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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2016
The must-have companion workbook to the bestselling Teach Like a Champion 2.0 Teach Like a Champion Field Guide 2.0 is the teacher's hands-on guide to improving their craft. In Teach Like a Champion 2.0, veteran teaching coach Doug Lemov updated, improved upon, and replaced the original edition of this global bestseller, setting forth 62 of the most rigorously vetted and critically observed teaching techniques around. Field Guide 2.0 is a practical workbook for these 62 techniques, outlining all the tools a teacher needs to make champion teaching a reality in their classroom starting now. Coauthored by fellow educators Joaquin Hernandez and Jennifer Kim, the book is a practical guide for adapting the techniques to fit classrooms and teachers everywhere. With over 75 video clips of the techniques in play and 100+ field-tested activities to boot, Field Guide 2.0 is the professional development tool every school leader dreams of. It's the teaching playbook that every teacher, principal, and coach should have in their library, chock-full of actionable tools that unlock a teacher's potential so they can push their students to do the same! The updated '2.0' version of Teach Like a Champion written to update, improve upon and replace the original Just like Teach Like a Champion Field Guide helped educators put the original 49 techniques into practice, Field Guide 2.0 is the ultimate resource for the 62 techniques in Teach Like a Champion 2.0. They're the most rigorous, champion-vetted techniques yet and this book takes you through them from top to bottom with the kind of clarity and breadth you've come to expect from the experts at Teach Like a Champion. The book includes: * Practical approaches to each of the 62 techniques * 75+ video clips with analysis of the techniques in play in the classroom (note: for online access of this content, please visit my.teachlikeachampion.com) * Hands-on activities to bring the 62 techniques from the page into the classroom Teach Like a Champion 2.0 is a book by educators for educators. It's about giving teachers what they need to share their strengths so that every teacher, from first year rookie to third-year veteran, can approach their classes with the skills they need for their students to succeed. Teach Like a Champion Field Guide 2.0 is the indispensable guide to getting there, one technique at a time.
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Copyright © 2016 by Doug Lemov. All rights reserved.All clips, Lesson Handouts, Sample Student Work, Teacher Materials, Planning Templates, Practice Activities, and the classroom photo intechnique 49 copyright © 2016 by Uncommon Schools.
“Mirror” from THE COLLECTED POEMS OF SYLVIA PLATH, EDITED by TED HUGHES. Copyright © 1960, 1965, 1971, 1981 by the Estate of Sylvia Plath. Editorial material copyright © 1981 by Ted Hughes. Reprinted by permission of Harper Collins Publishers. “Mirror” from COLLECTED POEMS by SYLVIA PLATH. Copyright © 1981 by Faber and Faber Ltd. Used with permission.
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Library of Congress Cataloging-in-Publication Data
Names: Lemov, Doug, 1967- author. | Hernandez, Joaquin, 1985- author. | Kim, Jennifer, 1986 December 30- author.Title: Teach like a champion 2.0 field guide: a practical resource to make the 62 techniques your own / Doug Lemov, Joaquin Hernandez,Jennifer Kim.Description: San Francisco, CA: Jossey-Bass, 2016. | Includes bibliographical references and index.Identifiers: LCCN 2016016202 (print) | LCCN 2016020992 (ebook) | ISBN 9781119254140 (pbk.) | ISBN 9781119254171 (pdf) | ISBN9781119254157 (epub)Subjects: LCSH: Effective teaching. | Academic achievement. | College preparation programs.Classification: LCC LB1025.3 .L486 2016 (print) | LCC LB1025.3 (ebook) | DDC 371.102—dc23LC record available at https://lccn.loc.gov/2016016202
Cover design: WileyCover images: Provided by Jacob Krupnick and Yuriy Nutsa
FIRST EDITION
PB Printing
List of Illustrations
Technique 3
Sample of student work from Nicole Willey’s classroom
Technique 10
Markup 1
Markup 2
Markup 3
Technique 12
Example
Technique 14
Evolution of a Sentence
Technique 16
Template for Weekly Reinforcing and Extending
Technique 19
Double Plan
Template Example
Technique 20
Taryn Pritchard’s Markup
Technique 24
Circulate
Tools for Engagement
Technique 39
Key
Show Call
Questions
Technique 43
Increasing Rigor after the
Turn and Talk
Turn and Talk
Planning Template
Technique 46
Maggie Johnson’s Door to
Do Now
Technique 51
Typical Positioning
Pastore’s Perch
Technique 56
Three Registers
Guide
Cover
Contents
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ONLINE CONTENTS
For information on accessing the video clips on the Teach Like a Champion website, see How to Access the Video Contents near the end of the book. Please note that some of these clips also appear in Teach Like a Champion 2.0. In these cases, to help you easily locate where the clips appear in the main book, we've listed their clip number here.
Clip
Primary Technique(s)
Description
TLAC 2.0 Clip
1
Standardize the Format
Front Table
: Nicole Willey enhances her ability to monitor and support students who are struggling academically, by calling them to a separate table while the rest of the class works independently.
2
Standardize the Format
10 Minutes to IP
: Ijeoma Duru rolls out a set of codes for common errors to streamline the process of giving feedback to students during independent work.
3
Tracking, Not Watching
Yes, You Fixed It
: Megan Broome efficiently gathers mastery data and responds by providing students with feedback as she
Circulates
.
4
Tracking, Not Watching
Coefficient
: Taryn Pritchard records data she gathers while
Circulating
and then uses that to drive the whole-class discussion that follows.
5
Show Me
Spelling Words
: Amy Youngman collects data on student mastery by quickly scanning each student's answer to see whether it's correct.
Clip 1
6
Show Me
Rock Paper Scissors
: Bryan Belanger uses tight systems for hand signals to efficiently assess student mastery.
7
Show Me
Show Me Montage
: Nicole Willey uses a creative twist on
Show Me
to efficiently gauge her students' comprehension of their shared text.
8
Affirmative Checking
Here's the Deal
: Bob Zimmerli sets “checkpoints” where students must check their answers with him before proceeding to more difficult problems.
Clip 5
9
Affirmative Checking
Green Post-it
: Hilary Lewis uses a “ticket” system to check students' work before they move on to independent practice.
Clip 6
10
Culture of Error
COE Montage
: Eight teachers use language to build classroom cultures in which students embrace opportunities to learn from their mistakes.
11
Culture of Error
Cents
: Janelle Duckett reinforces a culture in which struggling and then succeeding is normal, positive, and universal.
12
No Opt Out
Clever Fox
: Shadell Purefoy (Noel) asks a student to repeat a correct answer after she's unable to answer the first time.
Clip 12
13
No Opt Out
Fifth Root
: Derek Pollak solicits help from the class when a student is very near to a correct answer.
Clip 10
14
No Opt Out
Cosine
: With his neutral and nonjudgmental tone, Denarius Frazier conveys his confidence in his student's ability to get the right answer.
15
Right Is Right
Relentless on Right
: Maggie Johnson pushes students to use precise language to describe a particular scene.
16
Right Is Right and Format Matters
Paul's Explanation
: Nicole Willey prompts students to use more specific and technical vocabulary.
17
Right Is Right
Until Peaches
: Colleen Driggs persists in requiring a student to answer her original question.
18
Stretch It
Well Said
: Art Worrell stretches the original student and then begins stretching other students to build a rigorous classroom culture.
Clip 16
19
Stretch It
Monster
: MK Pope rewards a student for a right answer with a harder question, and uses directive and nondirective prompting to get her students to the correct answer.
20
Format Matters
It Gots to Be
: Darryl Williams actively reinforces the language of opportunity by correcting informal phrases.
Clip 17
21
Format Matters
Hither
: Beth Verrilli asks a student for more collegiate language.
Clip 18
22
Control the Game
Two Times
: First-grade teacher Hilary Lewis facilitates
Control the Game
reading to her small group of reading students.
23
Control the Game
Grew Serious
: Reading teacher Maggie Johnson facilitates
Control the Game
reading to her eighth-grade students.
24
Circulate
Circulate While Teaching
: Maggie Johnson and Julia Addeo
Circulate
strategically during
Control the Game
reading and teaching.
25
Circulate
Circulate during IP Montage
: Rue Ratray and Maura Faulkner
Circulate
strategically during independent work.
26
Change the Pace
Talk to Me
: Erin Michels spends a full ten minutes on a “fraction challenge” math problem, but her pacing feels fast.
Clip 22
27
Change the Pace and Everybody Writes
Listen, Things Have Changed
: Jessica Bracey follows a stretch of reading with
Everybody Writes
to maintain a steady pace and prepare her students for a discussion about
Circle of Gold
.
Clip 23
28
Change the Pace
Pencils Up
: Ashley Hinton puts together a number of pacing techniques to keep her class moving.
Clip 27
29
Change the Pace
Who Can Give Me All Four
: Bridget McElduff is changing the format in a lesson about measurement conversions.
30
Brighten Lines
Expanded Form
: Sari Fromson
Brightens Lines
in her middle school math class with clean starts, clean finishes, and interactive lines.
31
All Hands
Decay
: Bryan uses
All Hands
to maintain strong pacing in his eighth-grade math class.
32
All Hands
Essential
: Lauren uses
All Hands
to maintain strong pacing in her first-grade class.
33
Wait Time
Focus on Why
: Maggie Johnson gives students think time, encouraging more reluctant scholars to participate.
Clip 29
34
Wait Time
Wait Time Montage
: Yasmin Vargas and John Ratheram give students
Wait Time
and narrate hands to encourage student participation.
35
Wait Time
Wait Time Mini Practice
: Rue Ratray gives students the
Wait Time
they need to think through their answer to a rigorous question.
36
Cold Call
In Your Mind
: Jon Bogard makes his
Cold Calls
predictable and positive, including calling on one student whose “hand was up in [her] mind.”
Clip 34
37
Cold Call
Othello
: Beth Verrilli leads a discussion about the text,
Othello
, and builds a culture of engaged accountability through her
Cold Call
.
38
Call and Response
Birthdays
: Janelle keeps her students' responses sharp.
Clip 35
39
Call and Response
Read to Us
: Jennifer Trapp uses
Call and Response
to reinforce note-taking skills, grammar rules, and difficult pronunciations.
Clip 36
40
Show Call
Which One Is Right
: Nicole Willey deepens students' grasp of a math problem by asking them to compare two pieces of work side by side and determine which is correct.
41
Show Call
Show Call
: Paul Powell normalizes the process of “good to great” and sends a very clear message about accountability for written work by
Show Calling
exemplary work.
Clip 41
42
Show Call
Out of the Nest
: Sarah Lord responds to a student who seems reluctant about having his work shown, in a way that preserves the positivity and accountability of
Show Call
.
43
Show Call
Take and Reveal Montage
: Six teachers demonstrate a range of effective approaches for “taking” and “revealing” student work
44
Turn and Talk
Show Not Tell
: Laura Fern uses a number of different techniques to ensure efficiency, consistency, and rigor in her
Turn and Talks
.
Clip 46
45
Turn and Talk
The Bitterings
: Eric Snider uses a series of efficient prompts and follow-ups to keep
Turn and Talks
accountable and efficient.
Clip 45
46
Turn and Talk
Roller Coaster
: Ashley Hinton effectively manages what students do before, during, and after the
Turn and Talk
to increase rigor and participation.
47
Threshold and Strong Start
Boston Is the Best
: Shadell Purefoy greets each student at the threshold of her classroom.
48
Threshold, Strong Start, and Strategic Investment
Thank You for Knowing What to Do
: Stephen Chiger welcomes each student into the classroom, leading them into their entry routine.
Clip 47
49
Strong Start
Transition to Review Now
: Four teachers use different approaches to seamlessly transition their students to a review of the
Do Now
.
50
Strong Start
Complementary Angles
: Katie Bellucci skillfully manages routines for how students enter class, complete the
Do Now
, and transition to a review of the
Do Now
.
51
STAR/SLANT
Track Me
: Caitlin Reilly invests students in SLANT by explaining the purpose behind it.
52
STAR/SLANT
SLANT Montage
: Four teachers demonstrate various ways to reinforce and remind students to SLANT .
53
Engineer Efficiency
Sonnet
: Julia Goldenheim facilitates a series of effective housekeeping routines to ensure that no instructional time goes to waste.
54
Culture of Error, Turn and Talk, and Strategic Investment
Closest to the Door
: Erin Krafft effectively installs procedures for agreeing and disagreeing with a partner during
Turn and Talk
.
55
Strategic Investment
Stand Up: Group A
: Nikki Bowen works through procedures with her students until they become second nature and support student autonomy.
Clip 49
56
Strategic Investment
Transfer Ownership
: Sari Fromson effectively transfers ownership of class routines to students over time.
57
Do It Again
Do It Again Montage
: This montage shows six different teachers reinforcing their expectations by asking students to
Do It Again
.
58
Radar/Be Seen Looking
Pencils Down in Three
: Kerri Rizzolo uses excellent technique to make sure students meet her expectations.
59
Radar/Be Seen Looking
Be Seen Looking/Radar Montage
: Patrick Pastore and Rodolpho Loureiro routinely scan from “Pastore's Perch” with a swivel to make sure they are seen looking for follow-through on their directions.
60
Radar/Be Seen Looking
Be Seen Looking Dance Moves
: Akilah Bond and Denarius Frazier use a range of Be
Seen Looking
dance moves in different settings to emphasize that they are looking.
61
Make Compliance Visible
Show What You Know
: Amy Youngman
Makes Compliance Visible
to her students with visible commands like “pen caps on.”
62
Make Compliance Visible and Firm Calm Finesse
I Need All Pencils
: Patrick Pastore
Makes Compliance Visible
during a transition, while exuding
Firm Calm Finesse
.
Clip 56
63
Least Invasive Intervention
Least Invasive Montage
: Six teachers execute different levels of intervention to ensure students remain focused and hard at work.
64
Art of the Consequence
Blue Crayons
: Sarah Ott teaches her kindergarteners how to do classroom tasks such as coming together on her signal.
65
Art of the Consequence and Emotional Constancy
Examine
: Bridget McElduff demonstrates a number of techniques while giving a productive consequence.
Clip 66
66
Art of the Consequence
Blow-Up Practice
: Hilary Lewis and Jacobi Clifton practice giving a consequence to a student who then reacts negatively.
67
Strong Voice
Good Question
: Ijeoma Duru exudes confidence and poise as she gives directions for independent work.
68
Strong Voice
That's One Way
: Laura Fern uses a self-interrupt that illustrates principles of
Strong Voice
.
Clip 46
69
Strong Voice and Emotional Constancy
Inappropriate Time
: Christy Lundy avoids engaging in a disagreement between two students and calmly shifts their attention back to the lesson.
70
What to Do
Prime the Pump
: Art Worrell delivers clear
What to Do
to facilitate a transition between a stretch of whole-class review and his introduction to a unit of study.
71
Positive Framing
Positive Framing Montage
: Emily Bisso responds to off-task behavior with language that motivates students and shows she assumes the best.
72
Precise Praise
Kudos
: Stephen Chiger doubles back to help a student better see how and why she was successful.
Clip 73
73
Warm/Strict
Warm Formal
: Kesete Thompkins is both warm and strict as he greets students in the hallway.
74
Joy Factor
Who Wants a Word
: Julie Jackson cultivates joy during a vocabulary activity with elements of suspense and surprise.
75
Joy Factor
Phantom
: Roberto de Léon makes the act of reading joyful.
Clip 75
ACKNOWLEDGMENTS
Our first debt of gratitude in writing this volume is to teachers—those we've studied and those we've not yet had the chance to meet—for the work they do and for what they've taught us about their craft and profession. You do this work under challenging conditions: one oft-jammed copier for thirty-two people, say, pay and status not always worthy of your role in society and, of course, depending on the grade level you teach, the profession most likely to make you or someone you work with cry during a typical day.
We offer additional thanks to those teachers who we were fortunate enough to observe, either through video or in-person classroom observations. Many shared their lesson plans. Others also passed along student work. Or they answered our questions, our follow-up questions, and then our lingering just-wondering-but-I-promise-this-will-be-the-last-email questions. We've learned so much from them that we had to honor their work by including their materials, ideas, and classroom videos in this book.
Among this crop of generous teachers, some of the most helpful and giving include: Bryan Belanger, Vicki Hernandez, Erica Lim, Kathryn Orfuss, Patrick Pastore, Jen Rugani, Beth Verrilli, and Nicole Willey.
Even with all that great advice, we still had to put this book together. For that, we drafted—it was close to a demand, honestly—the services of the consummately professional Alan Venable, without whose skill and insight we would surely still be slogging away at the first technique. Our editor at Jossey-Bass, Kate Gagnon, has been patient, supportive, and incisive. Our agent Rafe Sagalyn was trusty and wise as ever, prompting us to wonder if we are the first to wonder if sagacious is the root of Sagalyn?
In addition to writing this together we are all three, in our day jobs, members of the Uncommon Schools Teach Like a Champion team. If ever there was a team of all-stars—we mean them, not us—that was also greater than the sum of its parts, ours is that team and the good parts of this book reflect how much we value and learn from the rest of the gang: John Costello, Dan Cotton, Colleen Driggs, Vinnie Hines, Maggie Johnson, Tracey Koren, Hilary Lewis, Rob Richard, and Erica Woolway. The bad parts of the book, by the way, are Doug's fault. Just in case you were keeping track.
The other piece of producing a book like this is the knowledge and perspective gained from working as the part of a larger organization—Uncommon Schools—that runs schools that strive every day to serve the families we care so much about. It's very hard work. It involves making mistakes and learning from them as quickly and as well as possible, and so we are grateful to the students, parents, teachers, and administrators at Uncommon's forty-four schools for their role in making this book possible.
In addition, each of us has some individual thank you's that have come due:
Joaquin: A huge thank you to my family for their unconditional support, patience, and encouragement. And a special thanks to my wife Vicki, who was there for me during my most stressful moments and who did everything she could to allow me the time and space that I needed to finish this project. I wouldn't have been able to do it without her. Also, a final thank you to my colleagues on the Teach Like A Champion Team, who were there at every step to bounce ideas, exchange resources, and share feedback on drafts. If you find the book useful in any way, it's because of them.
Jen: Many thanks to my current and former colleagues who work tirelessly to advocate for and educate all children. I am humbled and honored to share what I've learned from you all. To my mother who empowers with her silent strength, my father whose dreams provided us with seemingly endless opportunities, and my sister Jessica who is my best friend. And, of course, my FABULOUS friends who give endless support and encouragement!
Doug: Thank you most of all to my family. To my wife Lisa for trying all sixty-two techniques and possibly a few more to help bring out my best; and to my three children who, as they have grown up, have taught me much by describing the experience of learning and school from the student's perspective, and who, if I am doing my job, know how much I love them without my saying it. But, heck, I'm gonna say it anyway. Caden, Maia, Willa—I love you. Now go do your homework.
THE AUTHORS
Doug Lemov is a managing director of Uncommon Schools, which runs forty-four high-performing urban charter schools in the Northeast. He focuses his work on teacher training based on the study and analysis of high-performing teachers. In addition to Teach Like a Champion 2.0, Doug is co-author of Practice Perfect and Reading Reconsidered. He has shared the results of his study of high-performing teachers with school leaders and teachers around the world through workshops and speaking as well as his writing. He lives in upstate New York with his wife, Lisa, and their three children. Visit him at http://teachlikeachampion.com/blog/.
Joaquin Hernandez is an associate director of professional development at Uncommon Schools. In this role, he screens footage of classrooms, provides in-depth analysis of great teaching, and designs training for use inside and outside of Uncommon. Prior to this role, Joaquin worked as a high school history teacher in Washington, DC. He also coached and trained teachers as a manager, teacher leadership development for Teach For America. He holds a BA from Stanford University and an MAT from American University.
Jennifer Kim is an associate director of professional development at Uncommon Schools and works on its Teach Like a Champion team. She studies classroom instruction to identify highly effective teachers and instructional coaching practices, designs training for use inside and outside of Uncommon Schools, facilitates professional development, and helps drive special projects on the team. Prior to joining Uncommon, Jennifer taught in Brooklyn, New York, and served as the upper school writing lead. She began her teaching career as a Teach For America corps member in the Bronx, New York. Jennifer holds a BA in philosophy and political science from Baylor University and an MS in teaching from Pace University.
ABOUT UNCOMMON SCHOOLS
At Uncommon Schools, our mission is to start and manage outstanding urban public schools that close the achievement gap and prepare low-income scholars to enter, succeed in, and graduate from college. For the past twenty years, we have learned countless lessons about what works in classrooms. Not surprisingly, we have found that success in the classroom is closely linked to our ability to hire, develop, and retain great teachers and leaders. That has prompted us to invest heavily in training educators and building systems that help leaders to lead, teachers to teach, and students to learn. We are passionate about finding new ways for our scholars to learn more today than they did yesterday, and to do so, we work hard to ensure that every minute matters.
We know that many educators, schools, and school systems are interested in the same things we are interested in: practical solutions for classrooms and schools that work, can be performed at scale, and are accessible to anyone. We are fortunate to have had the opportunity to observe and learn from outstanding educators—both within our schools and from around the world—who help all students achieve at high levels. Watching these educators at work has allowed us to derive, codify, and film a series of concrete and practical findings about what enables great instruction. We have been excited to share these findings in such books as Teach Like a Champion 2.0 (and now the companion Field Guide); Reading Reconsidered; Practice Perfect; Driven by Data; Leverage Leadership; Great Habits, Great Readers; and Get Better Faster.
Doug Lemov has revolutionized teacher training through his work over the past decade to codify the drivers of great teaching. The Teach Like a Champion 2.0 Field Guide—co-authored by TLAC team members Joaquin Hernandez and Jennifer Kim—is a great resource for teachers committed to becoming even stronger in the classroom, by providing in-depth practice, reflections, and guidance that are based on the sixty-two techniques covered in Teach Like a Champion 2.0. We are confident that the TLAC 2.0 Field Guide will be an invaluable resource for ensuring that teachers have the practical resources they need to become more effective teachers.
We are deeply grateful to Doug, Joaquin, Jennifer, and the entire TLAC team at Uncommon Schools for all of their work in supporting teachers. As important, we are excited for the impact this guide will have on teachers and students around the world.
Brett PeiserChief Executive OfficerUncommon Schools
Uncommon Schools is a nonprofit network of forty-nine high-performing urban public charter schools that prepare nearly sixteen thousand low-income K–12 students in New York, New Jersey, and Massachusetts to graduate from college. A 2013 CREDO study found that for low-income students who attend Uncommon Schools, Uncommon “completely cancel[s] out the negative effect associated with being a student in poverty.” Uncommon Schools was named the winner of the national 2013 Broad Prize for Public Charter Schools for demonstrating “the most outstanding overall student performance and improvement in the nation in recent years while reducing achievement gaps for lowincome students and students of color.” To learn more about Uncommon Schools, please visit our website at http://uncommonschools.org. You can also follow us on Facebook at www.facebook.com/uncommonschools, and on Twitter and Instagram at @uncommonschools.
INTRODUCTION
Whether you are a teacher in training, a master teacher whose goal is constant improvement, or an educator who simply loves the art of getting better, this Field Guide is designed to help you get the most out of the techniques profiled in Teach Like a Champion 2.0. Drawing on the experience of top trainers, teachers, and school leaders, the Field Guide provides hands-on activities and guidance to master any or all of the sixty-two Teach Like a Champion techniques.
We’ve designed the book to work especially well under what is to us ideal circumstances—small groups of teachers working together as a team to discuss, study, and practice their craft—but we also recognize that many readers, perhaps most, will use it on their own. We’ve tried to ensure that nearly all the activities and resources can be used solo as well.
But whether you are using this book to support a study group, an ad hoc collaboration among colleagues, or as part of your own efforts to improve your teaching, the Field Guide is best used as a practical extension of Teach Like a Champion 2.0, which discusses the techniques far more deeply than we have attempted to do here. Although we often review key points from it, our assumption is that if you are using this book, you have read Teach Like a Champion 2.0.
The 2.0 version of Teach Like a Champion was written to replace and improve on the original 2010 book, and this volume updates and aligns the original Field Guide as well. That said, the alignment of this book with Teach Like a Champion 2.0 is, in a few cases, imperfect. Here and there you may notice a component part of a technique that has been added or removed, or that the names or descriptions of elements within some techniques have changed slightly. Those differences are intentional and represent ways in which we have continued to learn about the techniques. We study teachers daily, hone our observations, and refine our understanding of and advice about how each of us can learn to teach “like a champion.” We hope the changes improve our advice, and we apologize for any potential confusion.
START WITH THE BIG PICTURE
Most of the techniques in this book work best when you apply them alongside other, complementary techniques; so a good place to begin is to become familiar with the overall structure of the book. You can review it both in the table of contents and in the compact digest that follows this introduction. This will help you to see the relationships among the techniques and how we group them in our own minds. As you use and practice the techniques, expect synergies to emerge among them.
An important step in self-improvement is continued self-assessment. This book is designed to help you reflect on where you stand and what techniques will be most valuable for you. Paradoxically, perhaps, where you find yourself saying “I already do that,” you’ve identified a major reason to study the relevant technique. The fact that an idea comes naturally to you and jibes with your overall approach makes it an ideal starting point. A baseball player would never tell his coach, “Oh, I already know how to field ground balls. I don’t need to work on that.” A musician would know that she should always strive to be as good at her arpeggios as possible. “Knowing how” or using them well already would not keep her from seeking to improve.
We’ve seen teachers benefit from approaching their craft with a similar mindset. In fact, it’s been fascinating to all of us to observe that those teachers who most humble us and take our collective breath away do so not by being without weaknesses but through their excellence with and passion for a handful of skills. These core areas of excellence drive their success. The skills aren’t the same ones for every teacher—the combinations are as unique as the applications. But the things they are best at make the biggest difference. The lesson from this is clear: strengthen your strengths, make them exceptional, and use them as a foundation from which to improve what you perceive to be your weaker areas.
As a general principle, then, we urge you to work on strengths as much as weaknesses. Consolidate major skills with which you feel more confident, and use them to build your efficacy, self-assurance, and ability to learn related ones. For example:
Are you strong at planning, but not as strong yet as a classroom performer?
Consider starting with one of the planning techniques, and look for ways that further improvements in planning can strengthen your classroom preparedness and confidence.
Are you strong in classroom interaction skills, but not as strong in planning the lesson?
Consider beginning by muscling up your classroom skills, and fold in improvements in planning as well.
One other thing we’ve discovered is that whenever possible, studying classroom technique is best done as a team sport. Try to work with a partner or group—even if it means assembling that group virtually—so that you can discuss what you learn and learn from each other as you explore a given concept.
CHOOSING WHICH TECHNIQUES TO START WITH
You can start wherever you want, and we hope you’ll choose what you feel is the right spot for you. But some people, we realize, want suggestions. Part 1, Check for Understanding, is a great place to start, especially for an experienced teacher, but if that doesn’t look like the best place for you to begin, there are dozens of other good ones. Here are a few.
Starting with Cold Call ... and Staying There Awhile
Of all the sixty-two techniques, Cold Call (technique 33) is the one we think might be likely to shift the culture of academic expectations in your classroom the most and quickest. Study it deeply; practice using it slowly and with a smile. Maybe even stay with it when you’re tempted to try something new. Use it to backstop writing and pair discussions, and we think you’ve got a game changer.
Starting from Routines
Some champion teachers argue that great classrooms rest on an everyday culture of strong, apparently (but not really) mundane routines that empower you to teach efficiently and students to excel at academics. Making routine tasks automatic frees more time—often astounding amounts of it—for teaching. You can make almost any routine—from entering the classroom to shifting from one task to another—automatic, efficient, and a source of useful habit. The chapter 10 techniques, 45 through 50, all focus on building strong routines.
Starting from Planning
A third place to begin is at planning. If you feel that your planning is already strong, why not start with Plan for Error (technique 7) or Double Plan (technique 19)? These two focus on reactive planning—how to plan for the unexpected and change course as your lesson demands it. From there you are halfway to mastery of the Check for Understanding unit.
All about Writing
Writing holds a special place in a high-performing classroom. When all thirty of your students engage in thoughtful writing for a sustained period of time, your levels of rigor and participation are both high. Start with Front the Writing (technique 41) or maybe focus on ending every lesson with a short and focused exercise to help students develop and refine their ideas through writing. For that, try Art of the Sentence (technique 38) and Show Call (technique 39).
Every Teacher Teaches Reading
Control the Game (technique 23) is a mighty sleeper. It allows you to read an immense amount of text engagingly and positively during class—no matter what subject or grade level—and to connect your students to the pleasure of reading. Once you have that, the sky’s the limit.
CHART AND NAVIGATE
In the end, your strong opinion about where to start is probably the best choice, but beyond the starting point you choose, we suggest letting your course be a journey, one you need not map entirely in advance. The table of contents is in checklist format so that you can neatly log techniques you’ve visited and ones to which you’ll want to return.
As you work, remember what you probably already know from your experience with students: that deep mastery of a core set of skills trumps partial mastery of a larger number of topics. Rather than starting by touching briefly on all sixty-two techniques, set out to master a handful or so that seem most important for you at this time. With those secured, expand.
Every essential teaching skill develops with repetition and time, and the material for each technique in this book is designed to benefit you every time you visit it again in light of your continuing progress.
RECORD SOME OPTIONS NOW
No matter how you are using the Field Guide, take a minute now to reflect on your strengths and weaknesses. Identify one or two broad preliminary goals that address what you want to learn and improve—for example, using questioning to be more rigorous, or remaining calm and poised in the face of nonproductive behavior.
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Now flip through the book and, at closer range, note some specific techniques that could help you address these topics. Your goal is ultimately to master these and a variety of related content, including that related to your strengths.
Technique: ______________________________
Technique: ______________________________
Technique: ______________________________
Next, considering your strengths and weaknesses, your interests and style, the needs of your students, and perhaps your partners in applying this book, consider which techniques in this guide look like the best places for you to start. Choose three or four. Then glance through those techniques, noting one single, focused idea from within each that you’re excited to master.
Record the technique names and smaller ideas here:
Technique and idea: ______________________________
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Technique and idea: ______________________________
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Technique and idea: ______________________________
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From among the ones you’ve listed here, choose your starting point. If you’re new to this, starting with one technique (or even part of one!) may be sufficient. Working on it may lead you to start work on one or two other related techniques. But avoid spreading yourself thin; keep the number small. Make progress on techniques that will help you dramatically before you tackle additional techniques.
ACTIVITIES WITHIN EACH TECHNIQUE
For each technique, your hands-on learning is supported by numerous activities, some to do by yourself, others either by yourself or together with a group or partner.
As you will see, the activities constitute a process for assessing outcomes and sharpening your efforts. Nearly all of them are useful to do more than once.
Each technique concludes with an “Action Planning” framework. For this, too, you can print out a generic form in the “Useful Tools” section at my.teachlikeachampion.com.
Use the Online Library of Tools
As we just implied, some of your “Useful Tools” at my.teachlikeachampion.com apply to numerous techniques. Others give you templates and additional information and activities for specific techniques. Bookmark the site for easy reference.
Get Full Value from the Video Clips
The idea of watching teachers in action is central to this book—both in our writing it and in your using it. Because studying the videos is a central endeavor, we provide you with dozens to watch and rewatch online, along with other support materials. Be sure to bookmark my.teachlikeachampion.com for easy access to them all—scores of videos of master teachers at work, to which your purchase of this Field Guide
