Comprehension - as described in Ch. 12 provides some great techniques to build comprehension. As a student who struggled with comprehension as a child a journal became my haven in trying to keep track of what and for what reason I was reading a certain passage; prereading, contexting, focal points, and front-loading became important for me as the tables turned in my teaching . Getting your questions ready and having them written down to refer to as you read with your class. Include low and high-level thinking questions - "Lower the Level" and "Evidence-Based." How do you summarize the reading? Very important to see if the students "got it!" Make connections! Visualize - "Picturing" and don't forget to include opportunities to "Predict" and "Infer. Visualizing became an important part of my learning and I can truly say it was very effective for me and in turn for the students I had and continue to teach.
Overall Impression of Teach Like a Champion: What I find so useful about this book is how concrete all the strategies are. You can walk into any classroom and have a name to put to what you are seeing. You can name the strategies that are really working, and name the strategies that are missing. Then there is this amazing resource that provides actionable follow-up steps to start employing that strategy. It really does give us a common language with which to speak about the pedagogy of teaching. This year I have had the priviege (and also challenge) of mentoring an apprentice teacher who is brand new to the teaching profession. This book has been an invaluable resource for both of us to guide her development. During on-boarding, we dove into chapter 5, and pre-scripted the details for all of her transitions, entry procedures, etc., always double planning what both she and the students would be doing. We also wrote the first 2 unit plans and the first two weeks of lesson plans, following the models outlined in chapter 2. It really set her up for success to feel confident about what her class would look like before the first day ever happened. During the first few months of school, we dove into chapter 6 on behavioral expectations, because I truly believe that strong management must be mastered before we provide feedback on content delivery. It doesn't matter how clear your explanations are if the students aren't listening to you! Throughout the year, I've continued to use Teach Like a Champion as a resource in this way. It really is like the Bible of teaching. I've read it several times, and each time I always get something new out of it! I recommend it to all my teachers friends, whether beginners or veterans. I'm obsessed with this book!
I agree that having a name to put to what you are seeing is great! In my first years of teaching, without reading this text, there were some things that were practiced, but didn't really have a name for them. Now it's great to know exactly which strategy you are implementing. There were also lots of strategies explained in this book that I have never used. Strategies that I was like, "Duh. Why haven't I thought of that!" Like No Opt Out. It makes total sense to go back to the student who gets a question wrong to make sure they get it right next time. But teachers aren't doing that. I think it's great that you really took the time to teach an apprentice teacher these steps and strategies in order to ensure success for her first year, and many many more after. I really wish I that sort of support my first year! I think all teachers should be "trained" with Teach Like A Champion, then maybe we could have more master teachers and a larger percentage would actually stay in the profession. Can't wait to teach with you!
I've mentioned this before and I'll continue to echo it hear. Teach Like A Champion at many times seems straightforward, and to a point common sense. However, many of these fundamental techniques, had I not explicitly read them and see them in action, would overlook applying this to my classroom. Every technique was developed in a way to show how teachers do (similar techniques) wrong, how you can do them correctly, and then the reasoning behind each technique, whether it be statistical data or anecdotal evidence. One example of this is tight transitions, one of my favorite techniques. At first, I would have not assumed the power of speeding up mundane tasks, such as passing out paper, taking out a notebook, lining up for the door, etc. Thinking back on my own education, my teachers would take a pretty lackadaisical approach to these activities, and at times even attempt to teach over them (which was ineffective since we were all preoccupied with these transition activities). Until I explicitly read about the power of challenging students to pass out papers faster, or to practice until you were most efficient, I wouldn't have thought about the time it saves (up to weeks of the school year). This is one striking example of the possibilities the book has equipped me with.
Throughout the entire book, there was an emphasis on culture, character, and behavior. I think this is almost as important as the actual academics, especially for us teaching at the elementary level. By instilling a culture of high expectations, positivity, morality, etc., we allow our students to acquire the skill set that will allow them to succeed at their academics and be contributors to the world in general, ultimately setting them on a great path to college. I saw that throughout the book, and that's one aspect of elementary education that I am excited to contribute to.
Finally, I really enjoyed the emphasis on reading skills from the last few chapters. From the fundamentals to comprehension, the book stressed how, as a teacher, we can most effectively enhance students reading capability. In my opinion, the most important part of an education is strong reading skills, it is seen in every subject (even and especially math) and you must conquer reading before conquering other subjects. Ultimately, especially later in our academic career, a lot of our learning comes from our own reading, and if a student feels poorly about their reading, they will surely not pick up a book. I am looking forward to putting these students on a great path towards solid reading skills, and was glad to read the insights of these last few chapters.
Being a first year teacher, Teach Like a Champion was a breath of fresh air. Although I have gone through many years of study in education, nothing sums it up better than this book, in my opinion. The practicality and reasoning this book offers has opened my eyes to the foundation that needs to be laid in order to truly make a difference in the life of your students. Lemov presents these techniques in a way that can be implemented immediately, without much room for error. At Brilla, the high expectations demanded from both staff and students creates an environment of success and hard work. Just like in the classroom, techniques such as 100% and No Opt Out, promote a no excuses approach that teaches students that getting an education should not be an option. Our goal is to develop the love for learning and enrich our students with the skill sets they need to be successful, well rounded adults. By implementing the techniques described in this book, the success rate in the classroom will be astounding. Having read this book before stepping into my own classroom allows me to truly have a step up from many other first year teachers. I feel that my education training has not entirely set me up for success, as most of the content presented doesn't focus on practical techniques and strategies that can be implemented in the classroom. Overall, I truly enjoyed reading and reflecting on Teach Like a Champion. The discussions that we had during the all staff calls were also very informative and collaborative which allowed all of us to hear different views and interpretations of each technique. I am excited to implement these techniques into my classroom and create an environment of success.
I love that you mentioned how reading this book gives you a step up from other first year teachers. You are so right that education training in itself does not prepare you for real-world teaching. I have only gotten to practice from this book for 1 year, so I am super excited to continue its practice at Brilla.
Comprehension has become a love of mine. Through observation, reading, practicing and feedback, I have become to LOVE guided reading and seeing children delve so much deeper into texts than I have ever seen before. In my early years of teaching, I had little to no instruction as how to effectively run guided reading lessons. I was trying to figure it out on my own, and all the while hating guided reading. Eventually, with self-taught practices and purposeful guided reading seminars and instruction, I have finally realized how to teach children how to thoroughly comprehend a text and get them just as excited about reading as I am! Teach Like a Champion was an excellent source that helped break down what exactly comprehension means and how to get there. Standard-aligned questions are crucial in getting your kids to really understand a character and his/her impact in the story. Questions about character study are my particular favorite, along with theme questions. Watching 3rd graders be able to articulate how a character changes from the beginning of the story to the end, what caused that change and why they changed is truly remarkable. I especially love hearing them come up with character traits that are beyond their years, such as 'melodramatic' and 'vain'. Comprehension is so crucial in the area of reading. I am excited to continue watching students build their comprehension skills at Brilla. Through these reading assignments and collaborative team building, it is evident Brilla expects teachers to deliver high quality instruction and requires students give a 'no excuses' approach to learning. Excited to implement these techniques with little ones!
Teach Like a Champion was my bible as a first year teacher. Whenever I'd have a problem, I'd resort back and Lemov would have a strategy to implement. Whenever I'd need an extra umph, I'd see "J-FACTOR" sparkling in my head. Ms. Martinez is right. University classes for 4 + years can help you to become a good teacher, but I've never seen anyone sum up strategies and techniques quite like Lemov. I also think it's important to point out that we are all reading this together. We each have different backgrounds, degrees, and experiences, but Teach Like a Champion gives us a common language. After observing a colleague, you can whisper "economy of language" or "100%" and there will be immediate understanding, without wasting time explaining. This will make for constant, quick improvements.
Although I was only part of one our collaborative phone calls, I felt that all of the information and experiences discussed were extremely useful. We have to remember though, as Mr. Gillaspie said, "We can talk about it all we want, but we have to actually DO IT." Practice, practice, practice. I so look forward to our professional development this summer where we can see Lemov's practices in action. As we continue to improve these practices, our confidence will as well. We will be ready for them in August, if we start thinking and doing now. We expect the best from them. Shouldn't we give them the same courtesy?
I really found that revisiting the pages of Teach Like a Champion was especially exciting because I got to hear your stories. Of course, we always learn from our own mistakes. Everyone knows that. But since we each shared experiences, we've learned from each others mistakes, as well. That's a lot of mistakes we can avoid, by helping one another. Which that being said, I'd like to thank each of you for sharing openly your experiences and perspectives. Perspectives are amazing things and I appreciate each of yours. I look forward to exploring these practices and techniques even further in the coming months - together - as a team. "Teamwork makes the dream work," that's what I always say.
Teach Like a Champion serves as a great handbook and resource for teachers to always keep with them. The outlined techniques, like many have said, are broadly practical, to the point, simple, and they make sense. They are very concrete and specific, making them more practical for application in the classroom. I have already begun training myself to use certain techniques every time, so they become a part of my teaching method.
People often say that being a teacher takes a very specific kind of person. This is so true. Not everyone has the personality to be a teacher. HOWEVER, with this text, I believe Lemov feels that any person CAN BE an effective teacher. He presents the idea that it doesn't matter who is leading the class, as long as he or she has the right tools and can execute effectively. Teach like a Champion, with it's techniques, aims to help those who want to enter the field to succeed.
It's important to note that Teach Like a Champion shares many useful techniques, but it's up to the teacher to decide which ones work best under any given circumstance. This text is a useful tool, but it cannot replace a teacher's own judgement. Each teacher has his or her own educational philosophy, and takes away bits and pieces from each teaching experience, partnership, conference, workshop, etc. These pedagogies are fluid- they are constantly changing, as they should. As an educator, you place emphasis on methods and experiences that have changed your view or opened your eyes. Texts like these help guide you in the classroom to reach the most students, but they aren't necessarily enough to form your overall view on what works in education.
In the final chapters of Teach Like A Champion (“TLC”), I felt like I was left with many questions. Lemov did a phenomenal job in expressing the many intricacies of Reading Comprehension and the Fundamentals of learning, but I cannot help and wonder how successful I will be at implementing the six techniques in mastering vocabulary or building comprehension. Therefore, I am left wondering which student is going to struggle with defining the focal point, or which student is going to revel in predicting the plot of a story. One thing that I am certain on is that I will have to reread TLC during the school year. On a whole, I believe that TLC is an incredible resource for all teachers. It not only breaks down successful teaching tactics, but also provides real-life scenarios. TLC begs the reader to reflect and compare their strategies with other strategies as well as other classrooms. Although I have not yet had a formal classroom of my own, I have certainly experienced many classroom settings under various instructors. While reading TLC, I reflected on my experiences as a student and when I saw some of these tactics implemented throughout the school day or where they should have been implemented. At a young age, I knew which teachers allowed carelessness and which teachers demanded excellence and upon reflection I determined that the teachers’ attitudes certainly affected my performance. I believe that understanding how to best bring in the TLC elements has helped me to mentally formulate a more holistic setting for our students. By continuing this reflection process, I have faith that we will all truly understand that by exuding excellence in the classroom demands excellence in our students’ performance and that this mindset will be a great service to all students.
The book was a very enjoyable and engaging read, written in a way that is straight-forward and easy to follow all the way through. By providing dozens of useful techniques (which of course are far more than any one teacher will likely apply to his/her classroom), he gave us a HUGE "toolbox" from which to choose the most appropriate and effective techniques for our own classrooms. Beyond the readings, the DVD was incredibly useful as it was great to be able to see these techniques in action. As a first year teacher, seeing these Champion teachers in action has become the most formative component of my preparation by far.
It's been said a few times on here already, but Teach Like A Champion is truly a bible for first year teachers. As I look forward to stepping into the classroom for the first time, I can't help but think how far ahead this resource has put me in terms of quantifiably preparing me with practical techniques I can employ in my classroom starting on day one. As Mr. Larsen pointed out, so many seemingly small opportunities in the classroom could simply be overlooked if it weren't for Lemov specifically addressing them; from tight transitions to making sure students are constantly engaged in reading throughout the day, Lemov provided so many ways that even the most inexperienced of us can succeed in the classroom.
I know I will be referring back to Teach Like A Champion countless times to apply the techniques that best fit my classroom and teaching style.
Teach Like a Champion (TLC) should be read by every first year (and veteran) teacher. I was fortunate enough to get hired in a charter school and attend Relay during my first two years of teaching through TFA; and I say that because both my charter school and Relay live and breathe TLC. Therefore before even reading the book I was exposed to all of the language and techniques in the book, which has helped me to become such a better teacher.
There are many things I love about TLC. Firstly I appreciate that all of the techniques are so concrete and bite-sized that when I learn in one day, I can apply in my classroom the very next day. Furthermore, they are not these brand new techniques that teachers everywhere have to now master; they’re techniques that many teachers use already but framed much more specifically and Lemov gives us specific examples we can learn from. Also, I think it was critical that Lemov focus on reading for the last few chapters because the achievement gap in the U.S. is truly a literacy gap; and I am glad he chose to zoom in on the subject. Lastly what makes TLC so unique is that it now gives teachers a common language that can be used across the country. If a doctor travels from NYC to Cali he will be understood by other doctors when he uses medical jargon. However teachers are not yet unified in that sense. I believe that by having a common language it will help excel this profession to a new level.
I think what’s important for me personally is that I go back and refer to TLC through my teaching career. There can be a handful of techniques that can be so beneficial to your teaching but can be easily forgotten when you are thinking about 40 other techniques. While it is unrealistic that a teacher can do all 49 techniques in a day, or even a week, it is crucial for teachers to have this “database” of techniques in their mind that they can pull from whenever they need to, which is what I do when I teach!
I was first introduced to Teach Like a Champion (TLC) by Ms. Kopro right before my second year of teaching at a public school in the Bronx. At this school, there weren't planned out systems and routines, and there was not a lot of support/coaching around behavior management. When I first got my hands on TLC, I couldn't put it down because it was everything I had been looking for but didn't know existed. The strategies outlined by Lamov are not revolutionary, and they are certainly carried out by teachers across the country who have never heard of the text, but TLC serves as a reference point for new and veteran teachers alike to incorporate best practices into the classroom. TLC is so accessible and easy to implement.
TLC provides an explicit framework for what effective classroom management should look like. When taken together, pacing, joy and engagement set students up for academic and personal success; these elements create an intellectually curious learner who loves to find new information and is not discouraged by roadblocks along the way. When we execute the taxonomy at Brilla this August, we will be providing our scholars with a learning environment focused on student success and empowerment.
I would like to share my own personal experience with Teach Like a Champion. My first year teaching I did not use Teach Like a Champion. My students may have performed well from academic achievement standpoint, but classroom culture was subpar. I was not able to create a strong classroom culture, and that is because I did not have the most effective teaching techniques. My second year of teaching I was introduced to Teach Like a Champion. It changed my teaching life and I can honestly say that. I still maintained my same high expectations for academics, but it transferred to Classroom management as well. I really internalized the book, and continued to read it at all times. I would role play and practice the different techniques at home and in the car on the way to work. Teach Like a Champion was my teaching bible. This is a book I would recommend for first year and veteran teachers. The book provides you with strategies and techniques you can implement on day one. It also provides with confidence that you will see very quickly. I truly live by this book and I would recommend all educators to have multiple copies on hand.
Wow! TLAC has definitely been and awesome and rewarding read for me. The techniques and strategies that are discussed in this book are simply best practices. It was good to read and learn about new techniques that I will utilize at Brilla and it was also refreshing to read about the effective techniques that I have previously used when I was a classroom teacher. When I began teaching 14 years ago, Harry Wong's, "The First Days of School" was my teaching go-to book. While I still believe that Wong's book is phenomenal, I would also strongly recommend that Teach Like a Champion as an educator's go- to book. This book is very easy to read and relate to as a new or veteran teacher. The techniques are also super practical and easy to implement within one's classroom. I am so happy that this was our first book discussion as a staff. I believe that this book definitely gives us a strong foundation of how we would like our classrooms to be at Brilla College Prep. I cannot wait for our continued discussions about Teach Like a Champion :)
TLAC helped me to understand the basics of classroom management and execution. It was easy to understand and motivated me to practice some of the techniques while I was tutoring.
I appreciate this reading and the discussions because I was able to look at different takes on Lemov's approach. It also served to identify pitfalls that occur in planning and daily execution. More importantly, it gave me a better understanding of student needs in the classroom.
I enjoyed this book will definitely read it again.
Today when I use Teach Like a champion I am very conscious of the strategies I am using while teaching. I know which strategy will get me the outcome I am seeking. This is much different from when I first became introduced to TLAC. I would be teaching and getting observed by a coach and they would throw techniques at me as if I knew what they were talking about. “I noticed your CFs were all Turn and Talks, is there a reason for that.” What my coaches didn’t now is that I didn’t have a reason for doing those things; I was just following the plan. Today I know the reason we use these techniques and can implement them whenever I get the chance. Not only did Doug Lemov create very practical instructional techniques that will enhance academic achievement, the techniques also contribute to the overall culture of a classroom/school. Using these strategies creates a culture that says to kids “we are here to learn.” It begins to build a language that teacher and students respond to at any given time throughout the day. After using No Opt out enough times students begin to know that they cannot get away with not answering a question or not learning. They see that this is happening every day and they begin to trust the system. They begin to learn our teacher language. I would just caution that as our students get older we begin to provide rationale for the techniques we adopt. In my experience, children (fortunately and unfortunately depending on the desired outcome) begin to understand what is expected of them when they are drowning in an environment of achievement. At a school I taught in a 4th grade parent teacher meeting was set up because a student was refusing to complete school work. In this school, they follow the "I do, We do, You do" model. Apparently, the student became aware of the model and what was expected of him. In the meeting, the student told his parent, “I did the 'exit ticket,' I just didn’t complete the independent practice. I know how to do it so I went straight to the exit ticket.” In this case, the technique was over emphasized. The culture was drilled in this student so much that not even the teacher could expect his modification of the process. He knew what was expected and thought he could skip right to the step of showing his achievement. Of course this was an isolated situation, but if we do want our children to be life- long learners we have to account for the thoughtful outliers that need rationale for school systems. He need to know that doing the practice work helps him to build that mental muscle he needs to always be able to “complete the exit ticket.”
Comprehension - as described in Ch. 12 provides some great techniques to build comprehension. As a student who struggled with comprehension as a child a journal became my haven in trying to keep track of what and for what reason I was reading a certain passage; prereading, contexting, focal points, and front-loading became important for me as the tables turned in my teaching . Getting your questions ready and having them written down to refer to as you read with your class. Include low and high-level thinking questions - "Lower the Level" and "Evidence-Based." How do you summarize the reading? Very important to see if the students "got it!" Make connections! Visualize - "Picturing" and don't forget to include opportunities to "Predict" and "Infer. Visualizing became an important part of my learning and I can truly say it was very effective for me and in turn for the students I had and continue to teach.
ReplyDeleteOverall Impression of Teach Like a Champion:
ReplyDeleteWhat I find so useful about this book is how concrete all the strategies are. You can walk into any classroom and have a name to put to what you are seeing. You can name the strategies that are really working, and name the strategies that are missing. Then there is this amazing resource that provides actionable follow-up steps to start employing that strategy. It really does give us a common language with which to speak about the pedagogy of teaching. This year I have had the priviege (and also challenge) of mentoring an apprentice teacher who is brand new to the teaching profession. This book has been an invaluable resource for both of us to guide her development. During on-boarding, we dove into chapter 5, and pre-scripted the details for all of her transitions, entry procedures, etc., always double planning what both she and the students would be doing. We also wrote the first 2 unit plans and the first two weeks of lesson plans, following the models outlined in chapter 2. It really set her up for success to feel confident about what her class would look like before the first day ever happened. During the first few months of school, we dove into chapter 6 on behavioral expectations, because I truly believe that strong management must be mastered before we provide feedback on content delivery. It doesn't matter how clear your explanations are if the students aren't listening to you! Throughout the year, I've continued to use Teach Like a Champion as a resource in this way. It really is like the Bible of teaching. I've read it several times, and each time I always get something new out of it! I recommend it to all my teachers friends, whether beginners or veterans. I'm obsessed with this book!
I agree that having a name to put to what you are seeing is great! In my first years of teaching, without reading this text, there were some things that were practiced, but didn't really have a name for them. Now it's great to know exactly which strategy you are implementing. There were also lots of strategies explained in this book that I have never used. Strategies that I was like, "Duh. Why haven't I thought of that!" Like No Opt Out. It makes total sense to go back to the student who gets a question wrong to make sure they get it right next time. But teachers aren't doing that.
DeleteI think it's great that you really took the time to teach an apprentice teacher these steps and strategies in order to ensure success for her first year, and many many more after. I really wish I that sort of support my first year! I think all teachers should be "trained" with Teach Like A Champion, then maybe we could have more master teachers and a larger percentage would actually stay in the profession. Can't wait to teach with you!
Overall impression:
ReplyDeleteI've mentioned this before and I'll continue to echo it hear. Teach Like A Champion at many times seems straightforward, and to a point common sense. However, many of these fundamental techniques, had I not explicitly read them and see them in action, would overlook applying this to my classroom. Every technique was developed in a way to show how teachers do (similar techniques) wrong, how you can do them correctly, and then the reasoning behind each technique, whether it be statistical data or anecdotal evidence. One example of this is tight transitions, one of my favorite techniques. At first, I would have not assumed the power of speeding up mundane tasks, such as passing out paper, taking out a notebook, lining up for the door, etc. Thinking back on my own education, my teachers would take a pretty lackadaisical approach to these activities, and at times even attempt to teach over them (which was ineffective since we were all preoccupied with these transition activities). Until I explicitly read about the power of challenging students to pass out papers faster, or to practice until you were most efficient, I wouldn't have thought about the time it saves (up to weeks of the school year). This is one striking example of the possibilities the book has equipped me with.
Throughout the entire book, there was an emphasis on culture, character, and behavior. I think this is almost as important as the actual academics, especially for us teaching at the elementary level. By instilling a culture of high expectations, positivity, morality, etc., we allow our students to acquire the skill set that will allow them to succeed at their academics and be contributors to the world in general, ultimately setting them on a great path to college. I saw that throughout the book, and that's one aspect of elementary education that I am excited to contribute to.
Finally, I really enjoyed the emphasis on reading skills from the last few chapters. From the fundamentals to comprehension, the book stressed how, as a teacher, we can most effectively enhance students reading capability. In my opinion, the most important part of an education is strong reading skills, it is seen in every subject (even and especially math) and you must conquer reading before conquering other subjects. Ultimately, especially later in our academic career, a lot of our learning comes from our own reading, and if a student feels poorly about their reading, they will surely not pick up a book. I am looking forward to putting these students on a great path towards solid reading skills, and was glad to read the insights of these last few chapters.
Being a first year teacher, Teach Like a Champion was a breath of fresh air. Although I have gone through many years of study in education, nothing sums it up better than this book, in my opinion. The practicality and reasoning this book offers has opened my eyes to the foundation that needs to be laid in order to truly make a difference in the life of your students. Lemov presents these techniques in a way that can be implemented immediately, without much room for error.
ReplyDeleteAt Brilla, the high expectations demanded from both staff and students creates an environment of success and hard work. Just like in the classroom, techniques such as 100% and No Opt Out, promote a no excuses approach that teaches students that getting an education should not be an option. Our goal is to develop the love for learning and enrich our students with the skill sets they need to be successful, well rounded adults. By implementing the techniques described in this book, the success rate in the classroom will be astounding.
Having read this book before stepping into my own classroom allows me to truly have a step up from many other first year teachers. I feel that my education training has not entirely set me up for success, as most of the content presented doesn't focus on practical techniques and strategies that can be implemented in the classroom.
Overall, I truly enjoyed reading and reflecting on Teach Like a Champion. The discussions that we had during the all staff calls were also very informative and collaborative which allowed all of us to hear different views and interpretations of each technique. I am excited to implement these techniques into my classroom and create an environment of success.
I love that you mentioned how reading this book gives you a step up from other first year teachers. You are so right that education training in itself does not prepare you for real-world teaching. I have only gotten to practice from this book for 1 year, so I am super excited to continue its practice at Brilla.
DeleteComprehension has become a love of mine. Through observation, reading, practicing and feedback, I have become to LOVE guided reading and seeing children delve so much deeper into texts than I have ever seen before.
ReplyDeleteIn my early years of teaching, I had little to no instruction as how to effectively run guided reading lessons. I was trying to figure it out on my own, and all the while hating guided reading. Eventually, with self-taught practices and purposeful guided reading seminars and instruction, I have finally realized how to teach children how to thoroughly comprehend a text and get them just as excited about reading as I am!
Teach Like a Champion was an excellent source that helped break down what exactly comprehension means and how to get there. Standard-aligned questions are crucial in getting your kids to really understand a character and his/her impact in the story. Questions about character study are my particular favorite, along with theme questions. Watching 3rd graders be able to articulate how a character changes from the beginning of the story to the end, what caused that change and why they changed is truly remarkable. I especially love hearing them come up with character traits that are beyond their years, such as 'melodramatic' and 'vain'.
Comprehension is so crucial in the area of reading. I am excited to continue watching students build their comprehension skills at Brilla. Through these reading assignments and collaborative team building, it is evident Brilla expects teachers to deliver high quality instruction and requires students give a 'no excuses' approach to learning. Excited to implement these techniques with little ones!
Teach Like a Champion was my bible as a first year teacher. Whenever I'd have a problem, I'd resort back and Lemov would have a strategy to implement. Whenever I'd need an extra umph, I'd see "J-FACTOR" sparkling in my head. Ms. Martinez is right. University classes for 4 + years can help you to become a good teacher, but I've never seen anyone sum up strategies and techniques quite like Lemov. I also think it's important to point out that we are all reading this together. We each have different backgrounds, degrees, and experiences, but Teach Like a Champion gives us a common language. After observing a colleague, you can whisper "economy of language" or "100%" and there will be immediate understanding, without wasting time explaining. This will make for constant, quick improvements.
ReplyDeleteAlthough I was only part of one our collaborative phone calls, I felt that all of the information and experiences discussed were extremely useful. We have to remember though, as Mr. Gillaspie said, "We can talk about it all we want, but we have to actually DO IT." Practice, practice, practice. I so look forward to our professional development this summer where we can see Lemov's practices in action. As we continue to improve these practices, our confidence will as well. We will be ready for them in August, if we start thinking and doing now. We expect the best from them. Shouldn't we give them the same courtesy?
I really found that revisiting the pages of Teach Like a Champion was especially exciting because I got to hear your stories. Of course, we always learn from our own mistakes. Everyone knows that. But since we each shared experiences, we've learned from each others mistakes, as well. That's a lot of mistakes we can avoid, by helping one another. Which that being said, I'd like to thank each of you for sharing openly your experiences and perspectives. Perspectives are amazing things and I appreciate each of yours. I look forward to exploring these practices and techniques even further in the coming months - together - as a team. "Teamwork makes the dream work," that's what I always say.
Teach Like a Champion serves as a great handbook and resource for teachers to always keep with them. The outlined techniques, like many have said, are broadly practical, to the point, simple, and they make sense. They are very concrete and specific, making them more practical for application in the classroom. I have already begun training myself to use certain techniques every time, so they become a part of my teaching method.
ReplyDeletePeople often say that being a teacher takes a very specific kind of person. This is so true. Not everyone has the personality to be a teacher. HOWEVER, with this text, I believe Lemov feels that any person CAN BE an effective teacher. He presents the idea that it doesn't matter who is leading the class, as long as he or she has the right tools and can execute effectively. Teach like a Champion, with it's techniques, aims to help those who want to enter the field to succeed.
It's important to note that Teach Like a Champion shares many useful techniques, but it's up to the teacher to decide which ones work best under any given circumstance. This text is a useful tool, but it cannot replace a teacher's own judgement. Each teacher has his or her own educational philosophy, and takes away bits and pieces from each teaching experience, partnership, conference, workshop, etc. These pedagogies are fluid- they are constantly changing, as they should. As an educator, you place emphasis on methods and experiences that have changed your view or opened your eyes. Texts like these help guide you in the classroom to reach the most students, but they aren't necessarily enough to form your overall view on what works in education.
In the final chapters of Teach Like A Champion (“TLC”), I felt like I was left with many questions. Lemov did a phenomenal job in expressing the many intricacies of Reading Comprehension and the Fundamentals of learning, but I cannot help and wonder how successful I will be at implementing the six techniques in mastering vocabulary or building comprehension. Therefore, I am left wondering which student is going to struggle with defining the focal point, or which student is going to revel in predicting the plot of a story. One thing that I am certain on is that I will have to reread TLC during the school year.
ReplyDeleteOn a whole, I believe that TLC is an incredible resource for all teachers. It not only breaks down successful teaching tactics, but also provides real-life scenarios. TLC begs the reader to reflect and compare their strategies with other strategies as well as other classrooms. Although I have not yet had a formal classroom of my own, I have certainly experienced many classroom settings under various instructors. While reading TLC, I reflected on my experiences as a student and when I saw some of these tactics implemented throughout the school day or where they should have been implemented. At a young age, I knew which teachers allowed carelessness and which teachers demanded excellence and upon reflection I determined that the teachers’ attitudes certainly affected my performance. I believe that understanding how to best bring in the TLC elements has helped me to mentally formulate a more holistic setting for our students. By continuing this reflection process, I have faith that we will all truly understand that by exuding excellence in the classroom demands excellence in our students’ performance and that this mindset will be a great service to all students.
The book was a very enjoyable and engaging read, written in a way that is straight-forward and easy to follow all the way through. By providing dozens of useful techniques (which of course are far more than any one teacher will likely apply to his/her classroom), he gave us a HUGE "toolbox" from which to choose the most appropriate and effective techniques for our own classrooms. Beyond the readings, the DVD was incredibly useful as it was great to be able to see these techniques in action. As a first year teacher, seeing these Champion teachers in action has become the most formative component of my preparation by far.
ReplyDeleteIt's been said a few times on here already, but Teach Like A Champion is truly a bible for first year teachers. As I look forward to stepping into the classroom for the first time, I can't help but think how far ahead this resource has put me in terms of quantifiably preparing me with practical techniques I can employ in my classroom starting on day one. As Mr. Larsen pointed out, so many seemingly small opportunities in the classroom could simply be overlooked if it weren't for Lemov specifically addressing them; from tight transitions to making sure students are constantly engaged in reading throughout the day, Lemov provided so many ways that even the most inexperienced of us can succeed in the classroom.
I know I will be referring back to Teach Like A Champion countless times to apply the techniques that best fit my classroom and teaching style.
Teach Like a Champion (TLC) should be read by every first year (and veteran) teacher. I was fortunate enough to get hired in a charter school and attend Relay during my first two years of teaching through TFA; and I say that because both my charter school and Relay live and breathe TLC. Therefore before even reading the book I was exposed to all of the language and techniques in the book, which has helped me to become such a better teacher.
ReplyDeleteThere are many things I love about TLC. Firstly I appreciate that all of the techniques are so concrete and bite-sized that when I learn in one day, I can apply in my classroom the very next day. Furthermore, they are not these brand new techniques that teachers everywhere have to now master; they’re techniques that many teachers use already but framed much more specifically and Lemov gives us specific examples we can learn from. Also, I think it was critical that Lemov focus on reading for the last few chapters because the achievement gap in the U.S. is truly a literacy gap; and I am glad he chose to zoom in on the subject. Lastly what makes TLC so unique is that it now gives teachers a common language that can be used across the country. If a doctor travels from NYC to Cali he will be understood by other doctors when he uses medical jargon. However teachers are not yet unified in that sense. I believe that by having a common language it will help excel this profession to a new level.
I think what’s important for me personally is that I go back and refer to TLC through my teaching career. There can be a handful of techniques that can be so beneficial to your teaching but can be easily forgotten when you are thinking about 40 other techniques. While it is unrealistic that a teacher can do all 49 techniques in a day, or even a week, it is crucial for teachers to have this “database” of techniques in their mind that they can pull from whenever they need to, which is what I do when I teach!
I was first introduced to Teach Like a Champion (TLC) by Ms. Kopro right before my second year of teaching at a public school in the Bronx. At this school, there weren't planned out systems and routines, and there was not a lot of support/coaching around behavior management. When I first got my hands on TLC, I couldn't put it down because it was everything I had been looking for but didn't know existed. The strategies outlined by Lamov are not revolutionary, and they are certainly carried out by teachers across the country who have never heard of the text, but TLC serves as a reference point for new and veteran teachers alike to incorporate best practices into the classroom. TLC is so accessible and easy to implement.
ReplyDeleteTLC provides an explicit framework for what effective classroom management should look like. When taken together, pacing, joy and engagement set students up for academic and personal success; these elements create an intellectually curious learner who loves to find new information and is not discouraged by roadblocks along the way. When we execute the taxonomy at Brilla this August, we will be providing our scholars with a learning environment focused on student success and empowerment.
I would like to share my own personal experience with Teach Like a Champion. My first year teaching I did not use Teach Like a Champion. My students may have performed well from academic achievement standpoint, but classroom culture was subpar. I was not able to create a strong classroom culture, and that is because I did not have the most effective teaching techniques. My second year of teaching I was introduced to Teach Like a Champion. It changed my teaching life and I can honestly say that. I still maintained my same high expectations for academics, but it transferred to Classroom management as well. I really internalized the book, and continued to read it at all times. I would role play and practice the different techniques at home and in the car on the way to work. Teach Like a Champion was my teaching bible. This is a book I would recommend for first year and veteran teachers. The book provides you with strategies and techniques you can implement on day one. It also provides with confidence that you will see very quickly. I truly live by this book and I would recommend all educators to have multiple copies on hand.
ReplyDeleteWow! TLAC has definitely been and awesome and rewarding read for me. The techniques and strategies that are discussed in this book are simply best practices. It was good to read and learn about new techniques that I will utilize at Brilla and it was also refreshing to read about the effective techniques that I have previously used when I was a classroom teacher. When I began teaching 14 years ago, Harry Wong's, "The First Days of School" was my teaching go-to book. While I still believe that Wong's book is phenomenal, I would also strongly recommend that Teach Like a Champion as an educator's go- to book. This book is very easy to read and relate to as a new or veteran teacher. The techniques are also super practical and easy to implement within one's classroom. I am so happy that this was our first book discussion as a staff. I believe that this book definitely gives us a strong foundation of how we would like our classrooms to be at Brilla College Prep. I cannot wait for our continued discussions about Teach Like a Champion :)
ReplyDeleteTLAC helped me to understand the basics of classroom management and execution. It was easy to understand and motivated me to practice some of the techniques while I was tutoring.
ReplyDeleteI appreciate this reading and the discussions because I was able to look at different takes on Lemov's approach. It also served to identify pitfalls that occur in planning and daily execution. More importantly, it gave me a better understanding of student needs in the classroom.
I enjoyed this book will definitely read it again.
Today when I use Teach Like a champion I am very conscious of the strategies I am using while teaching. I know which strategy will get me the outcome I am seeking. This is much different from when I first became introduced to TLAC. I would be teaching and getting observed by a coach and they would throw techniques at me as if I knew what they were talking about. “I noticed your CFs were all Turn and Talks, is there a reason for that.” What my coaches didn’t now is that I didn’t have a reason for doing those things; I was just following the plan. Today I know the reason we use these techniques and can implement them whenever I get the chance.
ReplyDeleteNot only did Doug Lemov create very practical instructional techniques that will enhance academic achievement, the techniques also contribute to the overall culture of a classroom/school. Using these strategies creates a culture that says to kids “we are here to learn.” It begins to build a language that teacher and students respond to at any given time throughout the day. After using No Opt out enough times students begin to know that they cannot get away with not answering a question or not learning. They see that this is happening every day and they begin to trust the system. They begin to learn our teacher language.
I would just caution that as our students get older we begin to provide rationale for the techniques we adopt. In my experience, children (fortunately and unfortunately depending on the desired outcome) begin to understand what is expected of them when they are drowning in an environment of achievement. At a school I taught in a 4th grade parent teacher meeting was set up because a student was refusing to complete school work. In this school, they follow the "I do, We do, You do" model. Apparently, the student became aware of the model and what was expected of him. In the meeting, the student told his parent, “I did the 'exit ticket,' I just didn’t complete the independent practice. I know how to do it so I went straight to the exit ticket.” In this case, the technique was over emphasized. The culture was drilled in this student so much that not even the teacher could expect his modification of the process. He knew what was expected and thought he could skip right to the step of showing his achievement. Of course this was an isolated situation, but if we do want our children to be life- long learners we have to account for the thoughtful outliers that need rationale for school systems. He need to know that doing the practice work helps him to build that mental muscle he needs to always be able to “complete the exit ticket.”