizes the importance of
holding students to rigorous academic standards rather than
accepting partially correct answers, guiding them towards
optimal performance.
Technique 13: Stretch It
Once a student provides a correct answer, the learning
process continues with more challenging follow-up
questions. This technique encourages growth and deepens
understanding, fostering a culture where students embrace
challenges.
Technique 14: Format Matters
Effective communication formats matter. Students must
practice conveying ideas clearly and adhering to standard
language conventions. Teachers should correct grammar and
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syntax errors, model complete sentences, and reinforce the
importance of audibility to ensure all voices are heard.
Technique 15: Without Apology
Teachers should embrace rigorous content and academic
challenges rather than apologize for them. This mindset
encourages both students and educators to value the learning
material, dispelling any notion that challenging content is
inherently boring or inaccessible.
Conclusion
The chapter concludes with a reflection on the significance of
these techniques in fostering a high-performance educational
environment. By implementing No Opt Out, Right Is Right,
Stretch It, Format Matters, and Without Apology, teachers
can create a culture that holds high academic expectations for
all students.
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Example
Key Point:The importance of high expectations in
student engagement and achievement.
Example:Imagine walking into your classroom and
declaring that every student will participate. You won't
let anyone say 'I don't know' without addressing it.
When a student struggles with a question, instead of
allowing them to disengage, you guide them, asking
clarifying questions that lead them to the answer. This
simple shift transforms their response from resignation
to active learning. It creates a classroom atmosphere
where every response is valued, and expectations are set
high, fostering resilience and engagement among
students.
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Chapter 14 Summary : Planning for
Success
Chapter 14 Summary: Planning for Success
Technique 16: Begin with the End
- Start lesson planning by defining objectives before deciding
on activities.
- Focus on what students should know or be able to do by the
end of the lesson instead of just the activities.
- Plan lessons in relation to a larger unit, ensuring each
lesson builds toward mastery.
Technique 17: 4 Ms
- Write effective objectives using the 4 Ms:
- Manageable: Objectives should be achievable within a
single lesson.
- Measurable: Success should be quantifiable by the
lesson’s end.
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- Made First: Define objectives before planning activities.
- Most Important: Focus on critical skills leading to success
in later grades.
Technique 18: Post It
- Display lesson objectives clearly in the classroom for
students to see.
- Engage students by discussing these objectives in relation
to their learning and objectives for the day.
Technique 19: Double Plan
- Plan lessons in detail, outlining both teacher actions and
student activities.
- Utilize lesson packets to organize materials and streamline
teaching.
- Ensure packets include everything students need,
enhancing pacing and minimizing interruptions.
- Use packets to create accountability and facilitate
monitoring of student understanding.
- Adapt lesson materials based on real-time feedback from
students to maintain lesson relevance and engagement.
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Conclusion
- Diligent planning, focusing on student perspectives, sets the
stage for productive class time.
- Effective planning helps teachers respond adaptively during
lessons and ensures meaningful learning experiences.
Reflection and Practice
- Analyze large learning standards and break them into
manageable objectives.
- Review classroom objectives for effectiveness according to
the 4 Ms criteria.
- Create an action plan for classroom layout and utilize wall
space effectively to aid student learning.
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Chapter 15 Summary : Lesson Structure
Chapter 15 Summary: Teach Like A Champion
Introduction to Key Teaching Techniques
- Emphasizes structured lesson planning using the techniques
from "Teach Like A Champion."
- Focuses on engaging students and enhancing their learning
experiences through systematic approaches.
Techniques Overview
1.
Do Now
:
- Start class with a brief, independent warm-up activity so
learning begins before instruction.
- Must be consistent, independent, and result in a written
product.
2.
Name the Steps
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:
- Break down complex tasks into manageable steps for
student mastery.
- Provide clear, memorable names for each step to enhance
recall.
3.
Board = Paper
:
- Model effective note-taking by having students mimic
what’s on the board, creating a visual and practical guide for
capturing information.
4.
Control the Game
:
- Encourage students to read aloud with expressiveness
while managing accountability and engagement.
- Use techniques to ensure that all students participate
actively in reading.
5.
Circulate
:
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Move strategically
throughout
the classroom
to monitor
student progress, maintain Audio
engagement, and support learning.
- Engage students through verbal and nonverbal
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Chapter 16 Summary : Pacing
Chapter 16 Summary
Pacing Techniques Overview
Technique 27: Change the Pace
- Establish a productive pace in the classroom by shifting
between “fast” and “slow” moments. Varying activity types
and formats can keep students engaged and focused.
Technique 28: Brighten Lines
- Clearly mark transitions between activities. Use clean
starts and finishes to indicate when students should begin and
end tasks. This enhances student awareness of changes and
maintains their engagement.
Technique 29: All Hands
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- Manage how students raise their hands and when they
speak to ensure active engagement. Encourage students to
put their hands down when others are speaking and raise
them again for new questions, helping to foster a more robust
discussion.
Technique 30: Work the Clock
- Measure time intentionally to maximize productivity in
the classroom. Make time visible to students and set clear
goals to foster a culture of effective time management.
Technique 31: Every Minute Matters
- Respect students' time by ensuring that every minute is
used productively. Prepare back-pocket activities to fill
unexpected downtimes and use waiting times efficiently for
supplemental learning opportunities.
Implementation Strategies
1.
Create Varying Activities
: Mix different types of activities (discussions, independent
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work, reflections) to keep students mentally engaged while
maintaining clarity and purpose.
2.
Use Visual Timers
: If students can see how much time is allotted for tasks, they
can self-manage better and become more aware of the
importance of time.
3.
Set Incremental Goals
: Assign specific time intervals for tasks and adjust as needed
to ensure students are efficiently using their time without
losing focus.
4.
Encourage Active Participation
: Create rules around hand raising and calling on students to
ensure that everyone is actively listening and engaged in
discussions.
5.
Utilize Transition Techniques
: Use defined actions (like applause or countdowns) to signal
the start and end of activities, making transitions smooth and
clear.
Reflection and Practice
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- Evaluate and adjust lesson plans to incorporate these pacing
techniques effectively.
- Analyze class interactions to identify areas for
improvement regarding pacing, transitions, and time
management.
- Practically apply these techniques and review their impact
on student engagement and learning outcomes.
Key Takeaway
Mastering pacing in the classroom through structured
techniques leads to a more dynamic and productive learning
environment, allowing students to thrive and engage actively
with the material. Every minute spent with intent matters
significantly in shaping their learning experience.
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Chapter 17 Summary : Building Ratio
Through Questioning
Chapter 17 Summary: Techniques for Building
Student Engagement through Questioning
Overview of Techniques
This chapter discusses five essential techniques to enhance
student engagement and participation through effective
questioning strategies, aiming to foster both participation and
rigorous thinking in classroom settings.
Technique 32: Wait Time
- Provide students adequate time to think before responding.
- Benefits include improving answer quality, enhancing
engagement, and allowing more students to contribute.
- Critical steps include narrating hands during wait time,
prompting thinking skills, ensuring real think time by
remaining silent, and making wait time transparent by
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informing students how long they will have.
Technique 33: Cold Call
- Call on students regardless of raised hands to create a
culture of engaged accountability.
- This technique enhances understanding, maintains class
pacing, and ensures all students are prepared to participate.
- Key aspects for effective Cold Call include predictability,
systematic implementation, positivity, and unbundling
questions into smaller, more manageable parts.
Technique 34: Call and Response
- Engage the entire class through synchronized responses to
questions, fostering energy and collaboration.
- Effective for academic reinforcement, behavioral
compliance, and enhancing classroom energy.
- Variations include using count-based in-cues, group
prompts, nonverbal gestures, and tone shifts to signal
participation.
Technique 35: Break It Down
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- Assist students in correcting mistakes by giving minimal
hints to help them solve problems independently.
- Emphasizes the importance of timing, pacing, and the type
of hints provided.
- Involves planning ahead for potential errors and preparing
appropriate responses to facilitate student understanding.
Technique 36: Pepper
- This fast-paced review game consists of quickly asking
questions and getting rapid responses from students.
- Unlike Cold Call, it focuses on quick recall and often
transitions from a more structured question format to a freer
style.
- It enhances energy, serves as a warm-up, and allows for
comprehensive review across various topics.
Conclusion
The culmination of these techniques is aimed at achieving a
balance between deep engagement and rigorous cognitive
participation, thereby transforming classroom dynamics.
Teachers are encouraged to reflect on their practices and
implement these strategies systematically to cultivate a more
involved learning environment.
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Chapter 18 Summary : Building Ratio
Through Writing
Chapter Summary: Techniques for Writing and
Participation
Introduction
This chapter emphasizes the importance of writing in the
classroom and presents techniques to enhance writing skills,
increase student participation, and foster deeper thinking.
Techniques Overview
1.
Everybody Writes (Technique 37)
- Engage all students by allowing them to reflect in writing
before participating in discussions.
- Publicly showcase student work to prepare for rigorous
discussions and enhance their thoughtful engagement.
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2.
Art of the Sentence (Technique 38)
- Encourage students to synthesize complex ideas into
single, well-crafted sentences.
- Utilize sentence starters and parameters to push students
into using varied grammatical structures and refine their
writing.
3.
Show Call (Technique 39)
- Create incentives for quality writing by showcasing
student work.
- Use a document camera to project and analyze students'
writing, fostering a collaborative revision process.
4.
Build Stamina (Technique 40)
- Gradually increase the duration of writing tasks to help
students build the habit of sustained writing without
interruption.
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Use strategies
like starting
reinforcing
moving
pencils, and eliminating theAudio
use of erasers to maintain focus.
5.
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Chapter 19 Summary : Building Ratio
Through Discussion
Chapter 19 Summary: Building Ratio Through
Discussion
Overview
The goal of fostering effective classroom discussions is to
enhance student engagement and ownership of learning
through well-structured techniques. This chapter emphasizes
creating a vibrant discussion environment through specific
techniques that encourage connection, accountability, and
rigor among students.
Key Techniques for Effective Discussions
1.
Habits of Discussion
: Implement ground rules or "habits" that cultivate a
productive discussion environment. This includes:
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Discussion Fundamentals
: Encourage voice, tracking, and use of names to enhance
engagement.
Follow-on Prompting
: Promote active listening and accountability by having
students respond directly to peers.
Sentence Starters
: Provide students with phrases that help them connect their
thoughts to others, fostering a coherent dialogue.
Managing the Meta
: Guide the structure and dynamics of the discussion without
overly controlling content.
2.
Turn and Talk
: Utilize brief, paired discussions to allow students to express
and refine their thoughts. Key elements include:
Setting Pairs in Advance
: Ensure students pair effectively to limit disruptions and
promote quick engagement.
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In-Cues and Out-Cues
: Use clear, consistent signals to initiate and conclude
discussions efficiently, maintaining the momentum of the
conversation.
Structured Timing
: Implement precise time limits for discussions to promote
urgency and focus among participants.
3.
Batch Process
: Grant autonomy to students through unmediated discussion
periods. This can involve:
Short Batches of Conversations
: Allow students to converse in small groups for a defined
time without teacher intervention.
Question Delegation
: Encourage students to generate discussion questions,
enhancing their critical thinking skills as they decide what
topics are significant.
Integration of Techniques
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It’s essential to understand that questioning, writing, and
discussion are interconnected. These techniques
synergistically enhance the cognitive load on students rather
than solely relying on the teacher, promoting a deeper
engagement in learning.
Reflection and Practice
Teachers are urged to reflect on their experiences with these
techniques and identify strategies to enhance student
participation and thinking. Establishing classroom norms for
discussion and planning follow-up activities can ensure
discussions lead to rigorous, substantive learning outcomes.
Conclusion
The chapter concludes with an affirmation that integrating
these discussion techniques aids in achieving high
engagement ratios in classrooms, thereby enriching the
educational experience for students.
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Chapter 20 Summary : Systems and
Routines
Chapter 20 Summary
Systems and Routines Overview
This chapter focuses on various techniques related to
teaching systems and routines that promote student success
in the classroom. Techniques emphasize creating a structured
environment where expectations are clear and behaviors are
consistent.
Key Techniques
Technique 45: Threshold
Meeting students at the door to establish expectations and
set a positive tone for the class. This routine emphasizes
greeting students, correcting poor interactions, and
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reinforcing readiness for the lesson ahead.
Technique 46: Strong Start
Creating a structured entrance to class that includes an
efficient routine (Door to Do Now, Do Now, and Review
Now) to maximize instructional time. A strong start sets the
tone for the lesson, builds momentum, and prepares students
academically.
Technique 47: STAR/SLANT
Teaching key learning behaviors using acronyms like STAR
or SLANT to help students focus, listen, and participate
actively. These acronyms serve as a quick reference for
expected classroom behaviors.
Technique 48: Engineer Efficiency
Teaching students simplified and efficient procedures for
completing classroom tasks to save time. The focus is on
minimizing narration and complexity, planning actions
carefully, and fostering student autonomy.
-
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Technique 49: Strategic Investment: From
Procedure to Routine
Routinizing procedures through rehearsal and reinforcement
until they become automatic for students. This involves clear
expectations and patience during the initial stages of
implementation.
Technique 50: Do It Again
Providing students with additional practice to achieve
mastery, emphasizing striving for excellence rather than mere
compliance. This technique focuses on short, timely feedback
that links actions to responses, encouraging an atmosphere of
continuous improvement.
Classroom Examples
The chapter cites successful classroom examples where
effective teachers implement these techniques, demonstrating
how structured environments lead to increased student
autonomy and engagement. Teachers like Sam DeLuke and
Meghan Hurley are noted for effectively managing
transitions and fostering independence through clear routines
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and expectations.
Conclusion
The chapter concludes that cultivating a structured,
disciplined classroom fosters student autonomy. Effective
systems and routines serve as the framework within which
students can thrive academically, mirroring the necessity of
rules in driving to ensure safety and order in classrooms.
Strategies are provided for teachers on how to reset
procedures when necessary and examples of student-created
systems to celebrate achievements in the classroom.
Reflection and Practice
Teachers are encouraged to script critical routines, practice
nonverbal signals, and utilize procedures to ensure smooth
classroom management and student accountability.
Resources and examples are offered to aid in the
implementation of these techniques.
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Chapter 21 Summary : High Behavioral
Expectations
Chapter 21 Summary: High Behavioral
Expectations
Introduction
This chapter focuses on establishing high behavioral
expectations in classrooms to create an environment
conducive to rigorous learning. The techniques outlined are
aimed at maximizing teaching time and facilitating an
atmosphere of respect and academic rigor.
100% Cycle Techniques
1.
Radar/Be Seen Looking
: Develop the skill to detect nonproductive behavior while
subtitling reminding students that you are observing them.
2.
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Make Compliance Visible
: Ensure students visibly comply with requests by using clear
and specific expectations.
3.
Least Invasive Intervention
: Address off-task behavior using the least disruptive and
most subtle corrections without halting instruction.
4.
Firm Calm Finesse
: Maintain poise and a sense of purpose when addressing
compliance, creating a respectful environment.
5.
Art of the Consequence
: Employ quick, clear, and unbiased consequences that
encourage students to learn from mistakes.
Classroom Culture and Management
- Expectations must be set clearly and students held
accountable; these lead to high academic engagement.
- Consider both compliance and the relationship dynamics
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A trusting
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Chapter 22 Summary : Building
Character and Trust
Chapter 22: Building Character and Trust
Techniques to Foster Positive Learning
Environments
1.
Positive Framing
- Guide students toward improvement by using a positive
tone in constructive feedback.
- Motivation is often derived from positive reinforcement
rather than negative.
- Avoid "circum-narration," which praises surrounding
behaviors instead of addressing specific actions directly.
2.
Precise Praise
- Make positive reinforcement strategic by clearly
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differentiating between acknowledgment and praise.
- Focus on reinforcing actions rather than traits, helping
students understand how to replicate success.
- Praise should be clear, specific, and aligned with learning
objectives.
3.
Warm/Strict
- Balance warmth and strictness to convey high
expectations while caring for students.
- Use clear and consistent communication to reinforce
academic standards.
- Demonstrate both care and firmness in classroom
management.
4.
Emotional Constancy
- Maintain a composed demeanor to promote effective
learning amid emotional fluctuations.
- Separate behaviors from identities in corrections to
maintain trust.
- Normalize the experience of making mistakes as part of
the learning process.
5.
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Joy Factor
- Celebrate learning through engagement, enthusiasm, and
fun activities.
- Incorporate elements like competition, belonging, humor,
and surprises to maintain interest and motivation.
- Ensure joy experiences support the educational goals,
enhancing both student performance and enjoyment.
Conclusion: The Synergy of Five Principles
- Effective teaching relies on a balance of discipline,
management, control, influence, and engagement.
- Relying too heavily on one principle can weaken overall
classroom dynamics and student outcomes.
- The aim is to create a productive learning environment
tailored to individual teaching styles and student needs.
Reflection and Practice
- Rewrite negatively framed statements positively.
- Script ways to reinforce desired student behaviors.
- Identify triggers that challenge emotional stability and
prepare appropriate responses.
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- Brainstorm methods to introduce more Joy Factor activities
in the classroom.
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Example
Key Point:The Importance of Positive Framing in
Classroom Management
Example:Imagine walking into your classroom and
immediately feeling a wave of warmth and
encouragement. As you greet your students, you choose
your words carefully, redirecting their attention to a
positive phrasing such as, 'I can see the effort you put
into your project, and it’s making a difference!' This
simple shift not only boosts their motivation but also
establishes a safe space for learning. Every time a
student feels appreciated through your precise words,
they become more invested in their improvement and
success. What follows is a classroom environment
where trust and character flourish, encouraging every
student to strive for their best.
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Critical Thinking
Key Point:Positive Framing and Its Role in
Education
Critical Interpretation:While Doug Lemov emphasizes
the significance of positive framing in fostering
constructive learning environments, it's crucial to
acknowledge that the effectiveness of such techniques
can vary widely among different student populations
and learning contexts. Some educators argue that overly
structured positive reinforcement may not address the
complexities of individual student motivations and
needs, and could potentially come off as inauthentic.
According to research published in the Journal of
Educational Psychology, extrinsic rewards can
sometimes undermine intrinsic motivation, leading
students to focus more on the rewards than their genuine
interest in learning (Deci & Ryan, 2000). Therefore,
while Lemov's model offers valuable strategies,
educators should remain flexible and critically evaluate
their applicability and effectiveness on a case-by-case
basis.
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Best Quotes from Teach Like A
Champion by Doug Lemov with Page
Numbers
View on Bookey Website and Generate Beautiful Quote Images
Chapter 1 | Quotes From Pages 64-75
1.Nothing could make me happier than to be
confronted by the obsolescence of the original
ideas and to think about how soon this second
version of the book will need further updating.
2.The best teachers find ways to take anything you give them
and make it more rigorous.
3....the only thing I know for sure about my effort at offering
data-driven guidance is that I got some of it wrong.
4.We are not suffering from a lack of solutions so much as
our failure to learn from teachers who have generated
insight and put their ideas to work.
5.Teach Like a Champion 2.0 also includes brand-new
techniques. This is because great teachers are
entrepreneurs, and teaching is full of what Deborah Ball
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calls 'endemic problems.'
Chapter 2 | Quotes From Pages 76-92
1.One of the key messages of this book is that
solutions to teaching's achievement gaps exist.
There is no gap that has not been closed already
by some teacher somewhere.
2.My hope is that, with practice, you'll be able to walk to the
front of any classroom and use Cold Call and No Opt Out
to hold your students accountable.
3.Giving people very small ideas to try might seem less
efficient than giving them an overarching system that
encompasses everything they do, but trying to do
everything at once is a recipe for lack of action.
4.Little things, we like to remind ourselves, can have big
muscles.
5.Research, in other words, works best when it is a tool, not a
mandate—adapted and applied by professionals to achieve
a specific goal.
Chapter 3 | Quotes From Pages 93-107
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1.I have tried to describe the techniques of champion
teachers in a concrete, specific, and actionable way
that allows you to start using them tomorrow.
2.A strategy is a generalized approach that informs decisions,
whereas a technique is a thing you say or do in a particular
way.
3.We often achieve more change over the long run via small
changes in the short run.
4.Little things, we like to remind ourselves, can have big
muscles.
5.Many of the techniques you will read about in this book
may at first seem mundane, unremarkable, even
disappointing. They are not always especially innovative.
6.The activity treats students like robots, they charge. It
brainwashes them when it should be setting their minds
free.
7.Given that time is a school's most precious asset... he has
performed a minor miracle.
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Chapter 4 | Quotes From Pages 108-119
1.Many of the techniques you will read about in this
book may at first seem mundane, unremarkable,
even disappointing. They are not always especially
innovative.
2.There's evidence of the effectiveness of these tools in the
overwhelming success not only of the classrooms of the
teachers from whom I learned them but in almost every
urban school.
3.One of the biggest ironies I hope you will take away from
reading this book is that many of the tools likely to yield
the strongest classroom results remain essentially beneath
the notice of our theories and theorists of education.
4.Assume that the average class of students passes papers
and materials twenty times a day, and that it takes a typical
class a minute and twenty seconds to do this. If Doug's
students can accomplish this task in just twenty seconds,
they will save twenty minutes a day.
5.He has performed a minor miracle. Then combine this
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manufacture of resources with the ancillary effects of
having strong habits and routines: the self-fulfilling
perception of orderliness it gives to the classroom.
6.Now you have a potent technique, one that is common
across almost every one of the highest-performing
classrooms and schools I have seen.
7.Great teaching is no less great because the teacher
systematically mastered specific skills than is David a
lesser reflection of Michelangelo's genius because
Michelangelo mastered the grammar of the chisel before he
created the statue.
8.You can see the various techniques by viewing the video
clips. These clips have the potential to help you drive
practical and effective classroom results.
Chapter 5 | Quotes From Pages 120-126
1.Great teaching is no less great because the teacher
systematically mastered specific skills than is
David a lesser reflection of Michelangelo's genius
because Michelangelo mastered the grammar of
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the chisel before he created the statue.
2.I believe that given the tools here, teachers will make
insightful, independent decisions about how and when to
use the techniques of the craft as they go about becoming
masters of the art of teaching.
3.Teaching, it turns out, is a team sport, where teachers make
each other better fastest by building robust cultures where
they study and share insights about their work.
Chapter 6 | Quotes From Pages 127-133
1.Teaching, it turns out, is a team sport, where
teachers make each other better fastest by building
robust cultures where they study and share
insights about their work.
2.The organization I work for, Uncommon Schools, is a
nonprofit that runs charter schools—good ones, I am proud
to say—and I observe that they are good for the reason
most good schools are good: because they take teachers
and teaching seriously and strive to focus every decision on
serving teachers and increasing student achievement.
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3.Many of the places I have shot most frequently are hubs of
the Virtuous Cycle—places where teachers were deeply
intentional about applying, adapting, and improving the
techniques and willing to invest time in reflecting on that
process.
4.As you watch the videos, I hope you will be inspired by the
teaching, but you may not always see the diversity of
settings in which I learned the techniques those videos
demonstrate.
5.It would dishonor those teachers not to emphasize this
point.
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Chapter 7 | Quotes From Pages 134-148
1.My primary tool was a basic analysis of state test
scores that controlled for poverty.
2.State test results are necessary but not sufficient.
3.The correlation between success on even more
straightforward assessments (nationally normed test scores)
and ultimate academic success should be instructive to us.
4.Investing directly and substantively in students' base of
knowledge allows them to do applied cognitive work of
substance and rigor and independence.
5.I hope to leave you thinking about the happiness that
schooling can be—or should be—and about how powerful
a force the joy of not just learning but schooling is.
Chapter 8 | Quotes From Pages 149-164
1.John Wooden, the UCLA basketball coach... once
said the most crucial task of teaching was to
distinguish 'I taught it' from 'they learned it.'
2.The necessity of facts and knowledge to thinking is... the
single biggest concept I overlooked or misunderstood in
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the first edition of this book.
3.Order is necessary but not sufficient to learning, and great
culture entails doing far more than just eliminating
disruptions.
4.It is also powerful to focus not on fixing what's wrong but
on maximizing what's right.
5.A bit of refinement could be something you quickly and
intuitively apply and that could make you exceptional—or
more exceptional.
Chapter 9 | Quotes From Pages 165-169
1.Your goal as a teacher is not only to teach your
subject well but also to help students learn to
learn.
2.Reflection is an essential part of professional growth as a
teacher; it's where you examine your successes and your
challenges.
3.The techniques you implement might look different,
depending on your style and the needs of your students;
don’t be afraid to adapt!
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4.The best teachers are those who can show their students
how to see.
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Chapter 10 | Quotes From Pages 170-172
1.One of the hardest parts of revising Teach Like a
Champion was dropping things that were
important and useful in order to make room for
things that were more so.
2.I suspect readers will miss most is the series of chapters on
reading. These I will continue to refine, update, and revise
in anticipation of a separate book on the topic, Reading
Reconsidered.
3.The site serves as the main forum for continuing the
conversations and sharing insights on all things Teach Like
a Champion through my Field Notes blog.
4.My team and I also share fantastic free resources on this
site, ready to be downloaded and tailored to fit your needs.
Chapter 11 | Quotes From Pages 181-290
1.The result is that we get little if any data at a
moment when our instincts are telling us we
should be assessing.
2.Champion teachers, then, strive to Reject Self-Report as
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often as they can.
3.The primary goal of Targeted Questioning is to gauge
understanding accurately.
4.Great teachers are more likely to track—perhaps not every
time they circulate the classroom, but more often,
especially when they want to check for understanding.
5.By requiring students to 'earn' the privilege of participating
in IP, she turns it into a kind of reward.
6.It’s better to be quick and bring data to multiple places in
your lesson by making fast, frequent strategic guesses than
to be comprehensive and exhaustive, but infrequent.
Chapter 12 | Quotes From Pages 291-382
1.Acting on the data is risky. I mean that in the
psychological sense. It can mean doing something
new and possibly unanticipated, live, on the spur
of the moment, sometimes in front of a room full of
potentially skeptical adolescents.
2.One of the best ways to reduce some of the anxiety and
therefore make it more likely that you will take action is to
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Plan for Error.
3.Create an environment where your students feel safe
making and discussing mistakes, so you can spend less
time hunting for errors and more time fixing them.
4.Want to unlock the teaching value of errors as a classroom
tool? When you Excavate Error, you dig into errors for that
purpose.
5.Have students correct or revise their own work, fostering
an environment of accountability for the correct answer.
6.In order to consistently identify misunderstandings,
champion teachers create a classroom culture that embraces
error.
7.If your goal is to find and address the mistakes your
students make, your task is far more difficult if your
students seek to hide their errors from you.
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Chapter 13 | Quotes From Pages 388-557
1.The reward for right answers is harder questions.
2.It honors and validates students who do know the answer
by allowing them to help their peers in a positive and
public way.
3.Students hear themselves getting it right—and getting it
right over and over again.
4.Everybody learns in a high-performing classroom.
5.We will be expected to celebrate that success and push for
more learning.
6.Many students come to school expecting to fail because
they've normalized failure.
7.It's important—often difficult—to remember that Right Is
Right is a technique you use when an answer is mostly
right rather than when it's just plain wrong.
8.If students selectively choose to use the language of
opportunity only in school settings, so be it.
Chapter 14 | Quotes From Pages 558-633
1.In the end, it's almost impossible to execute at a
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high level if your planning isn't also thoughtful,
consistent, and focused on the most important
tasks.
2.Your first job is to choose the rationale that is most
productive: Why are you teaching the material you're
teaching? What's the outcome you desire?
3.It's far better to start the other way around and Begin with
the End—the objective.
4.The success of an activity is not determined by whether or
not you do it and students seem to want to do it, but by
whether you achieved an objective that can be assessed.
5.Begin with the End means...Using a well-framed objective
to define the goal of each lesson.
6.An objective should be designed to guide the activity, not
to justify how a chosen activity meets one of several viable
purposes.
7.Post It in a visible location in your room...so that everyone
who walks into the room can identify your purpose for
teaching that day.
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8.The most effective Double Planners wire their packets to
help as many students as possible meet or exceed a high
standard of excellence.
Chapter 15 | Quotes From Pages 634-801
1.The first step in a great lesson is a Do Now—a
short activity that you have written on the board
or that, in printed form, is waiting for students as
they enter.
2.Because succeeding once or twice at a skill won't bring
mastery, give your students lots and lots of practice
mastering knowledge or skills.
3.One of the biggest reasons students don't read very well is
that they don't read very much.
4.Exit Tickets will not only establish a productive
expectation about daily completed work for students but
also ensure that you always end the lesson with an
objective check for understanding that you can take with
you.
5.Teaching the process makes complex skills transparent to
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students.
6.Students should have plenty of at bats to reinforce learning.
7.Make it clear to students that you own the room—that it is
normal for you to go anywhere you want in the classroom
at any time.
8.You can often take advantage of this dynamic by adjusting
roles, sometimes asking students to focus on explaining the
process while they do the math, sometimes asking them to
do the math while reminding them of the process.
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Chapter 16 | Quotes From Pages 802-960
1.Every Minute Matters. Respect students' time by
spending every minute productively.
2.Time spent waiting outside the cafeteria or by the flagpole
during a fire drill is a perfect time for a vocabulary review.
3.Don’t let the diffusion across multiple classes and students
fool you—the same amount of time has been wasted.
4.You can, in short, always be teaching.
5.A classroom where hands are up while someone is
speaking is a classroom where people are saying,
essentially, ‘What you’re saying doesn’t matter much to
me; it won’t change what I want to say.’
6.In fact, a person who's truly engaged in a discussion is
often engaged because he or she attends to the differences
among questions and becomes increasingly interested in
those differences.
Chapter 17 | Quotes From Pages 966-1151
1.Under ideal circumstances, what happens during
Wait Time is thinking.
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2.It's important to recognize that you could have a lesson
with lots of engaged and active student participation, but
not much rigor.
3.If you want to think deeply about a math problem... you
need to be automatic on the calculations.
4.The goal is to ask questions of any (and every) student at
any (and every) time during your lesson to assess who
knows what.
5.A Cold Call is a good thing, an opportunity you give your
students.
6.When you give students more than a handful of seconds of
Wait Time, make that information explicit to them so that
they can manage their thinking accordingly.
7.By contrast, in a lesson with ratio, the workout belongs to
students.
Chapter 18 | Quotes From Pages 1152-1318
1.The amount and quality of writing students do in
your classroom are two of the most important
determinants of their academic success.
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2.Increasing the amount of writing in your class raises
important questions, however, from the practical... to the
philosophical...
3.When we ask a question and call on a student whose hand
goes up within two or three seconds, what we get is the
first and fastest answer, not necessarily the best or most
thoughtful.
4.The purpose of the technique is to develop students' ability
to write steadily and productively for significant stretches...
5.If students could do that every day, I suspect they would be
able to do great things.
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Chapter 19 | Quotes From Pages 1319-1423
1.The productivity of a discussion is usually the
result of specific actions that participants take.
2.To choose one is to choose not to do another, so the
question for you as a teacher is not just whether the activity
you choose in your classroom is 'good' but whether it's
'best'.
3.A discussion is supposed to be a mutual endeavor by a
group of people to develop, refine, or contextualize an idea
or set of ideas.
4.Good discussion skills, in short, are not 'naturally
occurring'.
5.Managing the meta relies on two key tools: modeling the
kind of participation you want in a discussion and
providing constant supportive feedback.
Chapter 20 | Quotes From Pages 1437-1579
1.With students, first impressions matter, not just on
the first day of school, but every day.
2.When you stand at the doorway, position yourself to see
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both sides so that you can maintain visibility of the
students who have already entered your classroom as well
as those you're greeting.
3.The success of a lesson hinges on Strong Start for three
reasons: It sets the tone for everything that comes after.
4.Do It Again is especially effective because it shortens the
feedback loop.
5.When it comes to establishing a procedure, using fewer
words to manage the execution is preferable.
6.Teaching students to execute a procedure requires clear
expectations, consistency, and patience; even so, it's almost
always worth it.
Chapter 21 | Quotes From Pages 1580-1749
1.The first step to preventing nonproductive
behavior is to consistently see it when it happens. I
call the skill of reliably seeing what's happening in
your classroom Radar.
2.Ensure that students follow through on a request in an
immediate and visible way by setting a standard that's more
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demanding than marginal compliance.
3.Maximize teaching time and minimize 'drama' by using the
subtlest and least invasive tactic possible to correct off-task
students.
4.The reason you correct behaviors in the classroom is that
doing so leads to achievement and self-discipline for the
students surrounding an off-task scholar, as well as for the
scholar in question.
5.If you can manage to correct noninvasively, you are likely
to be able to set and reinforce expectations successfully and
consistently.
6.When asked to write and reflect on the math, they spring
into vigorous action. They are 100 percent ensconced in the
previously unimagined world of area expressed in
triangulous units.
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Chapter 22 | Quotes From Pages 1750-1847
1.People are motivated by the positive far more than
by the negative. Seeking success and happiness will
spur stronger action than seeking to avoid
punishment.
2.Use Positive Framing to correct and guide behavior by
following the six rules described in the next sections.
3.In public—that is, in front of your class or while your
lesson is under way—avoid harping on what students can
no longer fix. Talk about what should or even must happen
next.
4.Especially clear examples might be 'Stop trying to disrupt
class!' 'Why won't you use the feedback I gave you on your
first draft?' or 'Just a minute, class; some people seem to
think they don't have to push in their chairs when we line
up.'
5.A teacher who doesn't discipline will not adequately
prepare students to succeed once they leave the microcosm
of their classroom.
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6.It turns out that finding joy in the work of learning—the
Joy Factor—is a key driver of not just a happy classroom
but a high-achieving classroom.
7.When you ask your students to revise their thesis
paragraphs, tell them you want them to write as though
'they're in college already' or 'that with one more draft,
they'll be on their way to college.'
8.Demonstrate that consequences are temporary. Show a
student that when he has dealt with the consequences of a
mistake, it is immediately in the past.
9.Reinforce Actions, Not Traits
10.The finest teachers offer up their work with generous
servings of energy, passion, enthusiasm, fun, and
humor—not necessarily as the antidote to hard work but
because those are some of the primary ways that hard
work gets done.
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Teach Like A Champion Questions
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Chapter 1 | What Is 2.0?| Q&A
1.Question
What does the '2.0' signify in the title of this book?
Answer:The '2.0' signifies that this book contains a
wealth of new ideas, structured differently from the
original, acknowledging that what has been learned
from great teachers deserves its distinct title. It
reflects the evolution and improvement of teaching
techniques that have been observed and adapted in
classrooms since the first edition.
2.Question
How do great teachers respond to new ideas and
techniques?
Answer:Great teachers not only implement new ideas but
also adapt and adjust them to fit their unique style, students,
and environment. They take what they are given and enhance
it, making it more rigorous and effective; this leads to a
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'Virtuous Cycle' where good ideas are continuously improved
upon.
3.Question
What are endemic problems in teaching?
Answer:Endemic problems are predictable challenges that
teachers face regularly, such as dealing with unmotivated
students, understanding silent learners, maximizing student
workload, or managing classroom behavior. These problems
are known but not necessarily simple to solve.
4.Question
What distinguishes data-driven guidance from other
forms of guidance?
Answer:Data-driven guidance focuses on what has been
successful rather than what theoretically should happen. It
looks at the outcomes achieved in real classrooms and
analyzes the practices that led to those successes, allowing
teachers to learn from their peers and apply effective
strategies in their context.
5.Question
What did the author learn from observing teachers over
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the past four years?
Answer:The author learned that teachers are capable of
deriving brilliant solutions to endemic problems, often
improving upon established techniques. This observation
fosters optimism about teaching and indicates that guidance
should evolve continuously based on classroom experiences.
6.Question
Why is it important to distinguish between different types
of guidance for teachers?
Answer:Different types of guidance—ideology-driven,
research-driven, and data-driven—offer varying levels of
applicability and effectiveness. Understanding these
distinctions helps ensure that teachers receive advice that is
practical, relevant, and more connected to their day-to-day
challenges, enhancing their ability to improve student
outcomes.
7.Question
What is the book's stance on the achievement gap in
education?
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Answer:The book suggests that the achievement gap is not
solely due to a lack of solutions but rather a failure to learn
from effective teaching practices already demonstrated by
successful educators. It emphasizes that solutions exist and
can be found by focusing on best practices from within the
teaching profession.
8.Question
How can teachers be seen as intellectuals and problem
solvers?
Answer:By employing a data-driven approach, teachers are
positioned not just as implementers of external guidance but
as creators of knowledge and solutions within their field,
reflecting their professional expertise and elevating their
status as educators.
Chapter 2 | On Teachers and the Advice They Get|
Q&A
1.Question
What challenges do teachers face with the guidance they
receive?
Answer:Teachers are overwhelmed with advice,
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much of it coming from individuals who don't teach
daily. This creates disconnection from the real
challenges in the classroom, leading teachers to
execute checks on a list of directives rather than
focusing on improving student outcomes.
2.Question
What are the three types of guidance for teachers?
Answer:1. Ideology-driven: Guidance based on what
classrooms should be like, often disconnected from real
outcomes. 2. Research-driven: Based on studies but can be
misinterpreted and not always applicable to real classroom
situations. 3. Data-driven: Grounded in the actual successes
teachers have achieved, providing concrete insights from
their experiences.
3.Question
How does ideology-driven guidance hinder teachers?
Answer:It leads to a rigid set of expectations that emphasizes
compliance over creativity, requiring teachers to adhere to a
checklist rather than adapting their teaching to meet specific
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student needs and learning outcomes.
4.Question
Why is research-driven guidance not enough on its own?
Answer:Despite its potential, research needs to be distilled
and used as a tool to support teachers, rather than imposing
rigid mandates that may not fit every classroom scenario or
teacher's style.
5.Question
What is the significance of data-driven guidance?
Answer:It provides a framework for teachers to learn from
actual practices of successful peers, enabling them to build a
more effective and personalized teaching approach based on
real-world outcomes.
6.Question
How can teachers benefit from concrete, actionable
advice?
Answer:Specific techniques, rather than abstract ideals, allow
teachers to implement changes immediately and effectively
in their classrooms. For instance, standing still when giving
directions signals importance, which can raise expectations
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and student engagement.
7.Question
What is the difference between techniques and strategies
in teaching?
Answer:Techniques are specific actions or methods that can
be performed immediately, while strategies are broader
approaches that inform decisions. Focusing on refining
techniques allows teachers to see measurable improvements
more quickly.
8.Question
What is the overarching message about closing
achievement gaps?
Answer:Solutions exist for every achievement gap,
evidenced by teachers who have already succeeded in closing
them. The key is to document and learn from their practices
rather than reinventing the wheel.
9.Question
How can small changes lead to significant improvements
in teaching?
Answer:Small, manageable adjustments can lead to large
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shifts in effectiveness. Just as a simple dental procedure led
to weight loss for someone struggling with health, minor
tactical changes in teaching can yield major benefits for
student learning.
10.Question
What role does teacher perception play in the field of
education?
Answer:By framing teachers as intellectuals and problem
solvers, the perception of the teaching profession is elevated,
potentially transforming how teachers are viewed and the
value placed on their expertise in shaping student success.
Chapter 3 | Specific, Concrete, Actionable
Techniques| Q&A
1.Question
What is the main focus of the techniques discussed in the
book?
Answer:The main focus of the techniques discussed
in the book is to provide specific, concrete, and
actionable practices that teachers can implement
immediately to improve classroom management and
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student engagement.
2.Question
How does the author differentiate between 'techniques'
and 'strategies'?
Answer:The author differentiates 'techniques' from
'strategies' by explaining that a technique is a specific action
or skill you perform in a particular way, while a strategy is a
broader, generalized approach to teaching.
3.Question
Why does the author believe that practicing specific
techniques is essential for teachers?
Answer:The author believes that practicing specific
techniques is essential because focused practice allows
teachers to refine their skills, achieve success in the
classroom, and ultimately lead to better student outcomes.
4.Question
What example does the author use to illustrate the impact
of small changes in teaching routines?
Answer:The author shares the example of a teacher, Doug
McCurry, who teaches students efficient ways to pass out
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papers. This small routine, when practiced, can save
substantial instructional time, leading to a remarkable
increase in learning opportunities over the school year.
5.Question
What irony does the author highlight regarding
educational theory and effective teaching techniques?
Answer:The irony highlighted is that many effective teaching
techniques, while simple and mundane, often go unnoticed
by educational theorists. These techniques might not align
with grand educational theories but yield significant results
in student performance.
6.Question
What lesson can teachers take away from the author's
discussion on the effectiveness of mundane techniques?
Answer:Teachers can learn that even seemingly trivial
techniques, such as managing classroom routines, can have a
profound impact on student learning when properly
implemented, saving valuable instructional time and
enhancing classroom order.
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7.Question
How does the author view the role of small changes in
achieving long-term success in teaching?
Answer:The author suggests that small changes can lead to
substantial improvements over time, emphasizing that
consistent, manageable adjustments are often more effective
than attempting radical changes all at once.
8.Question
What advice does the author give for teachers looking to
implement changes in their classrooms?
Answer:The author advises teachers to focus on small,
specific techniques they can try immediately in their practice,
rather than striving to overhaul their entire teaching approach
at once.
9.Question
What is the significance of routines in the classroom,
according to the text?
Answer:Routines are significant in the classroom because
they create order, enhance efficiency, and free up
instructional time, ultimately allowing for more substantial
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educational engagement and learning.
10.Question
Can you give an example of a small technique that could
yield significant results?
Answer:Yes, an example of a small technique with
significant results is teaching students to pass out materials
quickly and efficiently, which can save thousands of minutes
over the school year that can be redirected toward learning.
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Chapter 4 | The Irony of What Works| Q&A
1.Question
What is the main irony discussed in this chapter
regarding effective teaching techniques?
Answer:The main irony is that many effective
teaching techniques are not innovative or
groundbreaking and often go unnoticed by
educational theorists, yet they lead to remarkable
outcomes in student achievement.
2.Question
How does the example of Doug McCurry illustrate the
importance of teaching routines?
Answer:Doug McCurry's practice of teaching students how
to efficiently pass out papers demonstrates that small,
seemingly mundane routines can save significant amounts of
instructional time, enabling teachers to utilize that time for
more meaningful learning activities.
3.Question
What are the quantifiable benefits of teaching the
paper-passing routine as shown in the chapter?
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Answer:By teaching students to pass papers in twenty
seconds instead of one minute and twenty seconds, Doug
McCurry can save twenty minutes each day, resulting in
approximately 3,800 minutes or over sixty-three hours of
additional instructional time across a school year.
4.Question
What do skeptics argue about time spent on teaching
mundane tasks like paper distribution, and how does
Lemov counter this view?
Answer:Skeptics argue that focusing on simple tasks is
demeaning and doesn't align with promoting critical
thinking. Lemov counters this by highlighting that efficiency
gained through these tasks allows for much more substantial
learning—time that can be devoted to meaningful academic
content.
5.Question
Why does Lemov emphasize the 'artistry' in teaching
despite advocating for systematic skill mastery?
Answer:He emphasizes artistry to convey that while
mastering specific techniques is crucial, the true effectiveness
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of teaching lies in a teacher's ability to flexibly and
thoughtfully apply these techniques in ways that align with
their unique style and the needs of their students.
6.Question
What is the potential impact of strong habits and routines
in a classroom, according to Lemov?
Answer:Strong habits and routines foster a perception of
orderliness, reinforce the importance of doing even small
tasks correctly, and contribute to a productive learning
environment, ultimately enhancing student engagement and
achievement.
7.Question
What are 'See It in Action' boxes, and how should they be
used?
Answer:'See It in Action' boxes accompany descriptions of
teaching techniques with video clips of effective teaching.
They should be used as a tool for reflection, allowing
teachers to observe techniques in practice and consider how
they might implement them in their own classrooms.
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Chapter 5 | The Art of Using the Techniques| Q&A
1.Question
What does the author mean by emphasizing the 'art' in
the discretionary application of teaching techniques?
Answer:The author highlights that teaching is not a
mechanized or formulaic process; rather, it requires
an artistic approach where teachers must use their
judgment and unique style to decide when and how
to apply various techniques. This artistry is what
separates great teachers from merely good ones.
2.Question
How can video clips enhance a teacher's understanding of
teaching techniques?
Answer:Video clips serve as practical examples of teaching
techniques in action, allowing teachers to see effective
methods being used in real classrooms. By viewing these
clips, teachers can reflect on their own practices and consider
how to adapt these techniques to their teaching style.
3.Question
What key insight does the author provide about the
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relationship between teaching and the teachers from
various school types?
Answer:The author asserts that effective teaching transcends
the boundaries of charter and district schools. The insights
and techniques shared in the book are derived from observing
teachers across diverse settings, emphasizing that great
teaching exists in various environments, not confined to any
particular school model.
4.Question
Why does the author find it important to mention the
diversity of classroom settings in relation to the
techniques discussed?
Answer:The author points out the diversity of settings to
honor the wide range of teachers who have influenced his
understanding of effective teaching. He stresses that valuable
insights can be gained from both charter and district schools,
which enrich the overall understanding of the craft.
5.Question
What is meant by the term 'Virtuous Cycle' in the context
of teaching?
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Answer:The 'Virtuous Cycle' refers to an environment where
teachers are committed to intentional reflection, adaptation,
and improvement of teaching techniques through
collaboration and dialogue. In such environments, teachers
learn from each other, resulting in a culture of continuous
improvement that enhances teaching effectiveness.
6.Question
How does the concept of teaching being a 'team sport'
impact teacher development?
Answer:By framing teaching as a 'team sport,' the author
emphasizes the importance of collaboration among teachers.
When teachers share insights, tape lessons for reflection, and
engage in ongoing conversations, they enhance each other's
practices and accelerate their professional growth.
7.Question
What overarching message does the author convey about
mastering teaching techniques?
Answer:The author conveys that mastering teaching
techniques is not just about learning skills, but rather about
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becoming a thoughtful and reflective practitioner who can
flexibly apply those skills in ways that resonate with their
personal teaching style and the needs of their students.
Chapter 6 | Who Are the Champions?| Q&A
1.Question
What core principle distinguishes successful schools
according to Doug Lemov?
Answer:Successful schools are characterized by
their serious focus on teachers and teaching, making
every decision with the goal of enhancing teacher
effectiveness and improving student achievement.
2.Question
How does Doug Lemov emphasize the importance of
diverse educational settings in his observations?
Answer:Lemov highlights that the teachers from whom he
learned were from both charter and district schools,
underscoring that valuable teaching techniques can emerge
from a variety of educational environments, and it would be
unfair to categorize good teaching within just one type of
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school.
3.Question
What does Lemov mean by the term 'Virtuous Cycle' in
the context of teaching?
Answer:The 'Virtuous Cycle' refers to environments where
teachers actively engage in applying, adapting, and
improving their teaching techniques. These are places where
continuous dialogue and collaboration among teachers
enhance their learning and effectiveness.
4.Question
Why is video observation important in Lemov's approach
to teaching?
Answer:Video observation allows for the documentation of
teaching techniques in action, providing clear examples for
learning. However, it is also challenging due to the potential
for unintentional disruptions that can render valuable
moments unusable as teaching aids.
5.Question
In what way does Lemov view teaching as a team effort?
Answer:Lemov sees teaching as a 'team sport' where teachers
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improve most rapidly by sharing insights, learning from one
another, and creating robust professional cultures that
support ongoing dialogue and collaboration.
6.Question
What criteria did Lemov use to identify successful schools
and teachers?
Answer:Lemov used an analysis of state test scores,
accounting for factors like poverty, to identify 'positive
outliers'—teachers whose students achieved high levels of
success despite economic disadvantages.
7.Question
Why does Doug Lemov insist that this is not a charter
school book?
Answer:Lemov emphasizes that his focus is on the actions
and techniques used within classrooms, rather than the
broader political or policy aspects associated with charter
schools, highlighting the universality of effective teaching
strategies.
8.Question
What inspires Doug Lemov when observing teachers
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across different schools?
Answer:Lemov is inspired by the dedication and adaptability
of teachers in diverse settings who engage in ongoing
reflection and collaboration to refine their practice,
contributing to their students' achievements.
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Chapter 7 | Defining What Works| Q&A
1.Question
What is the significance of identifying 'positive outliers' in
education?
Answer:Identifying positive outliers—teachers
whose students achieve high success despite the
challenges of poverty—helps us understand effective
teaching methods and practices. It provides valuable
insights into how these educators manage their
classrooms, engage students, and structure their
lessons to achieve results that challenge the typical
expectations of student performance in low-income
demographics.
2.Question
How do state test scores relate to educational success
according to the chapter?
Answer:State test scores serve as a primary indicator of
student success and mastery of essential skills. They are
necessary for assessing basic competencies and predicting
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future academic success. The teachers who excel in preparing
students for these tests also help them developing broader
skills needed for college readiness.
3.Question
What concept does John Wooden’s quote about teaching
emphasize?
Answer:Wooden’s quote emphasizes the distinction between
what a teacher teaches and what students learn. It highlights
the importance of checking for understanding to ensure
students have truly grasped the material, not just been
exposed to it.
4.Question
Why is continuous refinement of teaching techniques
important for educators?
Answer:Continuously refining teaching techniques ensures
that educators remain effective and responsive to students'
needs. It encourages them to build on their strengths while
also addressing any weaknesses, ultimately enhancing their
ability to promote student learning and success.
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5.Question
How does foundational skill mastery contribute to
higher-order thinking?
Answer:Mastering foundational skills, such as multiplication
tables, frees cognitive resources, allowing students to engage
in higher-order thinking without the burden of basic
calculations. This mastery creates a strong knowledge base
that enables deeper analysis and problem-solving.
6.Question
What is the relationship between academic rigor and
lesson planning?
Answer:Effective lesson planning promotes academic rigor
by establishing high expectations and structuring lessons that
challenge students. Rigor is built through content delivery,
pacing, and assessment strategies, ensuring that students are
pushed to learn beyond basic competencies.
7.Question
In what ways can school culture affect learning
outcomes?
Answer:A positive school culture enhances engagement and
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motivation, leading to better learning outcomes. Conversely,
a negative culture can hinder student achievement by creating
an environment that is not conducive to academic focus and
collaboration.
8.Question
What should educators focus on when developing their
teaching abilities?
Answer:Educators should focus on maximizing their
strengths while also addressing areas for improvement.
Investing in effective techniques they already excel at can
lead to greater mastery and exceptional outcomes in their
teaching.
9.Question
Why does the author argue against the misconception
that basic skill work obstructs higher-order thinking?
Answer:The author argues that foundational skills are
essential for higher-order thinking because they provide the
necessary knowledge base. When students have mastered
basic skills, they can apply that knowledge to complex
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problems, facilitating deeper understanding and insights.
10.Question
What overarching principle does the author suggest
regarding data in education?
Answer:The author suggests that while data, such as state test
scores, is crucial in assessing educational effectiveness, it
should be complemented with qualitative insights from
educators and administrators to gain a fuller understanding of
teaching success.
Chapter 8 | How to Use This Book: Chapter
Organization| Q&A
1.Question
What is the significance of 'Check for Understanding'
(CFU) as highlighted in this chapter?
Answer:CFU is emphasized as a crucial part of
teaching that distinguishes between merely teaching
content and ensuring that students have actually
learned it. John Wooden's perspective underscores
the importance of this concept, advocating for
teachers to focus on gauging students'
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understanding to bridge the gap between teaching
and learning.
2.Question
How does the book define Academic Ethos and its
relevance in teaching?
Answer:Academic Ethos pertains to setting and maintaining
high academic expectations and rigor. This section aims to
provide concrete actions teachers can take to enhance the
quality of lessons and promote a culture of high academic
standards.
3.Question
What role do ratio techniques play in building an
effective classroom environment?
Answer:Ratio techniques focus on increasing student
engagement through active participation. By ensuring that
students do more cognitive work—through questioning,
writing, and discussions—teachers can enhance critical
thinking and learning outcomes. The emphasis on both
participation and think ratios is central to creating a more
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dynamic classroom.
4.Question
Why is the relationship between content knowledge and
rigorous thinking emphasized in the chapter?
Answer:The chapter argues that robust content knowledge is
essential for deep thinking. Without a substantial knowledge
base, exercises aimed at critical thinking can lack substance,
leading to superficial learning experiences. Therefore, facts
and knowledge are both vital for fostering rigorous cognitive
engagement.
5.Question
What insights does the chapter provide about classroom
culture and behavior?
Answer:It highlights the vital role of positive classroom
culture in facilitating academic achievement. The text
differentiates between simply preventing disruptions and
actively creating an environment where learning flourishes.
Effective classroom culture is proactive, joyful, and
productive.
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6.Question
What is meant by the 'Joy Factor' and its importance for
educators?
Answer:The 'Joy Factor' refers to the positive emotional
aspects of learning and schooling. It encapsulates the belief
that beyond just academic success, schooling should be an
enjoyable experience. Emphasizing joy in the classroom can
enhance engagement and foster stronger relationships
between teachers and students.
7.Question
How should educators approach their development
according to the insights from this chapter?
Answer:Educators are encouraged to adopt a mindset that
focuses on maximizing strengths rather than solely fixing
weaknesses. This approach promotes personal growth and
can lead to exceptional teaching practices by refining
techniques where they already excel.
8.Question
What strategies does the chapter suggest for effectively
engaging with the techniques presented in the book?
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Answer:The book encourages a flexible approach, allowing
teachers to pick and choose techniques that suit their
professional growth needs. It suggests a thorough read
through the chapters for a comprehensive understanding
while also recommending reflection and practice questions to
assess personal teaching strategies.
9.Question
In what ways does the book propose to support the
implementation of techniques in the classroom?
Answer:It provides various tools, such as video clips,
reflection questions, and sidebars with additional guidance,
to help educators visualize and integrate the techniques into
their teaching practices effectively.
10.Question
What is the overall message and purpose of the
techniques outlined in this chapter?
Answer:The overall message is to equip educators with
practical, actionable strategies to enhance their teaching
effectiveness and ultimately improve student learning
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outcomes. The techniques are designed to be synergistic,
where employing one can enrich another, leading to a holistic
improvement in teaching.
Chapter 9 | How to Use This Book: Additional
Features| Q&A
1.Question
What features of 'Teach Like A Champion' enhance the
learning experience for teachers?
Answer:The book includes several features designed
to enhance the learning experience, such as video
clips of champion teachers, 'See It in Action' boxes
that provide visual examples, 'Want More?' sections
that offer varied interpretations of techniques,
sidebars for additional guidance and new ideas, and
'Reflection and Practice' questions that encourage
teachers to introspect and adapt. These features
provide practical support and help educators see
techniques in real-world applications.
2.Question
How do the companion tools at the end of chapters assist
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educators in implementation?
Answer:The companion tools at the end of each chapter offer
artifacts that support the implementation of techniques in the
classroom. These tools are available on the companion
website, allowing educators to download and customize them
to fit their unique teaching needs, thereby facilitating
practical application of the strategies discussed in the book.
3.Question
How do 'Reflection and Practice' questions contribute to
a teacher's continuous learning?
Answer:'Reflection and Practice' questions provide a
structured opportunity for teachers to step back and critically
evaluate their own teaching methods and effectiveness. By
prompting self-examination and encouraging discussions on
champion techniques, these questions foster a culture of
continuous improvement and professional growth.
4.Question
In what way does the 'See It in Action' feature reinforce
the book's teachings?
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Answer:The 'See It in Action' feature allows teachers to
observe champion educators employing specific techniques
in real classroom settings, which can lead to greater
understanding and retention of the strategies taught. This
visual representation coupled with analysis helps to bridge
the gap between theory and practice.
5.Question
Why is community engagement emphasized in 'Teach
Like A Champion', and how can educators benefit?
Answer:Community engagement is emphasized as it
connects educators globally who are implementing the book's
strategies, fostering collaboration and shared learning. By
joining the Teach Like a Champion community through the
website, educators can exchange experiences and insights,
ultimately enriching their own practice through collective
wisdom.
6.Question
What role do 'Want More?' boxes play in understanding
teaching techniques?
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Answer:'Want More?' boxes provide educators with diverse
perspectives and adaptations of the techniques, allowing
them to explore different ways of implementing each
strategy. This feature emphasizes the flexibility of teaching
methods and supports the notion that there is no
one-size-fits-all approach to effective teaching.
7.Question
How does the book structure aim to support teachers with
varying levels of experience?
Answer:The book’s structure, emphasizing guidance through
techniques, sidebars for added context, and various features
like 'See It in Action', is designed to cater to teachers of all
experience levels. Novice teachers gain foundational
knowledge, while seasoned educators find opportunities for
deeper exploration and mastery, ensuring that all can benefit
from its insights.
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Chapter 10 | Beyond the Book| Q&A
1.Question
How can joining the Teach Like a Champion community
benefit educators?
Answer:Joining the Teach Like a Champion
community connects educators with a global
network of teachers who share insights and
experiences, enhancing professional development.
The community offers access to free resources such
as lesson materials, practice activities, and
classroom snapshots that can be adapted for
individual needs, fostering collaboration and shared
growth.
2.Question
What resources are available on the Teach Like a
Champion website?
Answer:The website provides a variety of resources
including lesson materials, student work samples, mini
training materials, and practice activities. Additionally, it
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features blogs for ongoing conversation, workshop
information, and online training modules known as Plug and
Plays.
3.Question
Why was it challenging to revise Teach Like a Champion
for its new version?
Answer:The revision process was challenging because it
involved making difficult decisions to remove useful content
in order to prioritize and incorporate more impactful
material, reflecting the continuous evolution of teaching
strategies and best practices.
4.Question
What content is being preserved from the first version of
Teach Like a Champion?
Answer:Key content from the first version, especially
valuable chapters on reading, will be preserved on the
website for continued access by readers who may miss that
information in the new edition.
5.Question
How can educators access outtake material from the
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previous version of the book?
Answer:Educators can access outtake material by signing in
to 'Your Library' on the Teach Like a Champion website at
http://teachlikeachampion.com/yourlibrary/.
6.Question
How does Doug Lemov engage with the community
through social media?
Answer:Doug Lemov and the Teach Like a Champion team
actively engage with the education community through major
social media platforms such as Facebook and Twitter, where
they share insights, updates, and foster discussions on
teaching practices.
Chapter 11 | Gathering Data on Student Mastery|
Q&A
1.Question
What is the primary reason for rejecting self-report in
classroom assessment according to Lemov?
Answer:Self-report questions, such as asking
students if they understood a topic, are often greeted
with untruthful confirmations due to group
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dynamics and social pressure, leading to unreliable
data about student mastery.
2.Question
How does targeted questioning differ from traditional
questioning methods?
Answer:Targeted questioning involves a quick series of
carefully chosen, open-ended questions directed at a strategic
sample of students to gain an accurate understanding of their
knowledge, rather than relying on their passive agreement.
3.Question
Explain the purpose of 'Show Me' in gathering data on
student understanding.
Answer:The purpose of 'Show Me' is to reverse the
traditional classroom dynamic by having students actively
present evidence of their understanding, which increases
accountability and makes misunderstandings more visible.
4.Question
What are the key elements of 'Affirmative Checking' in
the classroom?
Answer:Affirmative Checking involves inserting specific
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checkpoints in lessons where students must confirm their
understanding before moving on, ensuring that their work is
correct and sufficient, and allowing the teacher to gather data
on each student's progress.
5.Question
How can teachers implement the technique of ‘Tracking’
in their classrooms effectively?
Answer:Teachers can implement 'Tracking' by deciding in
advance what specific indicators of learning to observe,
whether it be common errors or success points, and
systematically quantifying these observations to inform
instruction.
6.Question
What is the importance of 'Standardizing the Format' in
classroom observations?
Answer:Standardizing the format allows teachers to
streamline data collection by designing materials and spaces
where information can be quickly and easily assessed,
reducing distractions and enhancing the efficiency of
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observation.
7.Question
How does Lemov suggest teachers use data collected from
questioning and observation?
Answer:Teachers should analyze the data to identify trends,
common errors, and areas of confusion, which will guide
them in tailoring instruction and interventions to better
support student mastery.
8.Question
Describe one way a teacher can use technology to gather
real-time data about student understanding.
Answer:Teachers can use handheld devices or 'clickers' for
students to input responses during lessons, allowing instant
access to a full data set that can inform immediate
instructional decisions.
9.Question
What are the potential pitfalls of asking students for
self-reported answers about their understanding?
Answer:The main pitfalls include providing false positives
where students say they understand when they do not, and
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creating a classroom culture where students feel pressured to
conform and not voice their real uncertainties.
10.Question
How can 'Targeted Questioning' increase classroom
efficiency?
Answer:By quickly gauging student understanding with
targeted, strategic questions, teachers can address
misconceptions immediately, making the learning process
more effective and reducing the need for revisiting issues
later.
Chapter 12 | Acting on the Data and the Culture of
Error| Q&A
1.Question
How can teachers reduce anxiety about accepting errors
in the classroom?
Answer:One way to reduce anxiety is to create a
plan for errors in advance. By anticipating common
mistakes and preparing responsive teaching
strategies, educators can approach issues confidently
when they arise. This planning shifts the focus from
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fear of failure to a proactive problem-solving
approach, making it easier to manage the
unexpected.
2.Question
What does it mean to create a 'Culture of Error' in the
classroom?
Answer:A 'Culture of Error' involves fostering an
environment where students feel safe to make and discuss
mistakes. This includes embracing errors as learning
opportunities, encouraging student participation in
acknowledging their misconceptions, and normalizing the
experience of being wrong as part of the learning process.
3.Question
Why is it important to excavate errors in student work?
Answer:Excavating errors allows teachers to understand the
underlying misconceptions students have. By analyzing why
students made specific errors and discussing them, teachers
can tailor their instruction to address those knowledge gaps
effectively, leading to improved student comprehension.
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4.Question
How did Meaghan Reuler effectively respond to student
misunderstandings during her lesson?
Answer:Meaghan used standardized formats and tracking
methods to quickly assess student understanding of
vocabulary. By acknowledging student misconceptions in
real time and providing immediate corrective feedback, she
was able to adapt her teaching on the spot, ensuring
clarification and deeper understanding.
5.Question
What strategies can teachers use to help students own and
track their errors?
Answer:Teachers can encourage students to label their errors,
revise their work, and explicitly denote correct answers.
Suggestions might include circling incorrect responses,
making margin notes on what went wrong, and encouraging
self-reflection on their thought processes to enhance
accountability for their learning.
6.Question
What is the significance of managing your 'tell' as a
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teacher?
Answer:Managing your 'tell'—the non-verbal signals that
indicate whether an answer is correct or incorrect—can
prevent students from feeling discouraged or defensive about
making mistakes. By maintaining neutral body language and
tone, teachers can encourage a more open dialogue about
errors without instilling fear of judgment.
7.Question
In what ways can teachers praise risk-taking in their
students?
Answer:Teachers can praise risk-taking by acknowledging
students' efforts to engage with challenging material,
highlighting the bravery in sharing answers even when
uncertain, and reinforcing that struggle is a key part of the
learning journey. Statements like 'I appreciate how many
hands are up on this tough question!' can foster a supportive
environment.
8.Question
How can anticipation of errors enhance classroom
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discussions and improve learning outcomes?
Answer:By planning for specific errors, teachers can guide
classroom discussions that focus on analyzing
misconceptions. This foresight allows them to create targeted
questions and activities that emphasize understanding instead
of just correct answers, leading to deeper engagement and a
more nuanced comprehension of the material.
9.Question
What potential dangers exist when discussing wrong
answers in class?
Answer:Discussing wrong answers can sometimes lead to
confusion, particularly among weaker students, who may not
be able to differentiate between right and wrong responses. If
not managed well, this could reinforce incorrect knowledge
rather than correcting it, causing further misunderstandings.
10.Question
What approach does the author suggest for effectively
addressing common misunderstandings in lessons?
Answer:The author suggests using three types of error
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excavation: 'Assess and Move' for minor individualized
corrections, 'Light Excavation' for broader class discussions
of errors that many students made, and 'Deep Excavation' for
thorough analysis of multiple responses to uncover systemic
misunderstanding patterns.
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Chapter 13 | Setting High Academic Expectations|
Q&A
1.Question
What does the No Opt Out technique entail, and why is it
important?
Answer:The No Opt Out technique requires that
students cannot simply say 'I don't know' or refuse
to answer an academic question. Instead, they must
engage in the learning process, which may involve
repeating answers provided by others or being
prompted to try again. This technique is crucial
because it ensures that all students take
responsibility for their learning, helps eliminate the
option of opting out, and allows students to rehearse
success, ultimately promoting a culture where
everyone must try.
2.Question
What does Right Is Right emphasize in the classroom?
Answer:Right Is Right emphasizes the importance of holding
out for answers that are fully correct and academically
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rigorous. This means not accepting partially correct answers
and encouraging students to strive for complete
understanding. The teacher acts as the arbiter of quality and
teaches students the importance of high standards in
academic discourse.
3.Question
How can Stretch It questions benefit students in a
learning environment?
Answer:Stretch It questions encourage deeper thinking by
challenging students who provide correct answers to explain
their reasoning, apply their knowledge in new contexts, or
extend their understanding with more complex questions.
This not only helps reveal the true level of mastery a student
has but also cultivates a culture of continuous learning and
resilience against challenges.
4.Question
What is the significance of Format Matters in a classroom
setting?
Answer:Format Matters highlights the importance of
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communicating ideas clearly in discussions and writing. It
prepares students for academic and professional success by
training them to consistently use proper grammar, complete
sentences, and audible voices, ensuring their ideas are valued
and understood without being dismissed. This technique
ultimately enhances the quality of discourse.
5.Question
What does Without Apology encourage teachers to do
regarding rigorous content?
Answer:Without Apology encourages teachers to embrace
rigorous content and academic challenges instead of
apologizing for them. It emphasizes the importance of
maintaining high expectations for students, promoting the
belief that all students can engage in complex material, and
fostering growth by not expressing doubt about their
capabilities.
6.Question
How should a teacher respond to a partially correct
answer according to Right Is Right?
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Answer:A teacher should respond by acknowledging the
effort shown in the partially correct answer and prompting
the student to refine their response with questions that guide
them towards a complete and correct answer. This approach
reinforces high expectations and encourages students to
articulate their understanding more fully.
7.Question
Why is using non-directive prompts like 'Tell me more'
effective in stretching student thinking?
Answer:Non-directive prompts like 'Tell me more' invite
students to elaborate on their ideas without leading them into
a specific direction. This autonomy encourages students to
think critically and deeply about their responses, fostering a
conversational and exploratory learning environment.
8.Question
Can you provide an example of a Stretch It question?
Answer:An example of a Stretch It question could be: 'You
answered that the character is brave. What evidence from the
text supports that conclusion?' This follow-up asks students
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to support their initial response with concrete details,
promoting deeper analytical skills.
9.Question
What are some alternatives to apologizing for content
when introducing challenging material?
Answer:Instead of apologizing, a teacher could frame the
material positively by saying, 'This topic is challenging, but
mastering it will give you an advantage in college,' or 'Many
students find this difficult at first, but you'll be ahead of most
by the time we're done.' These reframing strategies inspire
confidence and curiosity instead of doubt.
10.Question
How does cultural background influence the assumption
of engagement in difficult content?
Answer:Cultural background may lead some educators to
assume that students, particularly from minority
backgrounds, might not connect with certain texts or topics.
However, this assumption can perpetuate stereotypes and
limit students' exposure to diverse and complex material,
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which is essential for their growth and understanding.
Chapter 14 | Planning for Success| Q&A
1.Question
What is the significance of Beginning with the End in
lesson planning?
Answer:Beginning with the End emphasizes starting
lesson planning with a clear objective of what
students should achieve by the end of the lesson,
rather than focusing on the activities themselves.
This approach ensures that instruction is aligned
with measurable outcomes, allowing educators to
assess whether the goals have been met and fostering
a more intentional progression in student learning.
2.Question
How can teachers effectively use the 4 Ms to create lesson
objectives?
Answer:The 4 Ms framework suggests that objectives should
be Manageable (achievable within a single lesson),
Measurable (success can be assessed), Made First (objectives
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are crafted before activities), and Most Important (focuses on
essential knowledge that leads to college readiness). This
structured approach can greatly enhance the clarity and
effectiveness of instruction.
3.Question
Why is it important to post lesson objectives visibly in the
classroom?
Answer:Posting lesson objectives allows students to
understand the purpose of their learning and what they are
expected to achieve. Visibility of objectives helps maintain
focus during lessons, promotes accountability, and facilitates
classroom discussion about learning goals.
4.Question
What does Double Planning entail and why is it
beneficial?
Answer:Double Planning involves meticulous preparation of
both the teacher's actions and what students are expected to
do during each lesson. It enhances lesson effectiveness by
ensuring that every moment in the classroom is purposeful
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and keeps students actively engaged, ultimately leading to
improved learning outcomes.
5.Question
How does effective unit planning contribute to mastery in
student learning?
Answer:Effective unit planning outlines a sequence of
objectives that build on one another over time, allowing for a
coherent progression toward mastery. By carefully
considering how each lesson connects to previous and
upcoming content, teachers can ensure that students develop
a deeper understanding that prepares them for higher levels
of learning.
6.Question
What are some common pitfalls in writing lesson
objectives, and how can educators avoid them?
Answer:Common pitfalls include writing overly broad
objectives that are not specific or measurable, defining
activities instead of objectives, and neglecting what is truly
important for student mastery. Educators can avoid these by
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adhering to the 4 Ms, continually refining their objectives,
and ensuring they focus on essential skills and knowledge
that students need.
7.Question
How can a teacher shift from an activity-driven lesson to
an objective-driven lesson?
Answer:A teacher can make this shift by first clearly
outlining the desired student outcomes before defining any
activities. This requires reframing the lesson around
questions like: 'What do I want my students to know or be
able to do by the end of this lesson?' rather than focusing on
what they will do during the class.
8.Question
Why is it essential to incorporate multiple teaching
methods for effective lesson execution?
Answer:Incorporating various teaching methods caters to
different learning styles, keeps students engaged, and
promotes deeper understanding. It also allows for flexibility
and adaptability within lessons, enabling teachers to respond
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to the diverse needs of their students.
Chapter 15 | Lesson Structure| Q&A
1.Question
What is the purpose of the 'Do Now' activity in a
classroom setting?
Answer:The 'Do Now' serves as a short warm-up
that students can engage with independently as soon
as they enter the classroom. This activity aims to
initiate learning and prepare students for the day's
lesson without requiring direct instruction or
guidance from the teacher.
2.Question
How can teachers effectively implement the 'Name the
Steps' technique?
Answer:Teachers can break down complex tasks into
manageable steps, ensuring each step is named and possibly
combined with mnemonics to enhance recall. This structured
breakdown gives students a clear path to mastery and helps
them remember processes when tackling similar tasks in the
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future.
3.Question
Why is circulation important during teaching, and how
can it be effectively executed?
Answer:Circulating around the classroom allows teachers to
monitor student engagement and work while providing
support and corrections in real-time. Effective execution
includes strategically moving around the room, maintaining
accessibility, engaging with students through brief
interactions, and being aware of the classroom dynamics.
4.Question
What is the rationale behind using 'Exit Tickets' at the
end of a class?
Answer:Exit Tickets enable teachers to assess student
understanding of the day's lesson in a structured manner.
They provide quick, actionable data to help teachers reflect
on their effectiveness, identify areas needing reteaching, and
tailor future lessons based on student performance.
5.Question
How does the technique 'At Bats' contribute to student
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mastery of skills?
Answer:The 'At Bats' technique emphasizes the need for
numerous repetitions in practice, as mastery often requires
multiple attempts at a skill. By providing students with
plenty of opportunities to practice until they achieve
proficiency independently, teachers promote deeper learning
and confidence.
6.Question
What are some key factors to ensure effective student
reading during class, particularly when implementing
'Read Aloud' techniques?
Answer:To ensure effective reading during 'Read Aloud'
sessions, teachers should manage the reading process by
varying the duration, keeping students engaged and attentive,
and creating a culture of expressive reading where students
feel encouraged to read with enthusiasm.
7.Question
What is the significance of creating a consistent routine
for handling Exit Tickets?
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Answer:A consistent routine for Exit Tickets allows for
efficient data collection and analysis. It helps ensure that the
teacher can quickly gauge the effectiveness of the lesson,
determine students' understanding, and follow up
appropriately in subsequent lessons.
8.Question
How can a teacher break down the teaching process using
the 'I/We/You' model?
Answer:The 'I/We/You' model structures lessons in a way
that starts with direct instruction (I), moves to guided
practice (We), and ends with independent student practice
(You). This gradual release of responsibility helps students
build confidence and proficiency in skills.
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Chapter 16 | Pacing| Q&A
1.Question
How can teachers create a productive pace in their
classrooms according to Lemov's techniques?
Answer:Teachers can establish a productive pace by
incorporating a variety of activities, shifting activity
types to create dynamic changes, and using visible
transitions to ensure that students perceive the
changes in pace clearly. Techniques like 'Change the
Pace,' 'Brighten Lines,' and 'All Hands' help in
maintaining an active learning environment where
students remain engaged and focused on learning.
2.Question
What does the concept of pacing really mean in the
classroom?
Answer:Pacing involves managing the perception of speed in
the classroom. It's not just about how quickly content is
delivered, but how engaging and dynamic the learning
experience feels to students. Good pacing can make slow
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activities feel fast and keeps students motivated and focused.
3.Question
What is the significance of visible transitions in a lesson?
Answer:Visible transitions serve as mileposts that help
students recognize shifts in activities. When transitions are
clear and energetic, they help students mentally adjust and
prepare for the next task, thereby enhancing engagement and
maintaining momentum throughout the lesson.
4.Question
Explain the 'All Hands' technique and its impact on
classroom engagement.
Answer:The 'All Hands' technique encourages students to
raise their hands selectively for each question rather than
keeping their hands up for long periods. This prompts
students to listen actively to their peers, fosters more
thoughtful participation, and ensures that every comment is
contextually relevant to the ongoing discussion.
5.Question
How can teachers use time effectively to maximize
learning?
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Answer:Teachers should 'Work the Clock' by making time
visible to students, using specific and odd increments for
time allocations, and continuously involving students in
setting goals for time management. This approach helps
cultivate a culture where time is valued, reducing wasted
minutes and ensuring every moment contributes to learning.
6.Question
Describe how anticipation and suspense can be leveraged
in a lesson.
Answer:Creating anticipation can be achieved by hinting at
exciting upcoming activities or discussions, thereby
increasing student engagement. Phrases like 'You'll have a
chance to showcase your work later' can energize students
and prepare them to participate actively.
7.Question
What are back-pocket activities, and why are they
important?
Answer:Back-pocket activities are pre-planned, quick tasks
teachers can utilize to fill unexpected downtime in lessons.
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These activities, like vocabulary reviews or quick writing
prompts, ensure that every minute in the classroom is used
productively, keeping students engaged and minimizing
wasted time.
8.Question
How does Lemov suggest handling teaching moments
outside of designated classroom time?
Answer:Lemov emphasizes that teaching can occur at any
moment, even outside of formal class time. Teachers should
seize opportunities to engage students in learning during
transitions, in hallways, or while waiting, making use of
spontaneous moments to reinforce key concepts and skills.
9.Question
What is the overall message of Lemov's techniques in
relation to student engagement and learning?
Answer:The overall message is that effective teachers
actively manage their classroom environment to ensure
maximum engagement and productivity. By employing
pacing techniques, clear transitions, and thoughtful time
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management, they create a stimulating learning atmosphere
that respects students' time and promotes deep learning.
Chapter 17 | Building Ratio Through Questioning|
Q&A
1.Question
What is the purpose of Wait Time in the classroom?
Answer:To give students time to think before
responding, which generally leads to higher quality
answers and increased cognitive engagement.
2.Question
How does Cold Call enhance classroom participation?
Answer:By calling on students regardless of whether they
have raised their hands, it shifts the expectation that everyone
should be engaged and ready to contribute.
3.Question
What are the benefits of Call and Response?
Answer:It reinforces knowledge, builds group energy, and
creates a culture of accountability through collective
participation.
4.Question
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What should a teacher do when students give wrong
answers?
Answer:Use the 'Break It Down' technique to provide small
hints that guide students to discover the correct answers
using their existing knowledge.
5.Question
How can a teacher effectively use Pepper in their class?
Answer:Utilize rapid-fire questions and quick responses to
review material, increasing engagement and energy levels
among students.
6.Question
Why is building knowledge important according to the
chapter?
Answer:Knowledge serves as the foundation for deeper
thinking and rigorous academic tasks; without it, students
may struggle to engage meaningfully in discussions.
7.Question
What does 'rigor collapse' refer to?
Answer:The situation where progressively easier questions
lead students away from deeper, meaningful discussions
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toward simple, surface-level understanding.
8.Question
How can a teacher ensure effective questioning in the
classroom?
Answer:By employing techniques like Cold Call, Wait Time,
and Call and Response to foster a culture of every student
participating actively and rigorously.
9.Question
What is a crucial aspect of planning for 'Break It Down'?
Answer:Anticipate potential misunderstandings or errors in
student responses and prepare specific hints to help guide
students toward the correct answer.
10.Question
Why is it important to keep questioning unpredictable in
Pepper?
Answer:It maintains students' attention and readiness to
respond, as they cannot predict when they will be called
upon, enhancing their engagement.
Chapter 18 | Building Ratio Through Writing| Q&A
1.Question
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What is the significance of writing in the classroom
according to Doug Lemov in Chapter 18?
Answer:Doug Lemov emphasizes that writing is
among the most critical determinants of academic
success, driving students to articulate their thoughts
rigorously and develop ideas into complete
statements. Increased writing leads to improved
participation and thinking ratios, allowing all
students—especially those who are slower or more
reflective—to engage meaningfully in the learning
process.
2.Question
How does the 'Everybody Writes' technique enhance
student participation in discussions?
Answer:The 'Everybody Writes' technique enhances
participation by giving every student a moment to reflect and
write down their thoughts before discussing. This preparation
increases the quality of their contributions, ensuring that all
voices are heard rather than just the fastest responders, thus
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enriching the discussion.
3.Question
Why does Lemov argue that writing should come earlier
in the learning process?
Answer:Lemov argues that writing should occur earlier to
prevent 'piggybacking,' where students rely on the ideas
generated by others during discussions rather than
developing their own understanding from primary texts.
Early writing solidifies their grasp of the content, allowing
for independent, rigorous thought before peer influence can
distort their understanding.
4.Question
What does Lemov mean by 'Building Stamina' in
writing?
Answer:Building Stamina refers to gradually increasing
students' ability to write productively for extended periods.
Lemov suggests starting with shorter writing intervals and
progressively lengthening them to help students grow more
comfortable and efficient at maintaining focus and intensity
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during writing assignments.
5.Question
How can the 'Show Call' technique motivate students to
produce quality written work?
Answer:The 'Show Call' technique motivates students by
showcasing their writing publicly, fostering a culture of
accountability and excellence. When students know their
work could be shared and discussed, they are more likely to
put in the effort necessary to produce high-quality responses.
6.Question
What approach is recommended for improving sentence
complexity in student writing?
Answer:The 'Art of the Sentence' technique is recommended,
where students are tasked with synthesizing complex ideas
into a single, well-crafted sentence. This discipline
encourages students to use diverse grammatical structures,
enhancing clarity and depth in their writing.
7.Question
What is a practical way to integrate writing and
discussion in a lesson plan?
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Answer:A practical way to integrate writing and discussion is
to ask students to write a brief response or analysis before
opening the floor for discussion. This encourages students to
articulate their viewpoints independently, which can then be
enriched through peer interaction.
8.Question
How can teachers measure and encourage writing
stamina among students?
Answer:Teachers can measure and encourage writing
stamina by setting specific time intervals for writing tasks,
tracking students' progress over time, and recognizing their
efforts in maintaining consistent writing during those
periods.
9.Question
What role does immediate feedback play in the writing
process according to Lemov?
Answer:Immediate feedback plays a critical role in the
writing process as it allows students to revise their work
based on real-time input from teachers and peers. This fosters
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a continuous improvement cycle and helps students refine
their writing skills actively.
10.Question
Summarize how the techniques discussed in Chapter 18
contribute to student learning. Include examples.
Answer:The techniques in Chapter 18 contribute to learning
by enhancing writing quality and fostering rigorous thinking.
For instance, 'Everybody Writes' ensures every student
engages, while 'Show Call' builds accountability for quality
work. 'Art of the Sentence' pushes for complexity in
expression, and 'Building Stamina' trains students to write
effectively over extended periods, all leading to more
prepared and thoughtful participants in discussions.
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Chapter 19 | Building Ratio Through Discussion|
Q&A
1.Question
What is the significance of establishing Habits of
Discussion in the classroom?
Answer:Establishing Habits of Discussion is crucial
because it normalizes ground rules that enhance the
productivity and enjoyment of discussions. These
habits help students to engage more effectively,
ensuring that their contributions are relevant and
connected, leading to a cohesive exchange of ideas.
2.Question
How does the Turn and Talk technique contribute to
student learning?
Answer:The Turn and Talk technique allows students to
articulate their thoughts in a low-stakes environment,
facilitating immediate feedback and fostering a deeper
understanding of the material as they articulate and refine
their ideas through peer interaction.
3.Question
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What roles do the 'in-cue' and 'out-cue' play in managing
Turn and Talk sessions?
Answer:The 'in-cue' prompts students to engage immediately
and effectively, ensuring that they transition into discussions
without hesitation. The 'out-cue' signals the conclusion of the
discussion, providing students with time to finalize their
thoughts while smoothly transitioning back to whole class
instructions.
4.Question
Why are sentence starters important in discussions?
Answer:Sentence starters are important because they help
frame responses, allowing students to reference previous
points made by others, promoting coherence, and teaching
them how to build off each other's ideas thoughtfully.
5.Question
How does the Batch Process technique empower
students?
Answer:The Batch Process technique allows students to
engage in discussions without constant teacher mediation,
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giving them autonomy and ownership over their learning
while still holding them accountable for staying on topic and
being respectful to each other.
6.Question
In what ways can a teacher ensure the quality of
discussions during a Batch Process?
Answer:A teacher can ensure quality by setting clear
objectives for the discussion, monitoring student
engagement, stepping in when necessary to refocus the
conversation, and encouraging reflection on the ideas shared
post-discussion.
7.Question
What is the 'crest of the wave' principle in Turn and
Talk?
Answer:The 'crest of the wave' principle involves ending
discussions at their peak of energy and engagement, ensuring
that students remain eager and active participants rather than
letting energy drain as the discussion stretches too long.
8.Question
How do question delegation techniques enhance
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classroom discussions?
Answer:Question delegation techniques enhance discussions
by allowing students to take ownership of the topics being
discussed, fostering critical thinking as they identify key
ideas worth analyzing, and preparing them for self-directed
inquiry in future academic settings.
9.Question
Explain the interconnectedness between discussion,
questioning, and writing in increasing student
engagement.
Answer:Discussion, questioning, and writing work together
synergistically in the classroom; questions stimulate dialogue
which encourages writing, and the writing process helps
students crystallize their thoughts, leading to richer
discussions and deeper understanding.
10.Question
What are some practices to extend student thinking after
a Turn and Talk session?
Answer:Practices to extend thinking post-Turn and Talk
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include whole-class analysis of ideas, guided discussions that
build on the original points, collaborative note-taking, and
written reflections that summarize insights gained during
peer discussions.
Chapter 20 | Systems and Routines| Q&A
1.Question
How can meeting students at the door enhance classroom
management?
Answer:Meeting students at the door establishes
immediate personal connections, sets behavioral
expectations, and creates a positive tone for the day.
This practice ensures students enter with the right
mindset and prepares them for the learning
experience ahead.
2.Question
What are the three components of a Strong Start in the
classroom?
Answer:The three components of a Strong Start include: 1)
Door to Do Now (the transition from entering to starting
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work), 2) Do Now (a prompt that activates prior knowledge
or introduces new concepts), and 3) Review Now (a segment
where students discuss and reflect on the Do Now to
reinforce learning).
3.Question
How do acronyms like STAR and SLANT support
students' learning behaviors?
Answer:Acronyms like STAR (Sit up, Track the speaker, Ask
and answer questions, Respect) and SLANT (Sit up, Listen,
Ask and answer questions, Nod your head, Track the
speaker) serve as memorable frameworks that help students
internalize and self-correct their learning behaviors for better
engagement.
4.Question
Why is it essential to engineer efficiency through
classroom procedures?
Answer:Engineering efficiency through clear procedures
conserves time, reduces confusion, and allows teachers to
focus on instruction rather than management, fostering a
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more productive learning environment.
5.Question
What is the significance of the Do It Again technique?
Answer:The Do It Again technique emphasizes practice and
accountability by encouraging students to strive for
excellence rather than just compliance, thereby enhancing
classroom culture and reinforcing high standards.
6.Question
How do champion teachers utilize a 'threshold' routine to
build classroom culture?
Answer:Champion teachers use the threshold routine to greet
students warmly, set expectations for behavior, and foster a
sense of belonging and responsibility among students,
leading to a supportive and focused classroom environment.
7.Question
What does effective practice look like in routines
according to the text?
Answer:Effective practice in routines involves breaking tasks
into manageable steps, using clear language, modeling
expectations, and allowing for feedback during pretend
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practice to reinforce learning.
8.Question
How can procedures be turned into routines?
Answer:Procedures can be turned into routines through
consistent practice, rehearsal, and reinforcement until the
desired behaviors become automatic and students are able to
execute them independently.
9.Question
What role do feedback loops play in classroom
procedures?
Answer:Feedback loops are critical as they allow for
immediate correction and reinforcement, ensuring that
students associate their actions with responses, helping them
internalize procedures more effectively.
10.Question
Why is establishing clear expectations important for
classroom procedures?
Answer:Establishing clear expectations is crucial because it
helps students understand what is required of them, reduces
uncertainty, and promotes self-management, thus enhancing
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their autonomy and responsibility in learning.
Chapter 21 | High Behavioral Expectations| Q&A
1.Question
What are the key components of preventing
nonproductive behavior in a classroom?
Answer:Develop a strong 'Radar' to consistently see
nonproductive behaviors as they occur and affirm
your presence by 'Being Seen Looking'—subtly
reminding students of your awareness.
2.Question
How can teachers ensure compliance in classrooms
effectively?
Answer:Utilize the technique of 'Make Compliance Visible'
by asking for immediate, actionable, and observable tasks,
such as 'Pencils in the tray' instead of vague instructions like
'Pencils down'.
3.Question
What is the 'Least Invasive Intervention' approach?
Answer:This approach emphasizes quick, subtle corrections
to off-task behaviors without disrupting the flow of
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instruction. For example, using nonverbal cues to redirect
distractions quietly.
4.Question
What does 'Firm Calm Finesse' entail in classroom
management?
Answer:It involves maintaining a steady demeanor, catching
problems early, and correcting students without escalating
conflict—always emphasizing the purpose of learning over
asserting authority.
5.Question
How can consequences be applied effectively in the
classroom?
Answer:Consequences should be quick, incremental,
consistent, and depersonalized, such as saying 'That’s two
dollars for talking out of turn', allowing for bounce-back
statements that encourage quick recovery.
6.Question
What is the importance of 'Strong Voice' in the
classroom?
Answer:A 'Strong Voice' helps teachers command attention
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and respect, using principles like maintaining a formal
register, using economy of language, and ensuring clarity to
reinforce authority without conflict.
7.Question
What is the essence of the 'What to Do' technique?
Answer:It encourages teachers to use specific, concrete,
sequential, and observable directions instead of vague
instructions, helping to clearly define expectations for
students and differentiate between competence and defiance.
8.Question
How can a teacher build a trusting classroom
environment?
Answer:By fostering strong relationships built on a
foundation of trust, allowing for open communication and an
understanding of both academic and behavioral expectations.
9.Question
In what ways can you check for understanding after
giving directions?
Answer:You can ask students to repeat the directions back to
you or demonstrate what they've been instructed to do,
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ensuring clarity and compliance from all students.
10.Question
How can nonverbal interventions enhance classroom
management?
Answer:Using gestures or facial expressions to signal
expectations nonverbally reinforces instructions and
minimizes disruption, allowing teaching to continue
seamlessly.
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Chapter 22 | Building Character and Trust| Q&A
1.Question
What is the key focus of Technique 58: Positive Framing?
Answer:The key focus is to guide students toward
better work by using a positive tone for constructive
feedback, thereby motivating and inspiring them.
2.Question
How does Positive Framing differ from simply avoiding
negative feedback?
Answer:Positive Framing is not about avoiding corrections
but framing them positively, reinforcing a student's capacity
for success while addressing missteps.
3.Question
Why is it crucial to assume the best intentions of students
when addressing their behavior?
Answer:Assuming the best allows students to focus on doing
well rather than feeling defensive, fostering trust and
encouraging them to meet expectations.
4.Question
What does 'Live in the Now' mean in the context of
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classroom management?
Answer:'Live in the Now' emphasizes addressing what
students need to do moving forward instead of dwelling on
past mistakes, focusing on immediate actions to enhance
success.
5.Question
Describe an example of how to use 'Plausible Anonymity'
when correcting behavior in class.
Answer:Instead of naming a student who is off task, a teacher
might say, 'Let's check our focus, everyone,' allowing
students to self-correct without feeling singled out.
6.Question
What is the primary benefit of 'Narrate the Positive' in
the classroom?
Answer:It helps establish a norm of positive behavior by
acknowledging and reinforcing on-task actions, which
encourages more students to engage positively.
7.Question
What are some methods teachers can use to integrate the
'Joy Factor' into lessons?
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Answer:Teachers can use fun and games, group belonging
activities, dramatic play, humor, and elements of surprise to
create joy in the learning process.
8.Question
How can teachers maintain Emotional Constancy while
managing student behavior?
Answer:By keeping calm, framing criticisms of behavior
instead of the student personally, and maintaining a focus on
learning rather than letting emotions escalate.
9.Question
What does Technique 60: Warm/Strict entail?
Answer:It involves balancing warmth with strictness,
showing students that high expectations come from a place of
care and respect.
10.Question
According to the chapter, what is the significance of
balancing the five principles of classroom culture?
Answer:Balancing discipline, management, control,
influence, and engagement is necessary for creating a vibrant
classroom culture where students learn effectively and
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independently.
11.Question
Summarize the importance of 'Precise Praise' as
described in Technique 59.
Answer:Precise Praise focuses on strategically reinforcing
specific achievements and behaviors rather than general
traits, thus helping students understand how to replicate
success.
12.Question
Why is it problematic to praise students for meeting basic
expectations?
Answer:It can devalue true achievements and suggest that the
teacher has low standards, leading students to think
mediocrity is acceptable.
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Teach Like A Champion Quiz and Test
Check the Correct Answer on Bookey Website
Chapter 1 | What Is 2.0?| Quiz and Test
1.The book 'Teach Like a Champion 2.0' signifies a
significant evolution from the original book,
incorporating new ideas and a different structure.
2.The new title of the book reflects the need for teachers to
rely solely on ideology-driven advice to improve student
achievement.
3.'Teach Like a Champion 2.0' asserts that every achievement
gap can be closed with ineffective teaching strategies from
proven successful teachers.
Chapter 2 | On Teachers and the Advice They Get|
Quiz and Test
1.Most of the advice teachers receive comes from
fellow teachers.
2.Specific, concrete, actionable techniques are emphasized as
more useful than broad concepts in teaching.
3.Data-driven guidance focuses only on theory without
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practical applications in the classroom.
Chapter 3 | Specific, Concrete, Actionable
Techniques| Quiz and Test
1.Techniques are defined as specific actions that
teachers can take to improve their teaching
effectiveness.
2.Implementing larger, overwhelming changes in teaching
methods is the recommended approach for lasting
improvement.
3.Well-practiced routines, such as efficiently distributing
materials, are considered unimportant in effective teaching.
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Chapter 4 | The Irony of What Works| Quiz and Test
1.Techniques in 'Teach Like A Champion' may seem
unremarkable but are ineffective in enhancing
student achievement.
2.Effective routines in the classroom can help save time and
increase instructional hours.
3.Teaching efficient routines, such as passing out papers, is
commonly emphasized in teacher training programs.
Chapter 5 | The Art of Using the Techniques| Quiz
and Test
1.The artistry of teaching relies solely on the
structured application of techniques without any
room for personal style.
2.The book 'Teach Like A Champion' includes video clips of
educators to illustrate the application of specific teaching
techniques.
3.The focus of the book is primarily on educational policy
affecting charter and district schools instead of classroom
practices.
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Chapter 6 | Who Are the Champions?| Quiz and
Test
1.Uncommon Schools, led by Doug Lemov, focuses
on school policy discussions to improve education.
2.Lemov conducted his research on effective teaching
practices in various cities like New York and Houston.
3.The 'Virtuous Cycle' mentioned by Lemov refers to
teachers working in isolation without collaboration.
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Chapter 7 | Defining What Works| Quiz and Test
1.Positive outliers in education are teachers whose
students achieve results comparable to peers
despite coming from impoverished backgrounds.
2.The performance of Troy Preparatory Charter School
declined after the implementation of more rigorous
Common Core standards.
3.Teaching basic skills does detract from higher-order
thinking tasks according to the text.
Chapter 8 | How to Use This Book: Chapter
Organization| Quiz and Test
1.This book contains four main parts that cover key
teaching challenges: Check for Understanding,
Academic Ethos, Ratio, and Behavior and Culture.
2.The book only focuses on Check for Understanding as its
main teaching strategy.
3.A positive classroom culture is unnecessary for facilitating
academic success according to this book.
Chapter 9 | How to Use This Book: Additional
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Features| Quiz and Test
1.The print version of 'Teach Like a Champion'
includes a DVD with videos of champion teachers
demonstrating techniques.
2.The 'Reflection and Practice' section consists of analyses of
the techniques used in the classroom.
3.The 'Want More?' feature in the book provides a single
interpretation of the techniques discussed.
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Chapter 10 | Beyond the Book| Quiz and Test
1.You can access free resources such as lesson
materials and training materials from the Teach
Like a Champion website.
2.No content has been omitted from the original Teach Like a
Champion in the latest revision.
3.You can connect with the Teach Like a Champion team
through social media platforms such as Facebook and
Twitter.
Chapter 11 | Gathering Data on Student Mastery|
Quiz and Test
1.Champion teachers should rely on students'
self-reports to assess their understanding. This is
effective because students are usually honest about
their comprehension.
2.Using targeted questioning involves preparing questions in
advance to engage a diverse sample of students effectively.
3.The 'Show Me' technique encourages students to passively
listen to the teacher rather than actively demonstrate their
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understanding of the material.
Chapter 12 | Acting on the Data and the Culture of
Error| Quiz and Test
1.Teachers should be reactive rather than proactive
in addressing students' errors.
2.Creating a culture of error in the classroom means students
should feel safe to make mistakes and discuss them openly.
3.Deep excavation of errors only involves addressing
individual errors quietly without discussing broader
misconceptions.
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Chapter 13 | Setting High Academic Expectations|
Quiz and Test
1.The No Opt Out technique allows students to
refuse participation in class discussions without
consequence.
2.According to the Right Is Right technique, partially correct
answers are acceptable in the classroom.
3.The Stretch It technique encourages students to stop once
they provide a correct answer.
Chapter 14 | Planning for Success| Quiz and Test
1.Teachers should begin lesson planning by deciding
on activities before defining objectives.
2.The 4 Ms in writing effective objectives include
Manageable, Measurable, Made First, and Most Important.
3.Display of lesson objectives in the classroom does not
contribute to student engagement.
Chapter 15 | Lesson Structure| Quiz and Test
1.The 'Do Now' technique begins the class with an
independent warm-up activity that must be
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consistent, independent, and result in a written
product.
2.The 'I/We/You' instructional model encourages complete
independence of students right from the beginning of a
lesson.
3.Exit Tickets are used to assess students' understanding at
the beginning of a lesson.
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Chapter 16 | Pacing| Quiz and Test
1.Technique 27 suggests that maintaining a steady
pace is sufficient for student engagement.
2.Using visual timers in the classroom can help students
manage their time better and understand its importance.
3.Every minute in the classroom is not necessarily important
for learning, as students often need downtime to relax and
recharge.
Chapter 17 | Building Ratio Through Questioning|
Quiz and Test
1.The 'Wait Time' technique involves providing
students with adequate time to think before they
respond, which enhances engagement and answer
quality.
2.The 'Cold Call' technique involves only calling on students
who raise their hands, ensuring they are actively
participating.
3.The 'Break It Down' technique focuses on giving students
full answers to assist them in correcting their mistakes.
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Chapter 18 | Building Ratio Through Writing| Quiz
and Test
1.The technique 'Everybody Writes' emphasizes the
importance of engaging all students by allowing
them to reflect in writing before participating in
discussions.
2.The 'Art of the Sentence' technique does not involve using
sentence starters to enhance students' writing skills.
3.'Front the Writing' suggests that writing should occur after
discussions to promote understanding of texts.
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Chapter 19 | Building Ratio Through Discussion|
Quiz and Test
1.The chapter emphasizes creating a vibrant
discussion environment through specific
techniques that discourage student accountability.
2.Turn and Talk involves allowing students to express their
thoughts in brief, paired discussions with structured timing.
3.Students should not be given the autonomy to generate
discussion questions during unmediated discussion periods.
Chapter 20 | Systems and Routines| Quiz and Test
1.Meeting students at the door to establish
expectations is a key technique in creating a
structured environment in the classroom.
2.Teaching students simplified procedures for completing
tasks is unnecessary and does not foster efficiency in the
classroom.
3.The technique 'Do It Again' is about providing students
with additional practice to achieve mere compliance.
Chapter 21 | High Behavioral Expectations| Quiz
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and Test
1.Establishing high behavioral expectations in
classrooms is essential for creating a conducive
learning environment.
2.The technique 'Firm Calm Finesse' involves being
aggressive and dominating to maintain student attention.
3.Teachers should use vague commands to let students
determine how to proceed with tasks in order to encourage
independence.
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Chapter 22 | Building Character and Trust| Quiz
and Test
1.Positive framing helps motivate students by using
negative feedback.
2.Precise praise is about recognizing traits rather than
specific actions of students.
3.The Warm/Strict approach involves balancing high
expectations with care for students.
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