Teach Like a Champion: 49 Techniques That Put Students on the Path to College [With DVD] by Doug Lemov

Jul 16, 2010 Newengland rated it 3 of 5 stars · review of another edition

Shelves: finished-in-2010, teaching

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

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

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

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

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

In short, turn the clock back 30 years and many of the practices then are back here only with names and all manner of window dressing. Still, to be fair, I think young teachers would do well to read and cherry-pick here. Your basket may wind up full, half-full, or empty -- but at least you'll see that there's an Old Wave out there to counteract all those new-fangled New Wave things you've been studying in university.(less)

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Apr 19, 2013 Sylvia rated it 3 of 5 stars

Shelves: non-fiction, teaching

I knew going in that this book would a "pick and choose" thing. I can divide the techniques into three parts:

(1) formalized versions of strategies that I do already(cold calling, normalize error, do it again)
(2) strategies do not fit in with my teaching style (call and response, props, threshold)
(3) strategies that I find enlightening and will implement (100 percent, strong voice)

There are a lot more of types (1) and (2) than type (3), to be honest. Either it's something I already do or it's som...more

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Dec 19, 2012 Lisa rated it 3 of 5 stars

Shelves: nonfiction

Written primarily for elementary school teachers, this book has some good ideas that many teachers will find helpful in the classroom. This is not a book of theory or how to raise the self esteem of students--it is a hands on book of specific techniques to incorporate into teaching.

The author is extremely conscious of time in the classroom, but seems to think that teachers should spend every waking hour out of the classroom practicing these techniques. Take the good ideas, and don't sweat the re...more

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Aug 16, 2012 Ivonne Rovira rated it 5 of 5 stars

I wish that Doug Lemov's Teach Like a Champion had been around when I was getting my teaching degree. Most of the books that I read in my graduate courses centered on theory -- not that theory and metacognition isn't important; however, as a brand-new teacher, I could really have used a book like this one, which describes 49 actual techniques you can use to manage your classroom and to encourage attention, enthusiasm, and higher-level thinking.

As other reviewers have pointed out, Teach Like a Ch...more

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Jun 11, 2012 Jenny rated it 4 of 5 stars

Shelves: teaching

Read this as a book discussion with my faculty this school year. It was great to have many of my own teaching practices confirmed' useful to read about ways to improve and at times a bit overwhelming because there are more tips/techniques than you can possibly master at one time. And there were a few things that I disagreed with. Thought provoking. Provides concrete examples as well as a DVD that shows teachers using many of the techniques. This will be a good book to revisit from time to time....more

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Jan 18, 2012 Rachel rated it 3 of 5 stars

Some useful stuff for a college teacher.
I'm not the target audience (I teach art at a community college), but I found some useful stuff in the first 40% of the book. (I obviously read the kindle edition.)
This is aimed at k12 teachers (mostly upper elementary). It is basically a series of tips/techniques for teachers based on studying the techniques and practices of really successful teachers (at his schools). There is also some interesting talk about why technique is important as a supplement to...more

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Dec 18, 2011 Rick rated it 3 of 5 stars

Shelves: education

Teach Like a Champion is very popular with ed reformers in general and charter school folks in particular. It’s easy to see why it would be too: lots of practical strategies for making every moment of your classroom purposeful, focused, and pitched toward engaging learners. The techniques are linked thematically. Here, for example, are the first five from Setting High Academic Standards: No Opt Out (no turning down opportunities to respond), Right Is Right (insisting on correct answers, not acce...more

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Nov 13, 2010 Bridget rated it 5 of 5 stars

A really insightful, step-by-step guide to techniques used by effective teachers. While the myriad of techniques presented can be a bit overwhelming, since it is clear that the master teachers on whom the book is based are always simultaneously doing a million things at once to make their classrooms into such an amazing learning environment. On the other hand, the fact that the techniques are codified in this way suggests - and indeed the book is based on this premise - that effective teaching t...more

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Aug 04, 2010 Christian Clarke rated it 5 of 5 stars

Shelves: human-behavior, education

This is an excellent book for anyone who cares about "urban education" and its attendant issues. This books aims at teaching teachers how to develop a classroom culture in which city kids, ( a population left in the ash-heap of national education), can finally make significant progress.

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

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Apr 18, 2010 Danette rated it 5 of 5 stars

Shelves: professional-educational-trade-bo

I recommend this book to all new teachers without exception. Experienced teachers who are having difficulty with classroom management are also encourged to read it. The techniques are explicitly detailed and most are easy to implement the very next day. Basically, the book gives specific techniques designed to create an atmosphere of respect and cooperation. I will definately get a lot of use out of it...the classroom clips are especially helpful.

Things that I especially liked: 1. How to's on h...more I recommend this book to all new teachers without exception. Experienced teachers who are having difficulty with classroom management are also encourged to read it. The techniques are explicitly detailed and most are easy to implement the very next day. Basically, the book gives specific techniques designed to create an atmosphere of respect and cooperation. I will definately get a lot of use out of it...the classroom clips are especially helpful.

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

Kids in 4-12th grade will absolutely cooperate with these techniques. Kids in k-3rd will with some responsive classroom thrown in for good measure. This is Child psychology, Student motivation, and responsive classroom all rolled into a nice little how-to book.

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

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

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

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

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

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

Just as a Classroom management tool though, this book deserves 5 stars(less)

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Jun 02, 2011 Shifting Phases rated it 2 of 5 stars

Shelves: reading-comprehension

Others have written about the weirdly regimental, charter-school-cheerleading tone of this book, so I won't dwell on it. That's not to say that none of the techniques are useful; if you're looking for a compendium of classroom-management techniques that doesn't waste time connecting to research, thinking about classroom philosophy, or looking for links to the big-picture goals, this might be your book.

It is overwhelmingly focused on elementary schools, so most of the techniques weren't interesti...more Others have written about the weirdly regimental, charter-school-cheerleading tone of this book, so I won't dwell on it. That's not to say that none of the techniques are useful; if you're looking for a compendium of classroom-management techniques that doesn't waste time connecting to research, thinking about classroom philosophy, or looking for links to the big-picture goals, this might be your book.

It is overwhelmingly focused on elementary schools, so most of the techniques weren't interesting to me. However, there is an extensive section on reading that I found useful exactly because it was quite different from all the other reading-instruction books I read.

First, Lemov doesn't call them "strategies" for reading comprehension, he calls them techniques (p. 251). I agree. Reading comprehension always exists in service of something: to perform a play, to follow directions, to critique the directions, or just to enjoy the text. Understanding, it itself, is not the goal, and reading comprehension instruction can lose its way if it is not tightly focused on what that goal is.

He criticizes the use of "visualization," saying that it is overused because it is the easiest of the usual techniques. He also argues that just because strong readers visualize, there is no evidence that the visualizing causes the understanding. (p. 299 and 305) That's certainly possible. I get the feeling that he is talking about imagining the view of the scenery when reading a novel. When I use visualization, I'm talking about drawing a diagram or a graph -- both of which force you to confront what you do and don't know. I also think visualization is useful as a confusion monitoring tool. If you usually visualize when you read, but that image disappears when you get to a certain sentence, you've found the part that confuses you. Lemov doesn't seem to object to this "evidence-based" visualizing (apparently there's another kind).

Besides those points, he refers to the usual techniques: summarizing, connecting, wondering, predicting, inferring. It was helpful to measure my understanding of these techniques against someone with whom I mostly disagree, to make sure my ideas could stand up to the challenge.(less)

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Jul 25, 2012 Mark Schlatter rated it 4 of 5 stars

Shelves: interlibrary-loan

Look at the subtitle --- the focus here is educational techniques, not strategies or philosophies. We're talking tactical exercises, not big concept thinking. In fact, Lemov often mentions that what he's describing is not the result of some theory of education, but the naming of particularly effective pieces of teaching craft. (And we know they're effective not because of academic research, but because of the high scores on standardized tests by the students of these teachers --- many of them in...more Look at the subtitle --- the focus here is educational techniques, not strategies or philosophies. We're talking tactical exercises, not big concept thinking. In fact, Lemov often mentions that what he's describing is not the result of some theory of education, but the naming of particularly effective pieces of teaching craft. (And we know they're effective not because of academic research, but because of the high scores on standardized tests by the students of these teachers --- many of them in the Uncommon School charter group.)

And while there isn't a stated philosophical focus, the heart of the book is behavioralist. You see again and again an emphasis on clearly defined teacher actions designed to provoke specific student responses. You see a view of teaching as standards and assessment and a push to get material across as efficiently as possible. You see discussions of "transaction cost" --- the amount of time you spend on a particular classroom management action --- and how to minimize it.

The bulk of the techniques are about setting expectations and classroom culture and handling the nuts and bolts of classroom management. With the exception of a few chapters at the end, nothing is discipline specific. You won't see better ways of introducing fractions here.

If the above sounds fairly negative, well, I'm not much for behavioralism. Or to be more honest, I prefer a constructivist approach, but often turn into a behavioralist in the classroom. However, there's a reason I gave this book four stars. All of the above aside, this is a well thought out highly focused work, and I saw many techniques that I want to use in different settings. Lemov's gift is that he and the teachers he describes are always thinking about what their students are thinking at the very moment of teaching. Again and again, I was struck by the thoughtfulness behind teacher questioning and the techniques of questioning.

A note: while I read this straight through, it's hard to absorb in that fashion. I'm guessing it works much better as a reference work than a read.

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Oct 30, 2011 Stasia rated it 4 of 5 stars

Shelves: 04-nonfiction

No book about teaching is going to be perfect for everything, since no part of teaching is ever the same for everyone. That being said, I thought there were a lot of useful and thought-provoking points to be had here. Sure, Lemov writes mostly about charter schools and charter school teachers, and sure, some of the techniques sound a little fascist, but that doesn't mean that they're not worth reading and thinking about, even if only to decide that they don't ultimately work for your environment...more

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Jan 23, 2011 Shari rated it 3 of 5 stars

Shelves: graduate-school-books

There are a few really good teaching techniques in this book. Unfortunately, they are clouded by the book's focus on younger kids--elementary and middle schoolers, to be precise. I felt that many of the techniques would not be welcome in a high school environment, and certainly not in the school where I'm student teaching. Paul Tough described one of the techniques, SLANT, best in a 2006 New York Times article; he basically said that students making use of SLANT seem to be like robots. The video...more

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Feb 05, 2011 Becca rated it 3 of 5 stars

This is a pretty good book, over all, for nitty-gritty, try-it-this-way teaching techniques. Whether you're already using them or not, the [mostly] lucid prose and examples provide food for thought for teachers who are seeking to improve their practice. There are several techniques I either want to try out for myself or work to improve on based on what I read.

That said, the book loses points for two reasons: 1) There are many parts of it that sound like ad copy for various charter schools. And c...more

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Jun 29, 2012 Jen rated it 4 of 5 stars

Shelves: non-fiction

I received this book from school as something that all members of the Building Leadership Team were supposed to read, but I didn't do anything with it until the summer. Overall, I really liked it. I think that the principles in the first half of the book are really good teaching practices. They are easy to implement and I liked that they were applicable to both math and middle school.

I was rather disappointed with the second half of the book. It was supposed to be on how every teacher could and...more

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Sep 11, 2011 Margie rated it 4 of 5 stars

Recommended to Margie by: NYTimes

Shelves: want-to-own, academia

I was very excited by this book, because so few books on teaching have actual specific techniques that can be used across content areas and for a variety of grades. The techniques described in the book seem very do-able, useful, and effective.

There are, of course, some caveats. The champion teachers he's followed are all at urban charter schools. The parents of charter school students have bought in; they want their children to be in a learning environment. Trust me, that's a lot different from...more

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Jul 19, 2010 Nicole rated it 4 of 5 stars

Shelves: non-fiction

I think this book is a must for pre-service teachers, but only if taught with a critical lens. The author says right off the bat that he does not consider himself a champion teacher, but he has spent countless hours in classrooms and studying tape with other researchers in order to compile what he has determined to be concrete "champion teacher" techniques.

I don't agree with everything he says (some of it reads a little ivory tower, and some of the stuff he touches on concerning race makes me r...more

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Jun 28, 2011 Ruben rated it 4 of 5 stars

Shelves: 2011

This book is a great resource for teachers, whether new or veteran. There is not a lot of material here that is earth-shatteringly new. Rather, the magic is in the sum of its parts. Mr. Lemov gives us something special in the combination of naming each technique and showing how they all work together to push each classroom to combine maximum efficiency and maximum academic rigor. Plus, there's a free (and useful) DVD included.

One strike against this book is the poor editing. I found too many sy...more

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Jan 25, 2011 Vivienne rated it 3 of 5 stars

Shelves: teaching

Perhaps my biggest gripe is that all of Lemov's "champion teachers" are teaching in charter schools, KIPP schools, Uncommon Schools, etc. Their students are vastly different from what "regular" teachers face, as are their resources and support structures. Furthermore, there are plenty of phenomenal teachers in normal public schools, and they are the ones from whom I would gain much more. His attitude is also unpleasant throughout. For the most part, the text mostly discusses elementary and middl...more

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Apr 28, 2013 Ro Cepellos rated it 4 of 5 stars

Recommended to Ro by: Mark Ossenheimer

Shelves: educational-theory, revelatory

As a pedagogue, I appreciate that constant self-reflection is a necessary part of professional growth. This book has become part of my teaching toolkit and will, I expect, come to frame the way I think about and apply my craft.

Much of what Lemov writes may seem like common sense, but I found that he often spoke to ideas and realizations that had been vague and unarticulated in my mind, or pointed out counter-productive measures that teachers mistakenly employ in the interest of saving time or av...more As a pedagogue, I appreciate that constant self-reflection is a necessary part of professional growth. This book has become part of my teaching toolkit and will, I expect, come to frame the way I think about and apply my craft.

Much of what Lemov writes may seem like common sense, but I found that he often spoke to ideas and realizations that had been vague and unarticulated in my mind, or pointed out counter-productive measures that teachers mistakenly employ in the interest of saving time or avoiding conflict. He offers practical and applicable solutions to everyday classroom challenges in ways that are actionable and achievable.

One such simple but effective technique offered was the "Say it Right" technique. All too often, when students volunteer responses, their answers are vaguely or awkwardly worded, represent incomplete thoughts, or contain inaccuracies which could be damaging if left unchecked. In the interest of maintaining the pace of instructions, many teachers will accept the student response, but reiterate the idea with their own revisions, corrections, and connections. Unfortunately, these caviats frequently go unheard and undigested by the students and are unlikely to correct misconceptions or gaps in thought. "Say it Right" encourages teachers to press students for complete answers and to engage their help in correcting inaccuracies or filling in gaps in incomplete ideas. This may seem time-consuming and too costly to invest in, what with the pressure of high-stakes testing, but this kind of groundwork sets an exacting standard for responses that encourages more focused and elaborate thought BEFORE articulating answers and which seeks to engage students as active participants in their own learning and makes them, in a sense, teachers (their own and their peers').

Each chapter offers rich, engaging, and varied ways to increase teacher effectiveness. All of the techniques included require little alteration to any established curriculum - they are techniques by which to deliver, elicit, and guide instruction, and can be quickly and easily employed by all teachers ranging from the novice to the veteran.
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Oct 05, 2011 Whitney rated it 5 of 5 stars

Shelves: teaching

I wish I had read this when I was still going through my undergrad ed program! Invaluable tools for teachers to really be successful. I really enjoyed the format too--calling them "teaching techniques" that teachers can use, and dividing it up into sections. I read the section about setting & maintaining high behavior standards first, because that is what I needed most this year with the extra special, delightful set of students that I have this year. They definitely need high behavior stand...more

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Jun 21, 2012 Rachelle rated it 5 of 5 stars

"Teach Like a Champion" is practial, helpful, and easy to read, one of the best teaching books I've come across so far. The examples are useful, the techniques are actionable, and it gives teachers a starting point until it comes automatically. There are other books that help teachers make their lessons exciting, but this one gives you the basics, without any tricks, and it won't cost any money. In fact, I've adapted some of the techniques as a parent -- such as "what to do" (instead of a genera...more

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Mar 19, 2010 Nathan rated it 4 of 5 stars

Shelves: education

An excellent roundup of "how to keep a class focused and productive". The author went around the teachers who get the best results and videod them at at work. Then he identified the techniques they use, gave them names, and explained them all in the book. I bought the Kindle edition, but I recommend you buy the print book -- it comes with a DVD of clips showing the techniques in action, which I'm sorely missing. The techniques seem aimed at a very teacher-in-front teach-to-prepare-kids-for-colle...more

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Jan 27, 2011 Meagan rated it 4 of 5 stars

Borrowed a copy from a friend and found myself taking copious notes. Maybe that's a sign I should buy my own copy. I found it very interesting with lots of practical advice. I think many of its techniques would be very out of place in the school where I am currently, but I think they are worth reading and understanding nonetheless. Gave me a lot to think about with regards to the achievement gap and to what degree it is right or necessary to use different teaching methods with different populati...more

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Apr 28, 2013 Krista Stevens rated it 5 of 5 stars

Shelves: adult, non-fiction, education

If you are a student teacher, novice or veteran teacher or administrator, buy this book. I used this text in a professional development class with about 30 teachers from my district across all subject areas a couple of years ago. The Best book to discuss instruction, planning, and classroom management. Our new evaluation system closely monitors student engagement - if you follow even a quarter of the techniques in this book (and some I did discount for my level/course/content), you will be succe...more

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Dec 09, 2012 Laura rated it 2 of 5 stars

Shelves: education, read-2012

The book rightly calls what it's sharing - techniques. You might even call them tricks of the trade. It's not a teaching philosophy or even a teaching approach. By that - you could master all of these techniques and still not know what or how to teach.

A great deal of the book's beginning is focused on selling the techniques. At one point, the author says that educators may scoff, but these techniques work. It feels like preemptive sour grapes. Why?

I'd like less commentary and a more direct del...more

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May 22, 2010 Alison rated it 5 of 5 stars

Shelves: teaching

Wow, I loved this book! As a new teacher preparing for my first year, this book really helped me conceptualize what I want to do in my classroom. More importantly, it gave me tons of specific ideas of how to actually accomplish it. While I don't agree with 100% of Lemov's assumptions, his writing is very inspirational and made me eager to go test out all of the techniques. The DVD clips are also useful; I especially love the last clips about the J-factor and teaching kids to read with expression...more

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Mar 30, 2010 Nick rated it 5 of 5 stars

An extraordinary book -- if even half of the teachers in America read and applied this book, we'd have a happy revolution of learning on our hands. If you're a teacher, or know a teacher, or remember a teacher, please put this book in the right hands. The techniques are brilliant, concrete, and simple to apply -- and they will change teaching forever if enough people give them a try. A must-read for every teacher, and anyone who cares about education in our country -- and anyone who thinks teach...more

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Dec 29, 2012 Cheska rated it 5 of 5 stars

Shelves: education, professional-development

My current professional development training is based entirely on this book. My first year of teaching was a nightmare. When the new administration took over and asked us to attend their training, I learned more about classroom management in those two weeks of in service than I did in both undergrad and graduate college. I'm in my second year now, and these techniques, paired with active practice, have turned me into a more confident and effective teacher. I had people observe who thought I was...more

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