Doug Lemov “Life is a Lemov and I want my money back.” - Meat Loaf, noted musician/ educational theorist. +

Work the Clock “[Effective teachers] count time down, parcel it out in highly specific increments, often announcing an allotted time for each activity: ‘Take three minutes to answer the questions in front of you.’” They also “mix in frequent countdowns to pace their class in completing tasks, emphasizing the importance of each second.” -“5, 4… Brooklyn’s ready!…3, 2…Brian’s ready to roll!… and 1.” -“I know we can do this in 10, but let’s see if we can do this in 6 seconds.” Timer Application:

No Opt Out A sequence that begins with a student unable to answer a question should end with the student answering that question as often as possible. The idea: -When a student says “I dunno,” many teachers don’t know how to respond. -The result is “a strong incentive for students to say ‘I don’t know’ when asked a question.”

No Opt Out: The Solution? Do not allow students to “opt out.” Ensure that every student offers a correct/thoughtful response every class. Example: 1.You ask Student A: “What is a simile?” 2.Robert responds “I dunno” and lays his head down. 3.You avoid gritting your teeth, turn to Student B, and ask: “Student B, what is a simile?” 4.Student B replies, “It is a comparison using ‘like’ or ‘as.’ 5.SUPER AWESOME NO OPT OUT SOLUTION: You now turn to Student A and ask: “OK, A, what is a simile?” Benefits…?

No Opt Out: Variations You ask an opinion question and get a response of “I don’t care.” -Ask another student his/her opinion, then ask the first student if he/she agrees or disagrees. Different formats: -You provide the answer (in non-condescending fashion). -The whole class provides the answer. -You provide a cue or hint. (Rhymes with fimile…)

Right is Right (If it sucks, it sucks.) Set and defend a high standard of correctness in your classroom. Hypothetical: –You ask your students: “What is the relationship between the Capulets and the Montagues?” –Student A responds: “They don’t like each other.” –You say: “Excellent!” Discuss.

Come on, that sucked. This sets a low standard for correctness and explicitly informs the class that they can be right even when they are wrong. Solutions: –Wait time. –Prod the student. “You said that they didn’t like each other. True, but we’re not there yet. How can we build on this?” Great teachers praise students for their effort but never confuse effort with mastery.

Demand Mastery: Situation You: What is the theme of Lord of the Flies? Student: Well…people are bad. You: Yes, people are bad…but bad is an elementary word. Can we go deeper? Student: Evil? You: Better, but… Student: Corrupt? You: Much better! But, “people are corrupt”… still kind of a basic statement. Can we build on this? Student: People are corrupt, like, when Piggy was doin’…. [3 minutes later]…fanny packs, you know? You: Whoa! Let’s try to focus those ideas. Who can help? Etc. You are now engaged in a conversation about theme and word choice.