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Teach Like a Champion: 49 Techniques that…
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Teach Like a Champion: 49 Techniques that Put Students on the Path to… (Original 2010; 2010. Auflage)

von Doug Lemov, Norman Atkins (Vorwort)

MitgliederRezensionenBeliebtheitDurchschnittliche BewertungDiskussionen
548732,978 (4.08)5
Offers easy-to-apply ideas for becoming an outstanding teacher.
Titel:Teach Like a Champion: 49 Techniques that Put Students on the Path to College (K-12)
Autoren:Doug Lemov
Weitere Autoren:Norman Atkins (Vorwort)
Info:Jossey-Bass (2010), Edition: 1, Paperback, 332 pages
Sammlungen:Deine Bibliothek


Teach Like a Champion: 49 Techniques that Put Students on the Path to College von Doug Lemov (2010)

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Interesting to read this along with Robert Fried's The Passionate Teacher. It's oriented toward practicality, rather than being about love of learning for its own sake. I kept reading techniques from Lemov that directly opposed what Fried suggested. Fried's was the more fun to read, but I think I need both in my teaching life. ( )
  SamMusher | Sep 7, 2019 |
Lots of sensible ideas for creating a disciplined classroom focused on learning... but where are the fun and the warmth? For example, the first technique for supposedly engaging students is the "cold call", which we all know many students fear and hate. This may engage them, in the sense of making them participate, but will they grow to love your subject? For me, this book contains some useful strategies to be sprinkled through your many lessons, but don't imagine you or your students would enjoy teaching in such a coldly "technical" way. The author does briefly discuss making learning fun here and there, but this is not the place to look for a wealth of ideas in that area. The general tone is authoritarian, at one point even draconian: the author suggests that students' right to use the toilet at certain times of a lesson should be tied to their behavior, which may be coded green, yellow or red, and that an emergency toilet use outside of the normally permitted times must be paid for with extra work. This feels too extreme even for a prison, let alone a school! This book's advice must therefore be parsed thoughtfully, and the beginning teacher should pair it with a book with more heart: I like 'Essential Motivation in the Classroom' by Ian Gilbert. ( )
  wa233 | Oct 26, 2018 |
This is a great deal to digest. However, the amount of simple, obvious, and ingenious suggestions are completely invaluable. This should be used more as a reference guide where you look up suggestions as needed, rather than a book where you read it once, absorb what you can, and then put it aside for eternity. ( )
  benuathanasia | Jul 2, 2015 |
This book is a most excellent compilation of basic but effective techniques for teaching, especially for teaching low-income students who don't enter the classroom with the basics already inculcated (like, say, how to learn). Lemov gives very specific, actionable techniques that can improve classroom management and raise student performance -- stuff like "stand still when you want the students to pay attention to what you're saying", "walk among the student desks regularly to normalize your presence there", and "narrate the positive behaviors that you see rather than narrating to correct the negative ones". This stuff shouldn't be new to teachers with decades of experience, but it is powerful, and it is the sort of thing that new teachers shouldn't have to waste everyone's time discovering on their own.

The book doesn't try to hide its charter school/data-driven education politics. These techniques focus on many of the college prep charter school mantras, like keeping as much time in the school day as possible to help close the achievement gap (which, here, means saving a few seconds whenever possible -- even down to training students how to pass papers -- and making all students accountable for paying attention all the time), building a campus and a classroom culture, and through really sweating the mundane basics of comprehension (explicitly teaching vocabulary, verifying understanding of pronoun referents, and memorizing times tables).

Almost all the criticisms I've seen of this book are criticisms based on those politics rather than the usefulness of the techniques profiled: (1) Teachers who don't like this book object to the "militaristic" idea that schools should be extremely regimented even about the basics (e.g., it's pro-uniform: "If students think the front line of their struggle to test the rules is seeing what color socks they can get away with under uniform guidelines, they are far less likely to consider other ways of testing the rules"). (2) Teachers who don't like this book don't like the focus on rote knowledge over "higher-order" thinking. They fundamentally disagree with the premise that rote learning frees individuals to build solid higher-level arguments -- or perhaps they disagree with the premise that students may be missing basic concepts. Finally, (3) teachers who don't like this book believe that what students think/do/believe is inherently valuable, rather than valuable only inasmuch as it fits externally imposed criteria (e.g., this book's perspective is "everyone has to meet certain criteria to be taken seriously in this world" rather than "all perspectives are equally valid").

So I suppose my reaction to this book has two aspects. First, this really is an excellent book for all new teachers, and especially valuable for teachers who are new to low-performing environments. Regardless of whether you accept the book's approach to education, if you've recently started teaching, you need to buy (not borrow) this book. It practices what it preaches: it's positive, specific, and actionable. It also avoids shifting the blame -- even once! -- onto the home environments or prior preparation of the kids. I appreciate the lack of finger pointing immensely; too often educators play the blame game rather than focusing on proven approaches that make the best of a challenging situation. Go buy a copy.

Second, as homework, do some serious independent thinking, reading, and talking about your own educational philosophy, to start formulating what you believe an ideal and effective classroom should look like, and whether (and how) that classroom looks different in poor, in middle-class, and in rich environments. The answer isn't in this book, but the book will support you in thinking in specifics about the ways schools can serve/fail students. ( )
1 abstimmen pammab | Jul 9, 2013 |
I have been teaching a long time, but I have never seen 49 good techniques set up in a book so compactly. I have done some of the techniques and not used the names that the the author does. I like the way he explains why a particular technique is especially good to use.
All teachers complain about not having enough time to complete all the curriculum that we are expected to, but in reading the author's explanations I can see how much time is wasted by using too many words to get something done. I know for sure that children do enjoy trying to beat the clock, which he mentions and it is a fun way to quicken activities.
I have found it hard to turn kids off who want to tell us something when it is time to go on to something else. I liked the examples he gave of a teacher saying,"I would love to hear the rest of your stories, but we need to get on to math now because my job is to teach you and this is where we need to be next."
I don't think that I would use the idea of the children need to learn this because they are getting ready to go to college. Not all children will go to college and we need good mechanics etc, who get more education, but not necessarily in college. I think it would be better to say we are learning these things so that we can be the best that we can be in whatever field we choose to pursue. ( )
  honkneeb | Jul 17, 2012 |
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Offers easy-to-apply ideas for becoming an outstanding teacher.

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