Home > Author > Doug Lemov
1 " One of the problems with teaching is that there's a temptation to evaluate what we do in the classroom based on how clever it aligns with a larger philosophy , or even how gratifying it is to use not necessarily how effective it is... "
― Doug Lemov , Teach Like a Champion: 49 Techniques that Put Students on the Path to College
2 " There is no such thing a boring content. In the hands of a great teacher...even if as teachers we doubt that we can make it so...this doubt puts us at risk of undercutting it: watering it down or apologizing for teaching it. "
― Doug Lemov
3 " ...insisting that you control the topic of behavioral conversation ensures accountability by students... "
4 " Will we be content to cruise along on autopilot or will we scramble and suffer to get better? "
― Doug Lemov , Practice Perfect: 42 Rules for Getting Better at Getting Better
5 " When you want them to follow your directions, stand still. If you're walking around passing out papers, it looks like the directions are no more important than all of the other things you're doing. Show that your directions matter. Stand still. "
6 " We are fond of saying “practice makes perfect,” and indeed the title of this book plays on the connection between practice and perfection. But it is more accurate to say that practice makes permanent. "
7 " there are teachers who without much fanfare take the students who others say “can't”—can't read great literature, can't do algebra or calculus, can't and don't want to learn—and turn them into scholars who can. "
8 " How All Teachers Can (and Must) Be Reading Teachers "
9 " Teach students how to do things right, don't just establish consequences for doing them wrong. "
10 " In writing this book, I want to emphasize that the art is in the discretionary application of the techniques. "
11 " Please stop talking to me, Coach—I am trying to play. "
― Doug Lemov , The Coach's Guide to Teaching
12 " using the content you teach to take all kids, not just inner-city kids, outside their own narrow band of experience is critical. This means challenging them with ideas outside their experience. Pandering to kids by substituting lyrics for lyric poetry or referring to a corpus of movies for examples of literary devices instead of a corpus of novels is easy in the short run but insufficient in the long run. "
13 " Culture of Error has four key parts: expecting error, withholding the answer, managing your tell, and praising "
14 " Knowledge forms the foundation of all higher order cognitive functions including critical thinking, problem-solving and decision-making. "
15 " Kids too often change from the outside in. They see themselves being enthusiastic and start to feel enthusiastic. They see themselves lost in their work and start to think they are productive, contributing members of society and begin to believe and act accordingly more frequently. "
16 " Our nation’s schools, having more than doubled their annual per pupil expenditures since 1970, have achieved precious little improvement against previous performances—a reduction in outcomes, in fact, if you ask the makers of the SAT. "
17 " One (problem-solving) is generally slow and the other (decision-making) is often fast. Decision-making is the cognitive process players use more frequently during a match, but problem-solving is important in developing associations that ultimately support faster thinking during the game. Speed might seem like a relatively trivial point on which to focus, but of course it isn’t trivial to an athlete. When we talk about “instincts” and “game sense” in an athlete, we are usually talking about decisions that are made faster than we can consciously think, a skill that requires its own processes. "
18 " pushing them to think of “wrong” as a first, positive, and often critical step toward getting it "
19 " ...we spend a lot of time defining behavior by the negative "that was inappropriate." These commands are vague and inefficient...Telling students what to do in a way that is specific, concrete, sequential and observable refocuses us on teaching. "
20 " From the moment students arrived, the teachers worked to shape their perception of what it meant to make a mistake, pushing them to think of “wrong” as a first, positive, and often critical step toward getting it "
