Doug Lemov - Teach Like a Champion 3.0: 63 Techniques That Put Students on the Path to College

1. Chapter 3
2. Chapter 4
3. Chapter 9

DOUG LEMOV

Copyright 2021 Doug Lemov. All rights reserved.

Video clips copyright 2021 Uncommon Schools. All rights reserved.

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ISBN 9781119712619 (paperback)
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Cover Image: PAUL MCCARTHY
Cover Design: JJ IGNOTZ PHOTOGRAPHY TEACHER ON COVER: DENARIUS FRAZIER

THIRD EDITION

For Mike and Penny Lemov, my first teachers

This book would have been impossible without the team of people whose work is reflected in almost every line. My colleagues on the Teach Like a Champion team have made untold contributions, both direct and indirect. There are hundreds of their insights about videos or techniques in this bookand in the rest of the work we produce. But they have also contributed something that's harder to define. The moments when they offer a phrase to describe exactly what a teacher is doing or when we roll back the tape because they've seen something fascinating in a student's response are just as likely to come right after some moment in which they laugh with self-deprecating humor at something they've said, acknowledge a teammate's efforts, or defer credit to someone else. They are wise, gracious, funny, humble, discerning colleagues, this is to say, who create an environment where doing the work of studying teaching is rewarding, challenging, and even fun.

When we get teachers and school leaders together for professional developmentin person or, now, virtuallyour goal is always to honor people by helping them get better at such important work and to ensure that everyoneus and themlearns a lot, but also to have fun doing itto make teaching a team sport marked by joy and camaraderie. Teachers deserve to work in that kind of environment, and I know that because I am lucky enough to appreciate it firsthand.

That team includes Emily Badillo, Jaimie Brillante, Dan Cotton, John Costello, Colleen Driggs, Dillon Fisher, Kevin Grijalva, Kim Griffith, Brittany Hargrove, Joaquin Hernandez, Tracey Koren, Jasmine Lane, Hilary Lewis, Rob Richard, Jen Rugani, Hannah Solomon, Beth Verrilli, Michelle Wagner, Darryl Williams, and Erica Woolway. I am grateful to each of them, though several played roles in the production of this volume who deserve particular mention.

The videos in this bookand all the videos we use in training and studywere edited and produced by Rob Richard and John Costello. Theirs is both technical and intellectual worknot just showing what a teacher has done on screen but then making it optimally legible to viewers by focusing in on the good stuff without distorting the reality of the classroom overall. This can mean removing the moment when the classroom phone rings or the child in the third row knocks everything off his desk or deciding that two great examples of a teacher using Cold Call is more useful than five pretty good examples. Every video is a sort of visual poem, and John and Rob have authored them all while also building a system to keep track of thousands of such poems. Think for a moment about what it means to keep 20 years of video organized so a team of people can say, Remember that classroom from the school in Tennessee that we watched about four or five years ago? and later that day we're all watching it again.

Hannah Solomon serves many roles on our team but one of them was developmental editor for this book. It might not have been herding cats, exactly, but only because there was just one cat and herding implies that he is heading in the right directionor at least making something like progressand you are merely nudging him back on course. Hannah's work included project managementkeeping me on task is hard enough; doing that and keeping track of the all the tasks, not to mention all the drafts, is an order of the highest magnitude; now imagine doing it with your most disorganized and distracted student who very earnestly tells you over and over he'll have it by Wednesday when in your heart you know otherwise. Meanwhile, Hannah also provided round after round of gracious and candid feedback on drafts, gathered and designed support materials, helped to select videos, and generally offered good advice and counsel in a hundred ways. There were dark and hopeless hours in writing this book. But then I would get my draft back and she would have taken the time to spell out exactly why she liked a phrase or a paragraph in the most supportive way and I would keep going. I am profoundly grateful for that and also for the many times she pushed me to change my thinking as we reflected on and revised the techniques.

Emily Badillo also played a critical role in the writing of this book. If the name is familiar it's because her videos appear throughout the book as well. She too was invaluable in reading and marking up draftsand in drafting sections and sourcing support material, as well as screening and recommending videos.