On page five of the Lemov introduction, Lemov writes that, "and while mitigating someone's weaknesses, including your own, can be an effective development strategy, an alternative is to focus not on fixing what's wrong but on maximizing and leveraging strengths." This is an interesting principle, in my opinion, because I've always pushed myself to fix any and all problems I may have. I'm not saying that I try to be perfect, but I try to be decent all around. So do ya'll think it is better to try to hammer out any and all flaws or to focus on your strengths alone and use them to carry you through the day?
i'm guilty of that same thing, rob! trying to fix my problems...however, what i realize is that everything can't be fixed because by the time it "is", something else will -- sure enough -- show up. haha.
with that said, lemov has brought up a good point. focusing on your strengths seems like a positive approach to teaching. i'm going to try & play on my strengths in the classroom because no matter how much i work on something i consider a "weakness", it may never be just the way i want it. am i saying that i shouldn't try to work on some flaws? absolutely not. it's reasonable to want to work on improving what you can, but dwelling on what you're not doing rather than what you could be doing doesn't seem productive. And, it could wear you down over time & be super discouraging if these attempts (to improve) do not show the results you were hoping for, you know? there are so many teachers out there that don't seem to enjoy their job. i don't want to be like them. hopefully by placing your attention on what you're excelling at, you CAN gain confidence. in turn, that confidence will be passed onto your students. then, some of your "weaknesses" may no longer be considered weaknesses. :)
I think maximizing your strengths is the best option. Making sure to focus on what you are good at will allow you to better see what can be improved. Filling your mind with a positive perspective helps us look at the more unsavory things about us that we wish we were better at.
I am the kind of person that would prefer to fix my flaws first, and then focus on improving my strengths. This is just because if the strengths are already there, in my eyes it is best to get rid of the things that impede my ability to be a better teacher.
I agree with you, Rob! I'm always trying to do my best to be decent all around! But as much as I like fixing my flaws, I think focusing on strengths will be my best option until I've been teaching for a while. I think that using my strengths will help me gain the confidence, in a classroom setting, to begin figuring out ways to fix the flaws.
This was something good to look at. And although I do think its important to acknowledge your weaknesses, I feel that it's better to maximize your strengths. If you are constantly worried about your weaknesses, it may reflect more upon your teaching, making your students more aware of your shortcomings. It's better to shine through with your strengths
These are all interesting inputs and I think I'm gonna take y'all's approach and focus on my strengths rather than trying to fix all my flaws. I've never really tried that before an I hope it turns out beneficial. I have a feeling it will.
Comment: The introduction introduces us to a teacher names Jaimie Brillante. Ms. Brillante apparently writes lesson plans so specific that she even plans ahead which students she is going to call on for each question. I understand the need to careful planning, if Ms. Brillante's lesson plans are really this specific then I don't think it is her lesson planning that makes her a good teacher but rather her ability to improvise when they (inevitably)go wrong hundreds of times a day.
i agree, dr. a! THAT is sooo much planning on her part! don't get me wrong, i think that planning things out is important, but going that far is a little much. i wonder, "what does she do when a student asks a really good question that (has the potential) to spark a class discussion?" a spontaneous debate could deviate too far from "her" plan.
honestly, i look forward to being open to what kids have to say. a job like teaching promises "strange happenings" that no one can prepare for, but isn't that what should excite us about teaching? you never know what to expect (day in & day out).
Definitely overkill on the planning. Rather than planning out who to call on for each question, she could use the popsicle sticks idea or an app like we've used in class. At least then the students all have the same chance at being called. And I agree with you, Jessy, that teaching should be exciting because you never know what could happen! That means that your lesson plans have to be a little flexible. Heck, even a fire drill can cause pandemonium with students. I wonder if Ms. Brillante has a special back-up plan included in each lesson...
I agree that it is too much planning and that it is also impossible to plan for everything. I do understand where this point of view comes from, though. I love to organize and have a plan for everything and I can sometimes even let it get to the point where one hitch in the plan will throw me overboard. Knowing this flaw makes me more conscious of it though, and it I try to allow for flexibility to accommodate positive and negative circumstances. I also think that over planning can reveal some level of insecurity in your own ability to improvise with your skills.
What do you think of the statement on page 18 where Lemov says that he "often meet[s] educators who take it as an article of faith that basic skills work in tension with higher-order thinking". What do you guys think of that? Can they work in harmony? Or do they conflict with each other?
I honestly had trouble understanding that sentence. I just got confused, especially when he mentioned Asia. was he saying that the viewpoint is only common in America? Sorry this doesn't actually address your questions.
I think he was trying to say that many teachers in America believe that teaching basic skills (such as memorizing times tables or formulas) reduces a student's ability to connect how they're solving a problem to the theory behind it. I think his point in mentioning Asia was just that Asian school systems have some of the highest levels of success and the teachers in those schools do not agree with American teachers on teaching basic skills. They believe in teaching the basics, having the students memorize formulas and rules, in hopes that their mind will be freed up to think deeper about the problem at hand. In my opinion, I do think basic skills are necessary for deeper thinking. An example I thought of was that if a student is writing a paper, if they have already mastered the basic skill of spelling, they won't have to focus on the spelling as much. This leaves room for them to focus on what they're trying to say and how they want to say it.
I also had trouble understanding it, David. However Sabrina's response really cleared it up and helped me and the connection to this and the story Lemov gave about his student who had limited english and attended Williams college but struggled to convey his good ideas because readers were confused/distracted by his lack of basic writing skills.
Question: The few techniques that we got to see samples of ("No Opt Out" and practicing handing in papers and such) all seem to be deceptively simple but surprisingly effective. What other simple things can we do to make our classrooms more effective?
I think having the students come up with a set of class rules from the very first day will help set that safe environment that students need to have in order to do well. I also think that having some set routines will be something students can appreciate. "Students do X for X amount of minutes each day when they first come in" - students will walk in class each day and sit down, knowing what to expect, and will be prepared for that activity.
I agree with Kaitlin, especially when it comes to setting up routines. I feel that having the stability of a routine in the classroom (whether it is doing the same things in the same order everyday or passing out papers a certain way) will help help the class flow and add to education time.
I somewhat chuckled to myself when I read the opening introduction on page 18 of the text. Lemov makes an observation known to the reader that I've been telling myself for a long time: "the tools likely to yield the strongest classroom results remain essentially beneath the notice of our theories." In other words, improvising is key to sucess but I think this is easier said than done. I sometimes find myself trying to stick with what I believe to be the one "right" way of running things and I get nervous when I have to improvise.
I didn't see that sentence as a call for improvisation. I thought he was saying that many of the most useful tools in a classroom are the small simple routine things that the big "pedagogy theorists" don't think are worth mentioning. The example he gives is making students practice passing out and handing in papers, the kind of thing that most pedagogists probably wouldn't bother to talk about because it don't lend itself to philosophical insight.
I studied a school in Worcester, MA that was incredibly successful with an inner-city population. I was trying so hard to figure out how they did it. In the end, it really did seem like a lot of it was the little things. And also that they just did those good little things more and more consistently than other schools.
I'm already feeling inspired to become a champion teacher! My favorite quote came from the part when he was discussing lesson plans. He quoted a famous basketball coach, Bobby Knight, stating, "Most people have the will to win; few have the will to prepare to win." What ideas do you have for your classroom that will prepare your students to win? Are there any ideas that he mentioned in the chapter that might help you?
Well, we haven't seen too many of his techniques yet but one of the ones he as mentioned, no opt out, seems like a good way to teach the mindset that it is never okay to stop trying before you have succeeded.
OOOHHHH how I love that quotation. I never really thought about it carefully before. But in some ways, I think that is what the MAT is all about. "Preparing to win" starts with really putting in the time learning about the intricacies of education. Some people really jump in and try to learn as much as humanly possible. Others try to do enough to look good and get through. And on the other side, it is very easy to tell who is who.
"don't only practice your art, but force your way into its secrets, for it & knowledge can raise men to the divine." -Ludwig van Beethoven
side note: i love quotes! i want to have a Q.O.T.D. in my classroom. this one in particular kind of leads into my...
QUESTION: lemov talks about improving your "craft". he says that his aim is "to give you the tools to do that -- to become one of those teachers who unlocks the latent talent & skill waiting in his or her students..." so, my question is pretty simple, how do you plan on practicing your craft this year?
**this will be especially important for performance tasks that we'll learn about in the following months.
ie: to me, the craft of english is how you engage in what you are teaching by applying it not just in the classroom, but also in your time outside of class. it's how you intend on getting better at what you're doing. as i've heard before, we need to be the "lead learner" in the classroom in order for our students to follow our model. if we are not immersing ourselves in new things pertaining to the subject that we teach, how can we expect our students to take what they learn beyond the classroom? once they see us "practicing our craft", it may encourage them to do the same, whether we commit to writing daily, blogging, entering literary contests, etc. it keeps us practicing which makes us better, not only for our improvement, but for our students as well. in the revision video that we watched the other night, one of the teachers even talked about how he wanted to commit to signing up for a writing club. it had never dawned on him that he could get a feel of what it's like to be the "student" (again) & go through the same feelings of nervousness sharing his writing with strangers. (that's just an example i thought of.)
I think that the answer to this question is going to be extremely different for the art students. When I think about "practicing my craft' I honestly think of painting, which I do as much as I can. I also like to read articles about art news or art history papers/ research. I think this keeps up my craft because I am constantly learning and keeping up with the art world as much as possible so when I have my students I will be able to demonstrate or answer any questions they have for me.
Very nice quote and transition into the question. I enjoyed the writing club idea that was presented in that video too but I don't understand why joining a writing club makes the teacher feel like a student. I think all writers should be encouraged to maintain contact with fellow writers who are willing to give constructive criticism.
I also LOVE the quote! And I agree with Chelsea. As an art teacher, practicing your art is important to keep your own passion for the content alive, in my opinion without this passion you won't effectively communicate the beauties of it to your students. I also think that practicing and sharing your craft with your students can allow them to generate respect for you on a different level. Showing them that the old adage "those who can't do, teach" is irrelevant in your case and that you know what you are talking about when instructing them about art.
Twice in his introduction when describing certain techniques Lemov says that other teachers think that carrying out said techniques can be "demeaning" of the students. However, the techniques yield really effective results. Do you think that, as teachers, we sometimes expect to much from our students or assume that they don't need to go over something in an effort to challenge them? Would it be better to step back and explain things more simply (like passing out papers)?
This struck my interest, as well! I think the idea of teaching students to pass out papers is brilliant. In class this week, Dr. Alby mentioned how long it takes for middle school students to take out a pen and paper. Perhaps the way to go about fixing this time issue is to go about it in the same was as that teacher did with passing out papers. As teachers we will come across problems in the classrooms that aren't huge, but do matter. I think by solving each small problem, you'll be solving a larger issue overall.
yes, the little things add up! i thought that was an interesting example that lemov gave us & it makes sense. if we can solve each little issue, then we'll have more class time to focus on the bigger issues that will allow us to be more productive. so simple, yet genius! i'm so wow-ed by the results of time that adds up! sometimes we try to think of these elaborate ways to change up the classroom when we can really go back to the basics.
I thought that it was very interesting that such a little thing would be able to add so much efficiency to a classroom which would in turn allow more time for learning and interaction! I think some teachers may be worried that the students may think the teacher assumes they're stupid to not know how to pass out papers or whatever, and that's where the 'demeaning' part comes in, but I think if it's explained in the right way so the students understand why such a thing is being instructed, it would help.
In the section titled "Teaching Assessed Standards" on page 9 and 10 of the introduction Lemov discusses how when planning a unit it is important to teach to the goal or objective verses teaching to the activity. This connects back around to Understanding By Design's idea of planning backwards; starting with standards then "plan objective, then assessments, then activities". I also really liked the line (in the same part): "The first question puts the teacher at risk of being distracted by the qualities of the activity...The second question focuses the teacher on the goal...".
Yeah, a lot of the books we are reading seem to ultimately have the same core strategies, and most of them can be found in the UbD book. That quote also echoes UbD's warning against the "twin sins of unit planning."
I agree, this planning technique described by Lemov also helped make backwards design a little more clear for me. This also relates to the last section "Defining What Works" where Lemov writes "to have the insight t observe that a more abstract principle is at work in a problem or that there is another way to solve it, you cannot focus on the computation." This quote is great, especially for me from an art standpoint because I see art as a way to encourage creative problem solving, not just in fine arts, but applied to other areas of a student's learning.
BTW, this is exactly what Brittney from last year's cohort told us about looking at standards first and then building unit or lesson plan around them, and not vice versa.
okay so, Bob Zimmerli going to his job interview with nothing but a pencil makes me nervous just thinking about that. it totally intimidates me to go into a situation without a plan, without any background knowledge -- basically hoping for the best. yikes! i would like to know how he accomplished this connection with kids that he's never met & how he has continued to help them score higher on their math results for 2 years! that's awesome.
Yeah! I had the same reaction. I couln't help but think that that must have been some pencil. Do you think his story backs up the idea that some people are just naturally good at teaching? Is teaching a talent or a skill?
Comment: I really liked the “Using Data” section of the intro where the author talked about how teachers can use even the wrong answers that were given by students. I like the thought of looking into a student’s wrong answer and trying to see where he/she was coming from with their answer. Not only will it show that particular student that the teacher really cares about them as an individual wants them to really learn something from the exercise by trying to understand their view point but it could also help other students understand the correct answer to said question. I have never really thought about this before, which is really kind of sad. I feel like this could be really effective. Instead of just looking over a students paper and marking something incorrect and moving on, wouldn’t it be more beneficial for the student if you commented on why it was wrong and how to get to the write answer if they are struggling with it?
Question: On page 7 in "The Irony that Works" Lemov tells us about McCurry and his teaching of how to efficiently pass back papers. I find this extremely interesting. Is something so simple but it saved so much time and allowed for more actual 'teaching' to be done. Can you guys think of anything else like this that could be done to save time and allow for more teaching time?
Yes! I really liked the idea of timing how long it takes to pass out papers too. It sounds kind of pointless at fitst, but then he did the math and calculated the amount of time it saved, and I was all for it. Another type of time-saving aspect might be when students are rearranging desks to do group work. I've thought about how long it might take for students to rearrange desks and how distracting it would be. But, if students had a quick routine then it would go like clockwork.
Comment: I think this is going to be a wonderful tool not only for this class, but for many years in the future. I like how Lemov explains what is going to be in this book and explains how to use the different chapters/techniques; this shows he really wants his readers to be able to understand and enjoy what he has to share. Right in the beginning I've learned to stand still when giving directions, and I'm guessing that's the same for anything real important I'll want to share with students. I've found that introductions are usually boring and almost pointless, but I'm definitely enjoying Lemov's.
it really grabs your attention, right? it's smart of him to share his own experiences of seeing these techniques work in the classroom from the get go. it draws us in to want to learn more & continue reading. i think it's important to note that we may not like EVERY technique listed, but to keep an open mind about them. one that may seem sketch, may yield awesome results. it's one thing to read about these techniques, but using them in the actual classroom will be the true test. some may work for one period & some may work for a completely different group of students. so, i try to remind myself of that. i already love his "exit ticket" that we were introduced to last week. it seems like a great way to make sure your students are grasping the main concepts from the day & to note the ones that aren't.
I also really enjoyed how he took te time to observe and collect observations from all kinds of different teachers and classrooms. I can safely say that his information will be invaluable when the time comes for us to teach. The little things like maintaining ones confidence in class tend to go a long way and I agree with Lemov when he asserts getting students involved.
I also liked how he immediately got down to the "nitty-gritty" even in the introduction. It really intrigued me to want to read the rest of the text and be let in on these simple but effective techniques
Question: Colleen Driggs made "fifteen nonverbal interventions to keep individual students on task during the five or so minutes she taught a vocabulary lesson. And she did this without interrupting the content and discussion once." I really want to know what these interventions were! Do you have any ideas or suggestions on what Colleen was doing?
My first year working with the EC kids I one particularly rowdy day. The kids just wouldn't listen to me. I was trying to teach them something about lyrics I think; they weren't having it. I got pretty frustrated and I guess I subconsciously made that "scary-teacher-face" because they all immediately stopped what they were doing to stare back at me (maybe perhaps in fear of not knowing what angry me was like.) One student just looked at me awestruck and just said, "Oh... He's mad." Then they started writing. It's a fun tool to have, but I'd much rather know how maintain control over the class without ever having it get to that point. I'm not a fan of getting angry.... despite it's power.
Me too! I have the DVD that goes with this book and I guess you can see her in action on it, so I need to make time to watch her clip. You can watch too :)
I believe that nonverbal communication is more important than words. Communication is mostly nonverbal, and realizing that our body movements and all of that effect how people perceive us is really important. Words are also important, but I think the their is substance in they way we present ourselves non-verbally. Communication is irreversible and that permanence should drive us to work on our nonverbal craft. I think it is often left behind by questions like, "What do I say to so and so?"
Comment: I am ready to dive into this book and read all of the techniques (not strategies) that Lemov suggests and advises. I feel like I have a lot of very general ideas for the classroom and my basic beliefs about teaching, but I lack those "specific, concrete, actionable techniques" that Lemov mentions on page 3. His example of having a teacher time and practice passing out papers seems like it would be a menial task and a waste of time but would actually save time in the future. It would also provide a routine that encourages a safe community which was mentioned in the videos we watched. I also like the idea of going back and asking a student who didn't know the answer before to give a correct response after the question has been answered.
It's simple and specific ideas and techniques like these that I am most excited to read about in this book.
That is one thing that I enjoyed a lot about the book so far. The techniques are very straightforward and simple. I think ultimately it is the small things that a teacher does that cause the most impact and help students appreciate the learning process.
I am loving these techniques too! I was getting so pumped up about becoming a teacher when I was reading! All of those "little" things can really make a tremendous difference in the classroom and to the students. It just makes me want to jump in a classroom and try them all!
Me too!!! I am so excited to start seeing specific examples and not broad generalizations (which are just as important to our education). They make it easier to visualize myself in the classroom as a teacher, and not just a student learning how to teach.
I totally agree! I think that I have plenty of lofty ideas about what I want to communicate in my classroom but I often feel insecure about how to actually command and interact with students on a day to day basis to establish these ideas.
Question: The power of planning was mentioned a few times when describing some of the teacher's techniques and classroom practices (p.12, 17). Lemov states that Julie Jackson and Jaime Brillante both plan and rehearse not only what they are going to say and ask in the classroom but also anticipate what their students' responses will be and how best to answer these questions. I like Jackson's reasoning behind this rehearsal which states that if she is not focused on what she is going to do next then she will be completely focused on the happenings in the classroom.
My question is whether or not there is a downside to such planning. Understanding by Design mentioned that we should not overplan and allow for flexibility. I really like the idea of planning what I'm going to say, but could Jackson's and Brillante's approach lend itself to being overdone and over-planned?
To me, that was a case of overplanning, and I am not sure how readily it should be adopted by other teachers. I think certain teachers have innate talents that guide what they do in the classroom, but the time they spent working on that method is too much, in my opinion. The one teacher who leaves at 5:25 am then return at 8 pm. Our lives should not just revolve around school, I want to be there and to do my best to help my students, but there is a line, and I think they might have crossed it. Sacrifice like that could cause burn-out.
I like the idea of being prepared for wrong answers and questions that the students are going to have but I agree with Ben here. This seems like a bit of over planning and while this particular method might work for Jackson and Brillante I do think it would burn me out.
Definitely a downside to over-planning. I like Ben's idea of this causing teachers to burn-out. I would like to keep my sanity and have some time for myself outside of school!
I think the overplanning stuff and the memorizing lesson plans etc. will help us all greatly in our first year of teaching perhaps, and slowly as we begin to learn our craft we will sort of get away from that approach.
I was pretty pleased that by page four we were already learning new techniques. I tend to move around a lot while I teach, or talk in general, so I was interested to see the quote "When you want them to follow your directions, stand still. Show that your directions matter." I am becoming increasingly aware of all of the things I need to change. I want to say it all comes back to the whole "teachers as actors" idea, but I can't for this. I cannot "act" like my directions are important, because they ARE the most important thing. Sometimes the words we say are extremely dire, and we have to treat them as such.
I see what you mean by "acting" but I think the what they really mean is more that "teachers should be trained like actors." Actors rehearse their material all the time. They are constantly thinking about how to deepen their character and enhance the finished product. They are always collaborating and exploring ideas with their colleagues and do not have the fear of failure whenever they try something new. Actors know their material inside and out and give 110% every minute, and that is how teachers should be trained. I do not think that they mean necessarily "acting."
I agree with you, Dawson! I highlighted that sentence too and realized how something that simple can change student behavior so drastically. I think as we get more and more experience in the classroom, we will realize which words and phrases are more effective than others.
I also found this tremendously helpful. I never thought about how giving directions like they matter can really influence the way that the students listen to and follow those instructions. Dr. Alby mentioned the other day that word choice is extremely important in the classroom, but I think that how you say something can have just as much influences as what you say.
I also thought this was interesting! I never thought that standing still would get the students' attention. The simple act of multi-tasking can show students that if you don't focus on saying the important stuff, they won't necessarily focus on listening to it. I never thought of it that way.
Reading the brief teacher introductions feels like character descriptions from a comic book. I think it may be safe to say these are our new superheroes. They are the ones we will look up to and strive to emulate. Which one, at this point interests you the most? Whose strategies would you most like to adopt? Are there any you would like to avoid?
I liked the amount of planning that some of these teachers did before they even entered the classroom. I like how some of them come up with not only the questions to ask but anticipated the answers that students might give. I was amazed at the teacher who gave almost invisible nonverbal interventions to keep the class on-task. Wouldn't it be awesome to be able to have that effect on students? She really did sound like a superhero.
As for things that I would avoid, maybe the teacher who sung about math. I'm pretty sure that no one wants to hear me sing. :)
This post is a little late, mostly because I read the introdcution and then these comments and realized that I am reading the wrong book-I have the "field guide" rather than the regular book, which is now on its way. But, of course being a "guide" book to this book, there are similarities. I love the idea that you start backwards. In the foregin language pedagogy class, we were talking about how every student needs a reason to really learn and soak in the information that is not just for a test.
I am drawn to the emphasis of "social learning" in schools where students learn from each other by collaborating and working togethr often. Personally, I enjoyed working alone in high school because I could organize my own thoughts and ideas better, but when other insights and ideas were presented, it made it easier to really learn and remember the information.
Also, I like that Lemov wants us to strengthen our strengths as well as our weaknesses. If we are good at something, we can be better, we can be champions!
In the introduction, Lemov introduces us to each of the teachers we're following. I couldn't help but notice that he created a different personality for each one. For instance, Darryl Williams (The No Opt Out Guru) seems to be stern, yet approachable. And Sultana Noomuhammad (the teacher/singer) seems joyful and cheerful in the classroom. Do you think our personality will develop as we get comfortable in the classroom or do you think it is something you plan to "act" out as Dawson mentioned earlier?
I have often wondered about that. I think our personalities, in their true form, will come out once we aren't so nervous about being in the classroom. I think in many instances creating excitement can be useful, but ultimately, kids can spot a fake from pretty far away, but when they see consistency, they will probably latch on. Being consistent in your approach to them is important so that they know what to expect; being happy then stren then joyful then reserved could affect them more than we know.
I have had the great pleasure of personally knowing and having the opportunity to observe several teachers who I would say are in the top 1% of all teachers. And something that has always fascinated me is that, while they definitely all have some things in common, their teaching personalities differ substantially. You'll be meeting several of these people, so I think you'll see what I mean.
To me, truly "acting" comes off as inauthentic. And if you've ever read "The Catcher in the Rye," you know if there is one thing teenagers can't abide it is people who aren't "real". But the "you" you are with your friends or even in class with the cohort isn't probably the "you" you should be when you are teaching. The secret is to play up certain parts of your personality and downplay others to be what the kids need you to be. You do this all the time anyway. You surely act differently with your family than you do with your friends, but both of those people are "you." Do you know what I mean?
Makes sense. There is a good amount of bonding that can take shape when a teacher is real and sometimes shares beliefs held by his or her students. On the other hand, I have seen some teachers go a little too far with acting like the students they teacher. My senior year history teacher acted so much like a teenager that it ended up making the other students creeped out.
I do know what you mean. Looking back at past teachers I've had and the relationships I built with them I begin to question the line between being "real" with your students to establish trust etc, and being too friendly and not seeming like an authority figure. Some teachers I had I respected and wanted to please and learn from because they were genuine and others I felt crossed a line where I liked them very much as people but didn't respect them as much as a teacher figure.
Both of these insights are very interesting. One thing you both agreed on is that teenagers can spot a fraud a mile away. I think knowing that, we shouldn't try to "act," but like Dr. Alby said, downplay certain parts of our personality. I love that idea.
Sorry this is late! I'm not sure what I was thinking.
Question: On p. 12, Lemov maintains that the best teachers plan their daily lessons extensively, often minute by minute. Contrarily, we have discussed in class the disadvantages of over planning and the importance of staying flexible. Which way do you predict you will go in your own classroom? We haven't read that much of Lemov yet, but which technique seems to be the most beneficial? I love, love, love to plan, overplan, make lists of my plans, and then replan them, so I will probably have a down to the minute agenda in my own classroom. However, I think there is a way to be organized, while also being flexible; a perfect mash-up of the two.
As much as I would like to think that I could just make a general plan and go with it, I will most likely be a minute by minute planner. I think I will want to have more than I need in case I need something for a filler if something else doesn't take as long as I had originally thought. I am a bit of a perfectionist and I know that will come out in my planning.
I think the act of memorizing the exact questions, responses, and follow up questions for each and every day of class is a little insane. I get that doing that should allow a class to get more work done, and allows the teacher to concentrate on other things in class, but it seems like it turns a classroom into sort of assembly line.
I feel as if it will be more beneficial not to over plan. Especially in our first year of teaching, with our own lessons and everything, there's no telling what to expect. I would like to have a little flexibility in my classroom, rather than making it seem as if everything needs to be so structured. I'm only hoping that this wont come back to bite me. But who knows? Once we get into that classroom setting I might discover that without a minute-by-minute plan, my world will become hectic!
I think it's best to pick and choose. I think it's best to try and anticipate things folks will have problems with and/or questions and then keep additional notes and information organized and on hand if needed. That way, you are prepared and have stuff at the ready, but also have freedom to improvise with the lessons.
I am the same way, Chelsea. I love to plan and oraganize. However, there was a comment earlier in the posts where Will said he thinks we will rely on this method of strict planning when we first begin teaching so that we can become more skilled and then eventually fall into a zone where we are comfortable allowing for improvisation within our plans. That is how I see myself reacting. I also that it is important to allow for some freedom with your students because having too rigid of an environment may make them uncomfortable and it will feel less organic. With some wiggle room they may feel more inclined to explore their ideas.
Comment/random question: We have focused a lot on learning how to teach in low-income, urban settings. (p. 2 of Lemov) However, these are not the only students in the education system. Will we learn which teaching methods work best with middle class students? Or is the student's family income level irrelevant to our teaching methods? There just seems to be a focus on teaching to this particular group of students, and I didn't know if these methods carry over to middle class students or not. Does this make sense?
Yep, your question definitely makes sense and I've been wondering the same thing. I don't want to make assumptions about students that aren't in low-income schools, so I would also like to know how the methods we're learning can be altered to fit different students.
This program is definitely designed to prepare you to teach PUBLIC school, and in most public schools you will find a large proportion of low/middle and low income students. If you are making sure you are including them, others will automatically be included. For example, if you assign homework that requires internet access, the low income students will be in trouble but the others will not. But if you assign homework that doesn't require the internet, no one will be in trouble.
Like Chelsea, sorry this is late. I don't hate this book, Lemov makes a lot of sense more often than not. My question is, with all of the seemingly opposing views we've been reading about and which I felt like most of the class was in line with, how are you responding to Lemov? I realize that we haven't gotten deep into his actual techniques, but he obviously has certain views on teaching. Can his techniques and views co-exist with what we've already talked about?
An interesting thing about this book is that I love it and I hate it. I DO think that it has many helpful ideas (which is why I have you read it) but at the same time, there are a few strategies that I completely disagree with and the overall philosophy of the book is a little questionable. I think of it as a book that is great when you are first getting started and need to keep it simple, but if you never grew beyond these rather simplistic (and a little militaristic) ideas, that could be problematic.
I think one very interesting thing that Lemov talks about in the introduction is the idea that when people look at a sculpture or something that has been made, they wonder what theory or school of thought that came from. As this program goes on, what will you say when someone ask you your theory on teaching and education? What will be your response? What school of thought would you aline yourself with?
I particularly enjoyed the analogy between art and teaching and that the techniques in the book are akin to the various art tools and in time, you learn to know which ones you feel will work best in what you're trying to do... and that some will not be used, as they may not be right for the particular job. Since I am an artist, the analogy really helped me visualize what to expect from the book. Did anyone else especially like that analogy?
I totally agree, Noel! Bringing art into the conversation was helpful in giving me some direction and reference. I loved the analogy and discussed it some in my own comment below :)
In the Introduction, it is suggested that teachers align their methods and teach consistently. I think that's a great idea and very helpful in giving the students consistent expectations, but do you feel like this feat is feasible? There are many different teachers and schools and districts... how would you go about trying to implement such alignment between teachers and their lessons? Especially in regards to those who strictly may abide by the old lecture then test methods, do you feel there's a middle ground that should be reached between the drastically different teaching methods or is it better to do what you feel you do best and let the other teachers teach in the ways they feel is most effective for them?
This relates to Lemov's comment in "The Art of Using the Techniques" section. He defines artistry by saying: "there is a right and wrong time and place for every tool and it will always fall to the unique style and vision of great teachers to apply them."
I unfortunately was unable to acquire the correct text for this assignment, and instead received Lemov's Teach Like a Champion: Field Guide that is often paired with our text. While a worthwhile read and highly informative, it unfortuately does nothing for this assignment.
I sincerely ask for any assistance in allowing me to interact with the correct text so that I can at least make an effort to complete this simple assignment and make some sense out of your insightful comments. I live at the Village, building 400, first floor (although not the bottom floor. That is Terrace if you come from the closest parking lot), room 4105. I hope that this simple mistake will not ruin my chances of participating in this class.
Dr. Alby sent an e-mail earlier with information to access the PDFs... You have to be logged out of livetext to find the visitor pass button.
I thought of an easier way to deliver PDFs to those who need them. I have uploaded them into Livetext. That gets rid of possible issues that the file might be too large for your email. To access these PDF's go to www.livetext.com. At the top center of the page you will see a button that says "use visitor pass". Click that and use the code 0806495C. I have uploaded PDFs for both classes…
Sorry mine is the latest to date... I have had a rough "holiday" and am scrambling to play catch-up. So, moving on!
Comment: While reading Lemov's introduction from the art mindset I was enthralled! I love the way that he approaches teaching as art. I also think it affirms my idea that fine art techniques/ways of thinking can be applied infinitely into other areas of students' lives. I also like how he addresses that art is simple tools applied in masterful ways, and he implies that it takes lots of practice to refine your craft. This is so true. Many people see (and even practice) art as some kind of flow of consciousness that hippies do to express themselves and feel free. However to me that is not the point of art. I believe that it is a refined mastery of skills within a social or economic context used to communicate with others. One that takes lots of practice and fine tuning.
Question: I feel that teachers are often pressured to perform to simply meet testing standards. Lemov addresses this in the "Defining What Works" section of the introduction by commenting that teachers who are often good at teaching the skills measured on state tests are most often teachers who are good at teaching broader higher level skills. This was somewhat reassuring however it seems that when in a school setting with administration breathing down your neck it would be easy, yet fatal, to fall into the role of someone who just maintains these test scores. So, getting to the actual question: What are some things Lemov talks about that inspire you to avoid falling into this pattern of apathy and mediocrity?
Comment: I highly enjoyed Lemov's emphasis on how to assess whether a student has met the standards and planning our lessons around those standards. His description on page 11 of a 'champion' who analyzes "wrong answers for clues to student's thinking and engage in systematic action planning as a result" really brings the idea of backwards planning into how it will affect our students.
As the students in the June class might remember, we examined three tests all for the same unit. In those tests, one was a simple multiple choice test, one had plenty for short answers but asked for a mere repeat of in class lectures, and the last was only essay questions where the students could use their texts and form real arguments about the material. Because many of us wish to become teachers working with literature and art, we must structure our lessons and expectations of our students so that we can later tell whether they actually grasped the ideas in class. If we fall into the ever so tempting habit of multiple choice and fill in the blank, we will have little to no idea about the thought processes our students go through as they take the assessment. While having a basic understanding of key terms can be good, we must build our assessments so that students must actually use their skills. In order to that, we must then structure our lessons so that the students get to directly practice and develop those skills.
This process has really helped me to tie together this concept of backwards planning as something more than 'good house keeping' so that we can put a check besides each standard.
Question: From my mistaken purchase, I have an interesting perspective on the techniques as I have worked through some of the activities he meant for us to perform along with the reading. The particular exercise he would have us practice was creating positive phrases to praise students despite the wrong answer and try to direct the student to answering the question more precisely.
In my own experience however, I have found myself suspicious of such a positive attitude. As I did the activity, I doubted my own words in the same manner. When the teacher says that you are wrong, and then asks the class for the right answer, how does the student feel in that situation. While you might take such an event in stride, due to the confidence you have as college graduates, how would an underperforming student feel when they are subject to NO OPT OUT as seen on page 8? While this text attempts to help us create concrete skills to help build up our students' confidence, how can we be sure that we are presenting the proper image to students who might be disillusioned by school and teachers? It can be hard to view the larger picture of yourself when you have such an invested interest in thinking of yourself as the 'good guy.' What methods can we use to gain a more frank perspective of our own actions?
I agree, it would be very easy to use "no opt out" poorly. The basic idea isn't a bad one, it's just that you have to be very kind and careful. This is one of those situations where you really have to know your students and what will work for each one. There are about as many ways to address an answer that is way off base as there are students in a room!
It does sound tricky to master... and I don't know if I'd be comfortable 'experimenting' with that, as a student's feelings and self-esteem would be affected. I think the intent is interesting, however-- making a shrug and "I dunno" moot...
On page five of the Lemov introduction, Lemov writes that, "and while mitigating someone's weaknesses, including your own, can be an effective development strategy, an alternative is to focus not on fixing what's wrong but on maximizing and leveraging strengths." This is an interesting principle, in my opinion, because I've always pushed myself to fix any and all problems I may have. I'm not saying that I try to be perfect, but I try to be decent all around. So do ya'll think it is better to try to hammer out any and all flaws or to focus on your strengths alone and use them to carry you through the day?
ReplyDeletei'm guilty of that same thing, rob! trying to fix my problems...however, what i realize is that everything can't be fixed because by the time it "is", something else will -- sure enough -- show up. haha.
Deletewith that said, lemov has brought up a good point. focusing on your strengths seems like a positive approach to teaching. i'm going to try & play on my strengths in the classroom because no matter how much i work on something i consider a "weakness", it may never be just the way i want it. am i saying that i shouldn't try to work on some flaws? absolutely not. it's reasonable to want to work on improving what you can, but dwelling on what you're not doing rather than what you could be doing doesn't seem productive. And, it could wear you down over time & be super discouraging if these attempts (to improve) do not show the results you were hoping for, you know? there are so many teachers out there that don't seem to enjoy their job. i don't want to be like them. hopefully by placing your attention on what you're excelling at, you CAN gain confidence. in turn, that confidence will be passed onto your students. then, some of your "weaknesses" may no longer be considered weaknesses. :)
I think maximizing your strengths is the best option. Making sure to focus on what you are good at will allow you to better see what can be improved. Filling your mind with a positive perspective helps us look at the more unsavory things about us that we wish we were better at.
DeleteI am the kind of person that would prefer to fix my flaws first, and then focus on improving my strengths. This is just because if the strengths are already there, in my eyes it is best to get rid of the things that impede my ability to be a better teacher.
DeleteI agree with you, Rob! I'm always trying to do my best to be decent all around! But as much as I like fixing my flaws, I think focusing on strengths will be my best option until I've been teaching for a while. I think that using my strengths will help me gain the confidence, in a classroom setting, to begin figuring out ways to fix the flaws.
DeleteThis was something good to look at. And although I do think its important to acknowledge your weaknesses, I feel that it's better to maximize your strengths. If you are constantly worried about your weaknesses, it may reflect more upon your teaching, making your students more aware of your shortcomings. It's better to shine through with your strengths
DeleteThese are all interesting inputs and I think I'm gonna take y'all's approach and focus on my strengths rather than trying to fix all my flaws. I've never really tried that before an I hope it turns out beneficial. I have a feeling it will.
DeleteComment: The introduction introduces us to a teacher names Jaimie Brillante. Ms. Brillante apparently writes lesson plans so specific that she even plans ahead which students she is going to call on for each question. I understand the need to careful planning, if Ms. Brillante's lesson plans are really this specific then I don't think it is her lesson planning that makes her a good teacher but rather her ability to improvise when they (inevitably)go wrong hundreds of times a day.
ReplyDeleteMade me laugh! I think there is a line at which someone can be said to plan TOO carefully. I'm thinking she has crossed that line!
Deletei agree, dr. a! THAT is sooo much planning on her part! don't get me wrong, i think that planning things out is important, but going that far is a little much. i wonder, "what does she do when a student asks a really good question that (has the potential) to spark a class discussion?" a spontaneous debate could deviate too far from "her" plan.
Deletehonestly, i look forward to being open to what kids have to say. a job like teaching promises "strange happenings" that no one can prepare for, but isn't that what should excite us about teaching? you never know what to expect (day in & day out).
Definitely overkill on the planning. Rather than planning out who to call on for each question, she could use the popsicle sticks idea or an app like we've used in class. At least then the students all have the same chance at being called. And I agree with you, Jessy, that teaching should be exciting because you never know what could happen! That means that your lesson plans have to be a little flexible. Heck, even a fire drill can cause pandemonium with students. I wonder if Ms. Brillante has a special back-up plan included in each lesson...
DeleteI agree that it is too much planning and that it is also impossible to plan for everything. I do understand where this point of view comes from, though. I love to organize and have a plan for everything and I can sometimes even let it get to the point where one hitch in the plan will throw me overboard. Knowing this flaw makes me more conscious of it though, and it I try to allow for flexibility to accommodate positive and negative circumstances. I also think that over planning can reveal some level of insecurity in your own ability to improvise with your skills.
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DeleteOne might even say that Ms. Brillante is too brilliant.
DeleteWhat do you think of the statement on page 18 where Lemov says that he "often meet[s] educators who take it as an article of faith that basic skills work in tension with higher-order thinking". What do you guys think of that? Can they work in harmony? Or do they conflict with each other?
ReplyDeleteI honestly had trouble understanding that sentence. I just got confused, especially when he mentioned Asia. was he saying that the viewpoint is only common in America? Sorry this doesn't actually address your questions.
DeleteI think he was trying to say that many teachers in America believe that teaching basic skills (such as memorizing times tables or formulas) reduces a student's ability to connect how they're solving a problem to the theory behind it. I think his point in mentioning Asia was just that Asian school systems have some of the highest levels of success and the teachers in those schools do not agree with American teachers on teaching basic skills. They believe in teaching the basics, having the students memorize formulas and rules, in hopes that their mind will be freed up to think deeper about the problem at hand. In my opinion, I do think basic skills are necessary for deeper thinking. An example I thought of was that if a student is writing a paper, if they have already mastered the basic skill of spelling, they won't have to focus on the spelling as much. This leaves room for them to focus on what they're trying to say and how they want to say it.
DeleteI also had trouble understanding it, David. However Sabrina's response really cleared it up and helped me and the connection to this and the story Lemov gave about his student who had limited english and attended Williams college but struggled to convey his good ideas because readers were confused/distracted by his lack of basic writing skills.
DeleteQuestion: The few techniques that we got to see samples of ("No Opt Out" and practicing handing in papers and such) all seem to be deceptively simple but surprisingly effective. What other simple things can we do to make our classrooms more effective?
ReplyDeleteI think having the students come up with a set of class rules from the very first day will help set that safe environment that students need to have in order to do well. I also think that having some set routines will be something students can appreciate. "Students do X for X amount of minutes each day when they first come in" - students will walk in class each day and sit down, knowing what to expect, and will be prepared for that activity.
DeleteI agree with Kaitlin, especially when it comes to setting up routines. I feel that having the stability of a routine in the classroom (whether it is doing the same things in the same order everyday or passing out papers a certain way) will help help the class flow and add to education time.
DeleteI somewhat chuckled to myself when I read the opening introduction on page 18 of the text. Lemov makes an observation known to the reader that I've been telling myself for a long time: "the tools likely to yield the strongest classroom results remain essentially beneath the notice of our theories." In other words, improvising is key to sucess but I think this is easier said than done. I sometimes find myself trying to stick with what I believe to be the one "right" way of running things and I get nervous when I have to improvise.
ReplyDeleteI didn't see that sentence as a call for improvisation. I thought he was saying that many of the most useful tools in a classroom are the small simple routine things that the big "pedagogy theorists" don't think are worth mentioning. The example he gives is making students practice passing out and handing in papers, the kind of thing that most pedagogists probably wouldn't bother to talk about because it don't lend itself to philosophical insight.
DeleteI studied a school in Worcester, MA that was incredibly successful with an inner-city population. I was trying so hard to figure out how they did it. In the end, it really did seem like a lot of it was the little things. And also that they just did those good little things more and more consistently than other schools.
DeleteI'm already feeling inspired to become a champion teacher! My favorite quote came from the part when he was discussing lesson plans. He quoted a famous basketball coach, Bobby Knight, stating, "Most people have the will to win; few have the will to prepare to win." What ideas do you have for your classroom that will prepare your students to win? Are there any ideas that he mentioned in the chapter that might help you?
ReplyDeleteWell, we haven't seen too many of his techniques yet but one of the ones he as mentioned, no opt out, seems like a good way to teach the mindset that it is never okay to stop trying before you have succeeded.
DeleteOOOHHHH how I love that quotation. I never really thought about it carefully before. But in some ways, I think that is what the MAT is all about. "Preparing to win" starts with really putting in the time learning about the intricacies of education. Some people really jump in and try to learn as much as humanly possible. Others try to do enough to look good and get through. And on the other side, it is very easy to tell who is who.
Delete"don't only practice your art, but force your way into its secrets, for it & knowledge can raise men to the divine." -Ludwig van Beethoven
ReplyDeleteside note: i love quotes! i want to have a Q.O.T.D. in my classroom. this one in particular kind of leads into my...
QUESTION: lemov talks about improving your "craft". he says that his aim is "to give you the tools to do that -- to become one of those teachers who unlocks the latent talent & skill waiting in his or her students..." so, my question is pretty simple, how do you plan on practicing your craft this year?
**this will be especially important for performance tasks that we'll learn about in the following months.
ie: to me, the craft of english is how you engage in what you are teaching by applying it not just in the classroom, but also in your time outside of class. it's how you intend on getting better at what you're doing. as i've heard before, we need to be the "lead learner" in the classroom in order for our students to follow our model. if we are not immersing ourselves in new things pertaining to the subject that we teach, how can we expect our students to take what they learn beyond the classroom? once they see us "practicing our craft", it may encourage them to do the same, whether we commit to writing daily, blogging, entering literary contests, etc. it keeps us practicing which makes us better, not only for our improvement, but for our students as well. in the revision video that we watched the other night, one of the teachers even talked about how he wanted to commit to signing up for a writing club. it had never dawned on him that he could get a feel of what it's like to be the "student" (again) & go through the same feelings of nervousness sharing his writing with strangers. (that's just an example i thought of.)
That Beethoven quotation gave me chills! Beautiful!
DeleteI think that the answer to this question is going to be extremely different for the art students. When I think about "practicing my craft' I honestly think of painting, which I do as much as I can. I also like to read articles about art news or art history papers/ research. I think this keeps up my craft because I am constantly learning and keeping up with the art world as much as possible so when I have my students I will be able to demonstrate or answer any questions they have for me.
DeleteVery nice quote and transition into the question. I enjoyed the writing club idea that was presented in that video too but I don't understand why joining a writing club makes the teacher feel like a student. I think all writers should be encouraged to maintain contact with fellow writers who are willing to give constructive criticism.
DeleteI also LOVE the quote! And I agree with Chelsea. As an art teacher, practicing your art is important to keep your own passion for the content alive, in my opinion without this passion you won't effectively communicate the beauties of it to your students. I also think that practicing and sharing your craft with your students can allow them to generate respect for you on a different level. Showing them that the old adage "those who can't do, teach" is irrelevant in your case and that you know what you are talking about when instructing them about art.
DeleteTwice in his introduction when describing certain techniques Lemov says that other teachers think that carrying out said techniques can be "demeaning" of the students. However, the techniques yield really effective results. Do you think that, as teachers, we sometimes expect to much from our students or assume that they don't need to go over something in an effort to challenge them? Would it be better to step back and explain things more simply (like passing out papers)?
ReplyDeleteThis struck my interest, as well! I think the idea of teaching students to pass out papers is brilliant. In class this week, Dr. Alby mentioned how long it takes for middle school students to take out a pen and paper. Perhaps the way to go about fixing this time issue is to go about it in the same was as that teacher did with passing out papers. As teachers we will come across problems in the classrooms that aren't huge, but do matter. I think by solving each small problem, you'll be solving a larger issue overall.
Deleteyes, the little things add up! i thought that was an interesting example that lemov gave us & it makes sense. if we can solve each little issue, then we'll have more class time to focus on the bigger issues that will allow us to be more productive. so simple, yet genius! i'm so wow-ed by the results of time that adds up! sometimes we try to think of these elaborate ways to change up the classroom when we can really go back to the basics.
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DeleteI thought that it was very interesting that such a little thing would be able to add so much efficiency to a classroom which would in turn allow more time for learning and interaction! I think some teachers may be worried that the students may think the teacher assumes they're stupid to not know how to pass out papers or whatever, and that's where the 'demeaning' part comes in, but I think if it's explained in the right way so the students understand why such a thing is being instructed, it would help.
DeleteIn the section titled "Teaching Assessed Standards" on page 9 and 10 of the introduction Lemov discusses how when planning a unit it is important to teach to the goal or objective verses teaching to the activity. This connects back around to Understanding By Design's idea of planning backwards; starting with standards then "plan objective, then assessments, then activities". I also really liked the line (in the same part): "The first question puts the teacher at risk of being distracted by the qualities of the activity...The second question focuses the teacher on the goal...".
ReplyDeleteYeah, a lot of the books we are reading seem to ultimately have the same core strategies, and most of them can be found in the UbD book. That quote also echoes UbD's warning against the "twin sins of unit planning."
DeleteI agree, this planning technique described by Lemov also helped make backwards design a little more clear for me. This also relates to the last section "Defining What Works" where Lemov writes "to have the insight t observe that a more abstract principle is at work in a problem or that there is another way to solve it, you cannot focus on the computation." This quote is great, especially for me from an art standpoint because I see art as a way to encourage creative problem solving, not just in fine arts, but applied to other areas of a student's learning.
DeleteBTW, this is exactly what Brittney from last year's cohort told us about looking at standards first and then building unit or lesson plan around them, and not vice versa.
Deleteokay so, Bob Zimmerli going to his job interview with nothing but a pencil makes me nervous just thinking about that. it totally intimidates me to go into a situation without a plan, without any background knowledge -- basically hoping for the best. yikes! i would like to know how he accomplished this connection with kids that he's never met & how he has continued to help them score higher on their math results for 2 years! that's awesome.
ReplyDeleteYeah! I had the same reaction. I couln't help but think that that must have been some pencil. Do you think his story backs up the idea that some people are just naturally good at teaching? Is teaching a talent or a skill?
DeleteComment: I really liked the “Using Data” section of the intro where the author talked about how teachers can use even the wrong answers that were given by students. I like the thought of looking into a student’s wrong answer and trying to see where he/she was coming from with their answer. Not only will it show that particular student that the teacher really cares about them as an individual wants them to really learn something from the exercise by trying to understand their view point but it could also help other students understand the correct answer to said question. I have never really thought about this before, which is really kind of sad. I feel like this could be really effective. Instead of just looking over a students paper and marking something incorrect and moving on, wouldn’t it be more beneficial for the student if you commented on why it was wrong and how to get to the write answer if they are struggling with it?
ReplyDeleteQuestion: On page 7 in "The Irony that Works" Lemov tells us about McCurry and his teaching of how to efficiently pass back papers. I find this extremely interesting. Is something so simple but it saved so much time and allowed for more actual 'teaching' to be done. Can you guys think of anything else like this that could be done to save time and allow for more teaching time?
Yes! I really liked the idea of timing how long it takes to pass out papers too. It sounds kind of pointless at fitst, but then he did the math and calculated the amount of time it saved, and I was all for it. Another type of time-saving aspect might be when students are rearranging desks to do group work. I've thought about how long it might take for students to rearrange desks and how distracting it would be. But, if students had a quick routine then it would go like clockwork.
DeleteComment: I think this is going to be a wonderful tool not only for this class, but for many years in the future. I like how Lemov explains what is going to be in this book and explains how to use the different chapters/techniques; this shows he really wants his readers to be able to understand and enjoy what he has to share. Right in the beginning I've learned to stand still when giving directions, and I'm guessing that's the same for anything real important I'll want to share with students. I've found that introductions are usually boring and almost pointless, but I'm definitely enjoying Lemov's.
ReplyDeleteit really grabs your attention, right? it's smart of him to share his own experiences of seeing these techniques work in the classroom from the get go. it draws us in to want to learn more & continue reading. i think it's important to note that we may not like EVERY technique listed, but to keep an open mind about them. one that may seem sketch, may yield awesome results. it's one thing to read about these techniques, but using them in the actual classroom will be the true test. some may work for one period & some may work for a completely different group of students. so, i try to remind myself of that. i already love his "exit ticket" that we were introduced to last week. it seems like a great way to make sure your students are grasping the main concepts from the day & to note the ones that aren't.
DeleteI also really enjoyed how he took te time to observe and collect observations from all kinds of different teachers and classrooms. I can safely say that his information will be invaluable when the time comes for us to teach. The little things like maintaining ones confidence in class tend to go a long way and I agree with Lemov when he asserts getting students involved.
DeleteI also liked how he immediately got down to the "nitty-gritty" even in the introduction. It really intrigued me to want to read the rest of the text and be let in on these simple but effective techniques
DeleteQuestion: Colleen Driggs made "fifteen nonverbal interventions to keep individual students on task during the five or so minutes she taught a vocabulary lesson. And she did this without interrupting the content and discussion once." I really want to know what these interventions were! Do you have any ideas or suggestions on what Colleen was doing?
ReplyDeleteThis webpage talks about it a little bit.
Deletehttp://www.societyforqualityeducation.org/index.php/blog/practice-better-teacher-training
I know right? I want to know her secrets. Maybe she has perfected the "scary-teacher-face." I think all teachers have one of those. :)
DeleteMy first year working with the EC kids I one particularly rowdy day. The kids just wouldn't listen to me. I was trying to teach them something about lyrics I think; they weren't having it. I got pretty frustrated and I guess I subconsciously made that "scary-teacher-face" because they all immediately stopped what they were doing to stare back at me (maybe perhaps in fear of not knowing what angry me was like.) One student just looked at me awestruck and just said, "Oh... He's mad." Then they started writing. It's a fun tool to have, but I'd much rather know how maintain control over the class without ever having it get to that point. I'm not a fan of getting angry.... despite it's power.
DeleteMe too! I have the DVD that goes with this book and I guess you can see her in action on it, so I need to make time to watch her clip. You can watch too :)
DeleteI believe that nonverbal communication is more important than words. Communication is mostly nonverbal, and realizing that our body movements and all of that effect how people perceive us is really important. Words are also important, but I think the their is substance in they way we present ourselves non-verbally. Communication is irreversible and that permanence should drive us to work on our nonverbal craft. I think it is often left behind by questions like, "What do I say to so and so?"
DeleteComment: I am ready to dive into this book and read all of the techniques (not strategies) that Lemov suggests and advises. I feel like I have a lot of very general ideas for the classroom and my basic beliefs about teaching, but I lack those "specific, concrete, actionable techniques" that Lemov mentions on page 3. His example of having a teacher time and practice passing out papers seems like it would be a menial task and a waste of time but would actually save time in the future. It would also provide a routine that encourages a safe community which was mentioned in the videos we watched. I also like the idea of going back and asking a student who didn't know the answer before to give a correct response after the question has been answered.
ReplyDeleteIt's simple and specific ideas and techniques like these that I am most excited to read about in this book.
That is one thing that I enjoyed a lot about the book so far. The techniques are very straightforward and simple. I think ultimately it is the small things that a teacher does that cause the most impact and help students appreciate the learning process.
DeleteI am loving these techniques too! I was getting so pumped up about becoming a teacher when I was reading! All of those "little" things can really make a tremendous difference in the classroom and to the students. It just makes me want to jump in a classroom and try them all!
DeleteMe too!!! I am so excited to start seeing specific examples and not broad generalizations (which are just as important to our education). They make it easier to visualize myself in the classroom as a teacher, and not just a student learning how to teach.
DeleteI totally agree! I think that I have plenty of lofty ideas about what I want to communicate in my classroom but I often feel insecure about how to actually command and interact with students on a day to day basis to establish these ideas.
DeleteQuestion: The power of planning was mentioned a few times when describing some of the teacher's techniques and classroom practices (p.12, 17). Lemov states that Julie Jackson and Jaime Brillante both plan and rehearse not only what they are going to say and ask in the classroom but also anticipate what their students' responses will be and how best to answer these questions. I like Jackson's reasoning behind this rehearsal which states that if she is not focused on what she is going to do next then she will be completely focused on the happenings in the classroom.
ReplyDeleteMy question is whether or not there is a downside to such planning. Understanding by Design mentioned that we should not overplan and allow for flexibility. I really like the idea of planning what I'm going to say, but could Jackson's and Brillante's approach lend itself to being overdone and over-planned?
To me, that was a case of overplanning, and I am not sure how readily it should be adopted by other teachers. I think certain teachers have innate talents that guide what they do in the classroom, but the time they spent working on that method is too much, in my opinion. The one teacher who leaves at 5:25 am then return at 8 pm. Our lives should not just revolve around school, I want to be there and to do my best to help my students, but there is a line, and I think they might have crossed it. Sacrifice like that could cause burn-out.
DeleteI like the idea of being prepared for wrong answers and questions that the students are going to have but I agree with Ben here. This seems like a bit of over planning and while this particular method might work for Jackson and Brillante I do think it would burn me out.
DeleteDefinitely a downside to over-planning. I like Ben's idea of this causing teachers to burn-out. I would like to keep my sanity and have some time for myself outside of school!
DeleteI think the overplanning stuff and the memorizing lesson plans etc. will help us all greatly in our first year of teaching perhaps, and slowly as we begin to learn our craft we will sort of get away from that approach.
DeleteDitto to Will!
DeleteI was pretty pleased that by page four we were already learning new techniques. I tend to move around a lot while I teach, or talk in general, so I was interested to see the quote "When you want them to follow your directions, stand still. Show that your directions matter." I am becoming increasingly aware of all of the things I need to change. I want to say it all comes back to the whole "teachers as actors" idea, but I can't for this. I cannot "act" like my directions are important, because they ARE the most important thing. Sometimes the words we say are extremely dire, and we have to treat them as such.
ReplyDeleteI see what you mean by "acting" but I think the what they really mean is more that "teachers should be trained like actors." Actors rehearse their material all the time. They are constantly thinking about how to deepen their character and enhance the finished product. They are always collaborating and exploring ideas with their colleagues and do not have the fear of failure whenever they try something new. Actors know their material inside and out and give 110% every minute, and that is how teachers should be trained. I do not think that they mean necessarily "acting."
DeleteI agree with you, Dawson! I highlighted that sentence too and realized how something that simple can change student behavior so drastically. I think as we get more and more experience in the classroom, we will realize which words and phrases are more effective than others.
DeleteI also found this tremendously helpful. I never thought about how giving directions like they matter can really influence the way that the students listen to and follow those instructions. Dr. Alby mentioned the other day that word choice is extremely important in the classroom, but I think that how you say something can have just as much influences as what you say.
DeleteI also thought this was interesting! I never thought that standing still would get the students' attention. The simple act of multi-tasking can show students that if you don't focus on saying the important stuff, they won't necessarily focus on listening to it. I never thought of it that way.
DeleteReading the brief teacher introductions feels like character descriptions from a comic book. I think it may be safe to say these are our new superheroes. They are the ones we will look up to and strive to emulate. Which one, at this point interests you the most? Whose strategies would you most like to adopt? Are there any you would like to avoid?
ReplyDeleteI liked the amount of planning that some of these teachers did before they even entered the classroom. I like how some of them come up with not only the questions to ask but anticipated the answers that students might give. I was amazed at the teacher who gave almost invisible nonverbal interventions to keep the class on-task. Wouldn't it be awesome to be able to have that effect on students? She really did sound like a superhero.
DeleteAs for things that I would avoid, maybe the teacher who sung about math. I'm pretty sure that no one wants to hear me sing. :)
This post is a little late, mostly because I read the introdcution and then these comments and realized that I am reading the wrong book-I have the "field guide" rather than the regular book, which is now on its way. But, of course being a "guide" book to this book, there are similarities. I love the idea that you start backwards. In the foregin language pedagogy class, we were talking about how every student needs a reason to really learn and soak in the information that is not just for a test.
ReplyDeleteI am drawn to the emphasis of "social learning" in schools where students learn from each other by collaborating and working togethr often. Personally, I enjoyed working alone in high school because I could organize my own thoughts and ideas better, but when other insights and ideas were presented, it made it easier to really learn and remember the information.
Also, I like that Lemov wants us to strengthen our strengths as well as our weaknesses. If we are good at something, we can be better, we can be champions!
I know that feeling. I ended up buying the wrong book for both Lemov and UbD
DeleteYou guys are great bloggers! Such amazing stuff here!
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteIn the introduction, Lemov introduces us to each of the teachers we're following. I couldn't help but notice that he created a different personality for each one. For instance, Darryl Williams (The No Opt Out Guru) seems to be stern, yet approachable. And Sultana Noomuhammad (the teacher/singer) seems joyful and cheerful in the classroom. Do you think our personality will develop as we get comfortable in the classroom or do you think it is something you plan to "act" out as Dawson mentioned earlier?
ReplyDeleteI have often wondered about that. I think our personalities, in their true form, will come out once we aren't so nervous about being in the classroom. I think in many instances creating excitement can be useful, but ultimately, kids can spot a fake from pretty far away, but when they see consistency, they will probably latch on. Being consistent in your approach to them is important so that they know what to expect; being happy then stren then joyful then reserved could affect them more than we know.
DeleteI have had the great pleasure of personally knowing and having the opportunity to observe several teachers who I would say are in the top 1% of all teachers. And something that has always fascinated me is that, while they definitely all have some things in common, their teaching personalities differ substantially. You'll be meeting several of these people, so I think you'll see what I mean.
ReplyDeleteTo me, truly "acting" comes off as inauthentic. And if you've ever read "The Catcher in the Rye," you know if there is one thing teenagers can't abide it is people who aren't "real". But the "you" you are with your friends or even in class with the cohort isn't probably the "you" you should be when you are teaching. The secret is to play up certain parts of your personality and downplay others to be what the kids need you to be. You do this all the time anyway. You surely act differently with your family than you do with your friends, but both of those people are "you." Do you know what I mean?
Makes sense. There is a good amount of bonding that can take shape when a teacher is real and sometimes shares beliefs held by his or her students. On the other hand, I have seen some teachers go a little too far with acting like the students they teacher. My senior year history teacher acted so much like a teenager that it ended up making the other students creeped out.
DeleteI do know what you mean. Looking back at past teachers I've had and the relationships I built with them I begin to question the line between being "real" with your students to establish trust etc, and being too friendly and not seeming like an authority figure. Some teachers I had I respected and wanted to please and learn from because they were genuine and others I felt crossed a line where I liked them very much as people but didn't respect them as much as a teacher figure.
DeleteBoth of these insights are very interesting. One thing you both agreed on is that teenagers can spot a fraud a mile away. I think knowing that, we shouldn't try to "act," but like Dr. Alby said, downplay certain parts of our personality. I love that idea.
ReplyDeleteSorry this is late! I'm not sure what I was thinking.
ReplyDeleteQuestion: On p. 12, Lemov maintains that the best teachers plan their daily lessons extensively, often minute by minute. Contrarily, we have discussed in class the disadvantages of over planning and the importance of staying flexible. Which way do you predict you will go in your own classroom? We haven't read that much of Lemov yet, but which technique seems to be the most beneficial? I love, love, love to plan, overplan, make lists of my plans, and then replan them, so I will probably have a down to the minute agenda in my own classroom. However, I think there is a way to be organized, while also being flexible; a perfect mash-up of the two.
As much as I would like to think that I could just make a general plan and go with it, I will most likely be a minute by minute planner. I think I will want to have more than I need in case I need something for a filler if something else doesn't take as long as I had originally thought. I am a bit of a perfectionist and I know that will come out in my planning.
DeleteI think the act of memorizing the exact questions, responses, and follow up questions for each and every day of class is a little insane. I get that doing that should allow a class to get more work done, and allows the teacher to concentrate on other things in class, but it seems like it turns a classroom into sort of assembly line.
DeleteI feel as if it will be more beneficial not to over plan. Especially in our first year of teaching, with our own lessons and everything, there's no telling what to expect. I would like to have a little flexibility in my classroom, rather than making it seem as if everything needs to be so structured. I'm only hoping that this wont come back to bite me. But who knows? Once we get into that classroom setting I might discover that without a minute-by-minute plan, my world will become hectic!
DeleteSo which is better, over planning and then making changes as needed or under planning and having to make up things as you go along?
DeleteI think it's best to pick and choose. I think it's best to try and anticipate things folks will have problems with and/or questions and then keep additional notes and information organized and on hand if needed. That way, you are prepared and have stuff at the ready, but also have freedom to improvise with the lessons.
DeleteI am the same way, Chelsea. I love to plan and oraganize. However, there was a comment earlier in the posts where Will said he thinks we will rely on this method of strict planning when we first begin teaching so that we can become more skilled and then eventually fall into a zone where we are comfortable allowing for improvisation within our plans. That is how I see myself reacting. I also that it is important to allow for some freedom with your students because having too rigid of an environment may make them uncomfortable and it will feel less organic. With some wiggle room they may feel more inclined to explore their ideas.
DeleteComment/random question: We have focused a lot on learning how to teach in low-income, urban settings. (p. 2 of Lemov) However, these are not the only students in the education system. Will we learn which teaching methods work best with middle class students? Or is the student's family income level irrelevant to our teaching methods? There just seems to be a focus on teaching to this particular group of students, and I didn't know if these methods carry over to middle class students or not. Does this make sense?
ReplyDeleteYep, your question definitely makes sense and I've been wondering the same thing. I don't want to make assumptions about students that aren't in low-income schools, so I would also like to know how the methods we're learning can be altered to fit different students.
DeleteThis program is definitely designed to prepare you to teach PUBLIC school, and in most public schools you will find a large proportion of low/middle and low income students. If you are making sure you are including them, others will automatically be included. For example, if you assign homework that requires internet access, the low income students will be in trouble but the others will not. But if you assign homework that doesn't require the internet, no one will be in trouble.
DeleteThat makes perfect sense! Good to know.
DeleteLike Chelsea, sorry this is late. I don't hate this book, Lemov makes a lot of sense more often than not. My question is, with all of the seemingly opposing views we've been reading about and which I felt like most of the class was in line with, how are you responding to Lemov? I realize that we haven't gotten deep into his actual techniques, but he obviously has certain views on teaching. Can his techniques and views co-exist with what we've already talked about?
ReplyDeleteAn interesting thing about this book is that I love it and I hate it. I DO think that it has many helpful ideas (which is why I have you read it) but at the same time, there are a few strategies that I completely disagree with and the overall philosophy of the book is a little questionable. I think of it as a book that is great when you are first getting started and need to keep it simple, but if you never grew beyond these rather simplistic (and a little militaristic) ideas, that could be problematic.
DeleteI think one very interesting thing that Lemov talks about in the introduction is the idea that when people look at a sculpture or something that has been made, they wonder what theory or school of thought that came from. As this program goes on, what will you say when someone ask you your theory on teaching and education? What will be your response? What school of thought would you aline yourself with?
ReplyDeleteI particularly enjoyed the analogy between art and teaching and that the techniques in the book are akin to the various art tools and in time, you learn to know which ones you feel will work best in what you're trying to do... and that some will not be used, as they may not be right for the particular job. Since I am an artist, the analogy really helped me visualize what to expect from the book. Did anyone else especially like that analogy?
ReplyDeleteI totally agree, Noel! Bringing art into the conversation was helpful in giving me some direction and reference. I loved the analogy and discussed it some in my own comment below :)
DeleteIn the Introduction, it is suggested that teachers align their methods and teach consistently. I think that's a great idea and very helpful in giving the students consistent expectations, but do you feel like this feat is feasible? There are many different teachers and schools and districts... how would you go about trying to implement such alignment between teachers and their lessons? Especially in regards to those who strictly may abide by the old lecture then test methods, do you feel there's a middle ground that should be reached between the drastically different teaching methods or is it better to do what you feel you do best and let the other teachers teach in the ways they feel is most effective for them?
ReplyDeleteThis relates to Lemov's comment in "The Art of Using the Techniques" section. He defines artistry by saying: "there is a right and wrong time and place for every tool and it will always fall to the unique style and vision of great teachers to apply them."
DeleteExcellent point, Emily. :)
DeleteI unfortunately was unable to acquire the correct text for this assignment, and instead received Lemov's Teach Like a Champion: Field Guide that is often paired with our text. While a worthwhile read and highly informative, it unfortuately does nothing for this assignment.
ReplyDeleteI sincerely ask for any assistance in allowing me to interact with the correct text so that I can at least make an effort to complete this simple assignment and make some sense out of your insightful comments. I live at the Village, building 400, first floor (although not the bottom floor. That is Terrace if you come from the closest parking lot), room 4105. I hope that this simple mistake will not ruin my chances of participating in this class.
Dr. Alby sent an e-mail earlier with information to access the PDFs... You have to be logged out of livetext to find the visitor pass button.
DeleteI thought of an easier way to deliver PDFs to those who need them. I have uploaded them into Livetext. That gets rid of possible issues that the file might be too large for your email. To access these PDF's go to www.livetext.com. At the top center of the page you will see a button that says "use visitor pass". Click that and use the code 0806495C. I have uploaded PDFs for both classes…
Dear Noel,
DeleteYou are awesome and I have decided that I owe you a soda. just cause. Is a coke ok?
As long as it's diet or zero. :) And no problem. Happy to help!
DeleteSorry mine is the latest to date... I have had a rough "holiday" and am scrambling to play catch-up. So, moving on!
ReplyDeleteComment: While reading Lemov's introduction from the art mindset I was enthralled! I love the way that he approaches teaching as art. I also think it affirms my idea that fine art techniques/ways of thinking can be applied infinitely into other areas of students' lives. I also like how he addresses that art is simple tools applied in masterful ways, and he implies that it takes lots of practice to refine your craft. This is so true. Many people see (and even practice) art as some kind of flow of consciousness that hippies do to express themselves and feel free. However to me that is not the point of art. I believe that it is a refined mastery of skills within a social or economic context used to communicate with others. One that takes lots of practice and fine tuning.
Question: I feel that teachers are often pressured to perform to simply meet testing standards. Lemov addresses this in the "Defining What Works" section of the introduction by commenting that teachers who are often good at teaching the skills measured on state tests are most often teachers who are good at teaching broader higher level skills. This was somewhat reassuring however it seems that when in a school setting with administration breathing down your neck it would be easy, yet fatal, to fall into the role of someone who just maintains these test scores. So, getting to the actual question: What are some things Lemov talks about that inspire you to avoid falling into this pattern of apathy and mediocrity?
Comment: I highly enjoyed Lemov's emphasis on how to assess whether a student has met the standards and planning our lessons around those standards. His description on page 11 of a 'champion' who analyzes "wrong answers for clues to student's thinking and engage in systematic action planning as a result" really brings the idea of backwards planning into how it will affect our students.
ReplyDeleteAs the students in the June class might remember, we examined three tests all for the same unit. In those tests, one was a simple multiple choice test, one had plenty for short answers but asked for a mere repeat of in class lectures, and the last was only essay questions where the students could use their texts and form real arguments about the material. Because many of us wish to become teachers working with literature and art, we must structure our lessons and expectations of our students so that we can later tell whether they actually grasped the ideas in class. If we fall into the ever so tempting habit of multiple choice and fill in the blank, we will have little to no idea about the thought processes our students go through as they take the assessment. While having a basic understanding of key terms can be good, we must build our assessments so that students must actually use their skills. In order to that, we must then structure our lessons so that the students get to directly practice and develop those skills.
This process has really helped me to tie together this concept of backwards planning as something more than 'good house keeping' so that we can put a check besides each standard.
Question: From my mistaken purchase, I have an interesting perspective on the techniques as I have worked through some of the activities he meant for us to perform along with the reading. The particular exercise he would have us practice was creating positive phrases to praise students despite the wrong answer and try to direct the student to answering the question more precisely.
ReplyDeleteIn my own experience however, I have found myself suspicious of such a positive attitude. As I did the activity, I doubted my own words in the same manner. When the teacher says that you are wrong, and then asks the class for the right answer, how does the student feel in that situation. While you might take such an event in stride, due to the confidence you have as college graduates, how would an underperforming student feel when they are subject to NO OPT OUT as seen on page 8? While this text attempts to help us create concrete skills to help build up our students' confidence, how can we be sure that we are presenting the proper image to students who might be disillusioned by school and teachers? It can be hard to view the larger picture of yourself when you have such an invested interest in thinking of yourself as the 'good guy.' What methods can we use to gain a more frank perspective of our own actions?
I agree, it would be very easy to use "no opt out" poorly. The basic idea isn't a bad one, it's just that you have to be very kind and careful. This is one of those situations where you really have to know your students and what will work for each one. There are about as many ways to address an answer that is way off base as there are students in a room!
DeleteIt does sound tricky to master... and I don't know if I'd be comfortable 'experimenting' with that, as a student's feelings and self-esteem would be affected. I think the intent is interesting, however-- making a shrug and "I dunno" moot...
Delete