Teach Like a Champion Field Guide A Practical Resource to Make the 49 Techniques Your Own

ISBN-10: 1118116828

ISBN-13: 9781118116821

Edition: 2012

Authors: Doug Lemov

List price: $23.99 Buy it from $2.36
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In his acclaimed book Teach Like a Champion, Doug Lemov brought us the essential tools of the teaching craft, and in his new Teach Like a Champion Field Guide, he expands on those tools in an easy-to-read—and use!—resource. Teach Like a Champion Field Guide is a fun and functional workbook for teachers, school leaders, and staff developers at all levels. With the Teach Like a Champion Field Guide, teachers will be able to evaluate their comfort and confidence in using the techniques, easily compare notes with their fellow teachers, and maintain an organized, useful record of their progress. More importantly, by using the Teach Like a Champion Field Guide, teachers will be able to unlock the talent and skill waiting in their students, no matter how many previous classrooms, schools, or teachers have been unsuccessful. The Teach Like a Champion Field Guide is the definitive hands-on manual for performing the art of teaching. The book includes 30 new video clips of real teachers demonstrating the techniques in real classrooms. A few of the practical tools from Teach Like a Champion Field Guide:Troubleshooting. What challenges did you find when implementing the technique in your classroom? Solutions included!Practice with Study Groups or Partners. An array of discussion topics, observation worksheets, role plays, and skills exercises.Analyze the Champions. View the rich video clips of the techniques in action, then answer the accompanying questions for further reflection.
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Book details

List price: $23.99
Copyright year: 2012
Publisher: John Wiley & Sons, Limited
Publication date: 2/10/2012
Binding: Paperback
Pages: 480
Size: 8.50" wide x 11.25" long x 1.50" tall
Weight: 2.926
Language: English

DVD Contents
The Author
About Uncommon Schools
A Map of the 49 Techniques
Setting High Academic Expectations
No Opt Out
Turn ''I don't know'' into a success by helping students who won't try or can't succeed practice getting it right (and being accountable for trying)
Right Is Right
When you respond to answers in class, hold out for answers that are ''all-the-way right'' or all the way to your standards of rigor
Stretch It
Reward ''right'' answers with follow-up questions that test for reliability, challenge students, and extend knowledge
Format Matters
Help your students to ''format'' responses to your questions grammatically, in complete sentences, audibly, and according to other worthy criteria
Without Apology
Get beyond labeling what students need to learn as ''boring,'' out of your control, or too remote or hard for them. Keep it rigorous, not watered down
Planning That Ensures High Academic Achievement
Begin With The End
Progress from unit planning to lesson planning. Define the objective, decide how you'll assess it, and then choose appropriate lesson activities
4 MS
There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important
Post It
Display your lesson objective where everyone can see it and identify your purpose
Shortest Path
In planning lessons, find the most direct and effective route by which students can reach a goal
Double Plan
As you plan a lesson, plan what students will be doing at each point in class
Draw The Map
Consciously design and control the physical environment in which you teach, including seating arrangements
Structuring and Delivering Your Lessons
The Hook
Introduce material to your class in a captivating, inspiring, and exciting way
Name The Steps
Break down complex tasks into steps that form a path for student mastery
Board = Paper
This is a method by which a teacher models and shapes how students should take notes in order to capture information he or she presents
Move strategically around the room during all parts of the lesson
Break It Down
When a student makes an error, provide just enough help to allow her to ''solve'' as much of the original problem as she can
In some classrooms, teachers do nearly all of the cognitive work. The aim of Ratio is for students to do progressively more of it themselves
Check For Understanding
While you teach, constantly assess what your students understand. Correct misunderstandings as quickly as you can
At Bats
Succeeding twice at a skill won't bring mastery. You get to real mastery on the twentieth iteration. Or the fiftieth. Or the hundredth. Give your students lots of practice in learning and mastering knowledge or skills
Exit Ticket
End each class with an explicit assessment of your objective that you can use to evaluate your (and your students') success
Take A Stand
Get students to exercise their own judgment of their peers' answers. Doing so builds engagement, healthy skepticism, and confidence
Engaging Students in Your Lessons
Cold Call
Call on students regardless of whether they've raised their hands
Call And Response
You ask (call); the class answers in unison (response). Do it to build energetic, positive engagement and to spread the work around the room
Pepper is fast-paced cumulative vocal review that builds energy and actively engages the whole class
Wait Time
Allow students time to process before answering. If they aren't productive with that time, narrate them toward being more productive
Everybody Writes
Prepare your students to engage rigorously by giving them the chance to reflect in writing before you ask them to discuss
Vegas is the sparkle, the fun that brings students together while progressing toward your learning objective
Creating a Strong Classroom Culture Strength
Overview to Section 5
The Importance Of Routines
Strong routines are the backbone of an efficient classroom. And students take pride in knowing how to do things the right way. But getting there is easier said than done. Here's what we've learned about the ''how'' for techniques 28 through 35
Entry Routine
Entry Routine is what students do as soon as they enter the classroom. This technique covers how to make it and other routine tasks automatic to free more time for teaching
Do Now
A Do Now is a short activity you have written on the board or placed on students' desks for them to do as soon as they enter the classroom
Tight Transitions
Maximize time and energy for learning by instilling tight routines for transitioning from one class activity to another
Binder Control
Require students' notes to live in a binder that you manage actively and protect from loss, damage, or disorganization
SLANT comprises five student behaviors that boost their ability to pay attention: (1) sit up straight, (2) listen, (3) ask and answer questions, (4) nod your head, and (5) track the speaker
On Your Mark
Everyone in class should be ready at the ''starting line'' with any needed materials when you begin the class
Seat Signals
Teach students to use signals to get permission to attend to necessary business (bathroom, pencil sharpener, and so on) without distracting the class
Engineer whole-class positive reinforcement for students who demonstrate excellence
Setting and Maintaining High Behavioral Strength Expectations
Expect 100% compliance, 100% of the time, 100% of the way. But get it with finesse
What To Do
Use specific, concrete, sequential, and observable directions to tell students What to Do, as opposed to what not to do
Strong Voice
Affirm your authority through intentional verbal and nonverbal habits, especially at moments when you need control
Do It Again
Give students more practice when they're not up to speed-not just doing something again but doing it better, striving to do their best
Sweat The Details
Even minor physical details of the classroom and personal appearance can signal and reinforce high expectations
Meet your students at the door, setting classroom expectations before they enter the room
No Warnings
Warnings are the slipperiest of slopes. Effectively and appropriately intervene, to keep expectations high
Building Character and Trust
Positive Framing
Narrate the classroom you want and show your faith in students even while making corrections consistently
Precise Praise
Make your positive reinforcement strategic. Differentiate between acknowledgment and praise
Be both warm and strict at the same time to send a message of high expectations, caring, and respect
Joy Factor
Celebrate the work of learning as you go
Emotional Constancy
Manage your emotions to consistently promote student learning and achievement
Explain Everything
Help students see the big picture. Let them know how what you and they are doing in the classroom will advance them academically
Normalize Error
Getting it wrong then getting it right is the fundamental process of schooling. Expect it and communicate the normality of that process to students
How to Use the DVD
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