Zenaida Simpson Pomare (Blog

Chapters Summaries: Chapters one
Chapter eight
Chapter nine
Chapter ten
Chapter eleven
Chapter twelve

Chapter one Summary and classroom uses:
This chapter focusses on setting high academic expectations for students. For the last
couple of years teachers have been setting high expectations for their students. Students from all
over are faced with this horrendous problem of not feeling themselves clever or smart enough to
answer challenging questions that at some point put their academic skills in questions. However,
there are four techniques that Mr. Doug Lemov offers to educators in order to eliminate the
mediocrity of I CAN’T to I CAN. First technique is “NO OPT OUT.” Second technique is
“RIGHT IS RIGHT.” Third technique is “STRETCH IT’, and the final technique is “FORMAT
Response and Educator’s Review
The great thing about all these techniques is that they all work hand in hand for the best
benefit of the students. Mr. Lemov in his book “Teach like a Champion’ stated, “One consistency
among champion teachers is their vigilance in maintaining the expectation that it’s not ok not to
try” (page No 28). As stated in the example above, it is important to let student know that it is not
okay not know. In other words, it’s ok to make mistakes when answering questions but at the
same time educators need to acknowledge student effort and try different key techniques that
help these students to move from point A to B. The concept of a student unable to answer a

question should end with that student giving the right answer; this technique is technique No.
One “NO OPT OU”. No OPT Out helps struggling students that are striving hard but genuinely
don’t know the answers. This technique help these students to realize that they can, and that the
answer is right there, they just need to think deep. This technique uses different key points to
guide teacher how to approach struggling students, For example, teacher may ask a student 1
what is 4 times 5. Student 1 don’t know the answer and turned his head. The teacher uses a
different student to help this student answer the question. Therefore, the teacher called student 2
and ask the same question. Student 2 answer correctly the question; then teacher returned to
student 1 and ask him the same question, in this case the student had the opportunity to correct

Chapter No 8
Improving Your Pacing
Chapter 8 Summary and classroom uses:

Pacing is the illusion of doing something in a faster speed, when in real life you are spacing
out your lesson in order to have a higher academic achievement. Teachers may stretch a lesson to
make sure their students mastered the subject. When a teacher does pacing, he/she may
encounter with some advantages and disadvantages; for example, for fast learner students the
teacher only needs to explain the subject one time and that’s it. Therefore, when a teacher pace
out her/his lesson for the benefit of all students. The slow learners will be more than happy for
the breaking down of the lesson. However, for the fast learners, this lesson may seems like it is
taking forever. “Brighten Lines technique” it is a technique that works hand in hand with pacing.

This technique helps teachers to assist their student to higher academic level. Mr. Lemove in his
article “ Teach Like a Champion” stated, “Making activities begin and end crisply and clear
rather than melting together in an undifferentiated stew can have a positive effect on pacing.”
Most definitely pacing will help students to have a clear understanding of the topic.

Response and Educator’s Review
Pacing gives the appearance that you are moving quickly when in real life you are not. Doug
Lemov in his book “Teach Like a Champion” stated, “Pacing is the skill of creating the
perception that you are moving quickly.” It is just an illusion. Chapter eight was such a
fascinating chapter, this chapter helps teacher to learn how to manage their time in a very smart
and with high academic standards. They are six techniques that the chapter talked about that
helps current and future educators learn how to do correct spacing in their classroom; which are:
Change the space, brighten lines, all hands, look forward, and work the clock. All these
techniques work together for one main purpose, which is to create an enriched academic
classroom where teachers and students will work together in a timely manner; setting clear
expectations, and with a great timely classroom management. These techniques help students to
realize that time matters.

Chapter No. 9
Challenging Students to Think Critically
Additional Techniques for Questioning and Responding to Students

Chapter 9 Summary and classroom uses
Every person have a question in store in their head, we question everything. This chapter
focusses on the importance of questioning and to implement students to do critical thinking.
Students at some point fail to understand a topic because of restraining themselves from
questioning something they did not understand. Right and clear questions are the key to great
knowledge. Good and clear questions open door to clear communication and more complex
Response and Educators Review
Maurice Lemov in his article “Teach like a Champion” stated “ Effective question tend to
come in groups that make the whole greater than the sum of the parts, and questioning is the art
of sequencing those questions in groups.” Sequencing clear questions build up communication
between people. Clear questions gives clear answers, and it opens room for a better and clearer
understanding of the topic. In chapter nine they are six techniques that was mentioned in order
for teachers to learn to approach student’s critical thinking in a different way. However, the
technique that I will used as a future educator to help my student to emphasize critical thinking
will be technique “ONE AT A TIME”. This technique teach both teachers and students of

equality in participation. “One At a Time” help focus students in developing one idea at a time.
Also it creates discipline, and respect towards one another.

Chapter No. 10
How All Teachers Can (and must) Be Reading Teachers

Chapter 10 Summary and classroom uses
Reading is the key to success. If a student can read well they can essentially do anything.
Life is all about reading. Reading is so important in our life daily routine functioning. If you go
to the store, the most coming thing that you will do as you shop around is to read the brand name
of certain product, or the name of the street to exit. Reading is the open eyes of where we are to
where we wanted to be; but more than that, it builds up student cognitive and academic skills.
This chapter focusses on the importance of reading, decoding, making reading instruction
interesting for the students. When reading, it is recommended to instructor to keep duration short.
Studies has shown that after 10 minutes of one constant activity, adults or students tend to loss
their focus. Therefore, it is advice to make your reading short and sweet.
Response and Educators Review
Maurice Lemov in his book “Teach like a champion” stated, “Reading for short
segments maximizes the concentration of the primary reader.” Short period of reading does an
effective job. They are several techniques that was mentioned in this chapter. However one
technique that ii will use to develop great readers is technique “Control The Game” this
technique it’s so fascinating. This method allowed teacher to follow the student as they read so
that the instructor will know which word the student is stuck on. CTG is the process by which

each student as they read they should have their fingers pointing on the word that has been read.
The teacher would have one student reading and the rest of the class must follow that student as
the reading progresses.
Chapter 11
The Fundamentals
Teaching Decoding, Vocabulary Development, and Fluency
Chapter 12 Summary and classroom uses
This chapter focusses in the process of mastering reading and all its components. For a
student to be a successful reader he/she has to go through some steps that will increase his/her
comprehension of the reading. As student increases their ability to read; at some point they will
encounter with high vocabulary words, which as they read along those word may cause the
student to stumble through the word. This chapter goes deep down in analyzing how to help
students to become fluent readers, and more than reading to be able to understand what was read.
Response and Educators Review
Decoding is one of the beginning stage of analyzing a word correct pronunciation.
Maurice Lemov in his book “Teach like a champion” stated, “Decoding is the process of
deciphering written text to identify the spoken word it represents.” As stated decoding is the
process of putting a sound of a word into action. Students may encounter difficulty while reading
a book with high vocabulary standards. Teachers should address the issue and help these students
to decode the word, then pronounce it; for example, if a student has difficulty pronouncing the
word sight, the right way of decoding the word right is r-i-g-h-t. It is important to ask the student
to self-correct themselves then try to read the word. Students may have difficulty in reading but

with the help of committed and engage teachers these students will be able to master reading
with flying colors.

Chapter No. 12
Teaching Students to understand what they Read
Comprehension is the ability to understand what was read. Understanding what was read
is one of students must facing problem. Teachers may ask a student to read a chapter of a book
then please give a sum mary of what was read. For the most part of the time student may have
difficulty in remembering or summarizing a reading. Comprehension is one must difficult subject
to teach, it relies in so many skills. Therefore, reading strategies are very essential when it comes
to comprehending what was read. Students tend to mispronounce, and to do self-wording of their
own creation when reading, avoiding words and letters. Chapter twelve focusses on the steps that
teachers should take in order to avoid lazy readers. The questions that every teachers asked is
how can I help my students understand what was read, and the importance of reading and how
can I modeled it to them? This chapter focuses on steps of how teachers can help student to
become effective readers. The chapter talks about Notice technique: Process in which as the
student read he noticed something that captured his/her attention in the reading. This student may
keep on reading. However, this capturing word is a word that he can used as a clue to remember
what he/she read. Boyles stated “When we find clue in a text we should filed them away
carefully in our mind so we can pull them out later as main ideas and theme” (p.11). Also,

connecting technique is a great technique that helps student make connections with the text that
was read with their lives experiences.

Blog part II

Chapter summaries: Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7

Chapter 4

Engaging Students in Your Lesson
Chapter 4 Summary and classroom uses
This chapter focusses on how to make students feel they are part of the class activities.
Teacher should engage their student. Engaging your student will create in them the desire to
participate, and also it creates in them a habit of focus environment in the classroom. This
engagement with teacher/student should be done through work activity as well. They are five
techniques that Mr. Lemov presented in this chapter will constantly draw students interested in
the work of class and keep them focus on learning.

Response and Educators Review
There is no better way to get student’s attention in class than to make them part of the
class activity. When a student feel left out of a class lesson, the chance of wondering mind will
over flow their little brain and makes them feel not worthy enough to be part of the class activity.
Lemov in his book “ Teach like a Champion” stated, “Great teachers engage students so that they
feel like part of the lesson.” As mentioned, great teachers will or should engage the student in the
classroom activity. They are six techniques that Mr. Lemov identified as a great tool to help
solving this problem which are “Cold Call, Call and Response, Pepper, Wait Time, Everybody
Writes, and Vegas.” These techniques provide a wide variety of tools that will help educators to
focus on the lesson objective and to draw student’s attention in participating. However, technique

number 22 in title “Cold Call” was my favorite technique. In this technique the student does not
know who will be the next to call on. This technique forces student to be prepared, rather than to
have one student answering all the questions. This technique may sound tough but at some point
it help’s the student to be prepare to answer; it creates in the student a desire to study and a
urgency of readiness. Lemov stated “The idea, of course, is that you want everybody to pay
attention and develop a system that ensures that all students think it’s possible that they are about
to be called on, regardless of whether they have raised their hand, and therefore think they must
therefore prepare to answer.” I love it, off course no one would like to be called on if they don’t
know the answer, but cold call will help develop in this student the desire to study and to be
prepare at all time.
PPR Standards, on standard III stated, “The teacher promotes student learning by
providing responsive instruction that makes use of effective communication techniques,
instructional strategies that actively engage students in the learning process, and timely, highquality feedback.” As stated here on standard III, student and teacher are engage in learning.
Chapter 4 focus is surrounded by PPR standard III. Definitely there is no better way for student
to learn than to be engage in the classroom activity.
Chapter 5
Creating a Strong Classroom Culture
Chapter 5 Summary and classroom uses
This chapter focus on building classroom culture; where student and teacher
work together to give their very best. This chapter reinforces good behavior, model
strong character and a great sense of responsibility. Chapter five will walk you

through the five principles of classroom culture, with various techniques that work
hand in hand with chapter five objectives.

Response and Educators Review
The word culture means diversities, in other words it’s something that implies that they
are a mixture of something. Lemov in chapter 5 focusses in creating a strong classroom culture.
Lemov stated, “Building a classroom culture that sustains and drives excellence requires
mastering skills in five aspects of your relationships with students.” Great! In order to maintain a
great classroom environment Lemov highly point our five aspects of a teacher relationship with
student that should be reinforced; which are, “Disciple, management, Control, influence, and
engagement” these five aspects are all designed to for the best benefit of the students. Also,
Lemov introduced various techniques goes along with these steps. They are five techniques that
are mentioned in this chapter. However, “Slant” Technique is a technique that captures my
attention. Slant technique help misbehaving student too sit up right, and enthusiastically
listening. Lemov stated, “No matter how great the lesson, if student aren’t alert, sitting up, and
actively listening, teaching them is like pouring water into a leak bucket.” As stated in the
example above, if student don’t know how to follow classroom routines and good behaviors,
student will not know how to behave in emergency situations. For example, during fire drills, or
any other sort of emergent action. Lemov stated, “Everyone knows the routine for finding the
right bus at the end of the day, but they rarely think about how to teach the behaviors and skills
that helps students concentrate, focus, and learn.” It is so important for student to learn how to
know how to pay attention. In order for students to have to exercise good behavior they are five
acronyms that stands out for SLANT, which are: “Sit Up, Listen, Ask and answer questions, Nod
your head, and track the speaker.” These techniques are reminders for students to be attentive and
ready learners by using the term SLANT; when using this word student already know what to do.

Lemove stated, “Since slant is such a critical part of high-performing classroom, you may want
to develop nonverbal signal that allow you to reinforce and correct SLANTing without
interrupting what you are otherwise doing…” SLANT it’s a great technique but how about
practicing a technique that as stated in the example above where teachers can just do a sign and
student know exactly what to do. For example, Lemov recommended the cross folding hands in
front of you, which is a reminder for student to sit-up straight.
PPR educational standard also agree with this process of reinforcing good classroom
management and good behavior. PPR-Standard II stated, “The teacher creates a classroom
environment of respect and rapport that fosters a positive climate for learning, equity, and
excellence.” As stated here in this Standard, the technique Slant is definitely promoting a positive
environment in which student and teacher will be open to learn under a great and positive
classroom management routine.

Chapter 6:
Setting and Maintaining High Behavioral Expectations
Chapter 6 Summary and classroom uses
High behavioral expectations are a key point to successful academic achievement.
Students at some point struggle in maintaining a good behavior during class activities. It is so
important for teachers to set rules and routines that will enable student to maintain a good
behavior. This chapter focusses on academic expectations and make classroom learning
environment intentional in order to bring order and respect other students right to learn. Chapter
six offers some techniques for teachers to be implemented in their classroom setting in order to
establish high behavioral expectations.

Response and Educators Review
They are seven techniques that Doug Lemov suggested to educators in order to create
and maintain high behavioral expectations. However, I will talk about technique “100 Percent”.
This technique is very unique. When talking about 100% the first thing that comes to one’s mind,
is giving our all to something. Lemove stated, “The more seriously you take compliance, the
more you should reflect on the justness and discretion of your commands.” It is important that
teachers be clear and concise when giving instructions. If teachers fail to do so, the student may
think of the possibility of getting away with certain misbehaving act. For example, a teacher may
say to student 1. Please put your drink away, it is not lunch time. If student 1 does not follow this
instruction and if the teacher does not make her command respected. This teacher will encounter
with a classroom of non-behavioral students with no sense of following directions. Furthermore
Lemov stated, “Your goal is to get 100 percent compliance so you can teach you want your
intervention to be fast and invisible.” The transition of reinforcing good behavior should be done
in a very smooth way. Students should know what to expect from the teacher at various time
settings. There is a time for everything. Therefore, as the teacher stand up in the classroom to
deliver a class student should be able to sit quietly with an open eye and mind to receive the
lesson. Also teacher should implement the nonverbal intervention; Lemov stated, “Gesture to or
eye contact with off-task students while doing something else …” By doing this the student that
is off tack will get his/her act together.
The educational PPR standard EC-GRADE 12, supported technique “100 Percent” as
follow. PPR Standard IV stated, “The teacher fulfills professional roles and responsibilities and
adhere to legal and ethical requirements of the profession.” For an educator to become

successful, they are rules and regulations “Professional roles” that the instructor may follow in
order to become successful through his/her career.

Chapter 7
Building Character and Trust
Chapter 7 Summary and classroom uses
Students should be able to trust their teachers. Teacher should be able to gain that trust.
More than teaching, as a future educator I will say we are building up character; this character
and trust may be the beginning of a bright future for these student. Teacher and student should
build up a effective communication within one another. Student should feel that trust to come to
their teacher on a one to one conversation and discuss whatever issues they may be facing at that
present time that may hinders their academic growth. Teachers should be open minded to listen
and support their student at any given time.
Response and Educators Review
Doug Lemov highly promote some steps for educators to become their students must
trusted person. Lemov stated, “Psychological studies repeatedly show that people are far more
likely to be spurred to action by a vision of a positive outcome than they to avoid negative one.”
It is important to use positive framing when building character and trust. “Positive Framing” is
my most favorite technique. This technique focusses in not just only be the student teacher but
instead correct student’s behavior in a constructive way. Lemov stated, “Doing the former is
teaching kids (“disciplining” them in the sense of teaching them the right way to do things) in an

optimistic, upbeat, confident manner.” This technique reinforce the importance of effective
communication with emphasis of building up student character. The educational PPR standard
EC-GRADE 12 also reinforce the importance of effective communication as stated in standard
II, it states as follow “ The teacher creates a classroom environment of respect and rapport that
faster a positive climate for learning, equity, and excellence.” As stated in the above standard. If
teachers established a great educational environment, student will gain the trust and support the
needed to develop themselves to become the person that God created them to be.

Blog part III

Hold out for all the way (Chapter 1)
Right answers, Right time (Chapter 1)
4 MS (Chapter 2)

Hold out for all the way
Chapter 1 talks about the great importance of praising students for their
effort but not confusing effort with mastery. Students tend to don’t give complete
answers to questions. Dough Lemov in his book Teach Like a Champion stated,
“When you ask for a definition of a noun and get person, place, or thing, don’t do
students the disservice of overlooking the fact that the answer is incomplete…” As
stated, student should be rewarded according to their knowledge of a topic.
Teachers should not allowed or reward a student for halfway answers. Also Dough
Lemov advice teachers to use wording or phrase that will help students to complete
their respond. For example, one way of helping a student to redirect his/her thought
is by saying words such as: I like what you have done, can you get us the rest of the
way? Another approach could be, Great job! But you missing the last piece; by
doing this, the student will feel supported and will be motivated to give his all in
answering the question.

Right Answers, Right Time
In every class there will always be one or two smarty kids, who is not shy or
ashamed to show off themselves. These students tend to want to be on top of the
class, and when teacher ask a question they are the first in wanting to give the
answer. This situation has its good and bad. The good is that these students are
able to handle class materials from a hire grade level and they are pretty clever.
The bad part of it is that unintentionally they shot down the other students making
them feel of not feeling themselves clever or smart enough to answer challenging
questions that at some point put their academic skills in questions. Dough Lemov in
chapter one, provide some tools on redirecting these students to follow the steps to
solve a problem. He stated, “When you are teaching the series of steps needed to
solve a problem and a student you call on to provide step 3 gives the whole answer,
you have a problem.” Doug Lemov suggested that the teacher should reinforce that
student follows the steps to answer the question rather than to jump straight to the
answer. Right answers technique reinforce the importance of following step solving
problems for the benefit of all students.

4 MS technique
Discipline and classroom management is very important when having clear
expectations in a classroom setting. 4 MS technique focusses on the importance in
bringing focus and objectives clear in the classroom when giving a lesson. In other
words what do I want my student to learn? That should be the instructor main
purpose in delivering a lesson. As follow I will break down the real concept of the

Manageable: Dough Lemov suggested for teachers to have a time frame
management for delivering a lesson objective. He stated, “Setting the goal
that students will learn to make strong character inferences in a single hour’s
practice is patently unrealistic… it requires week to establish a firm basic
Measurable: Teachers should make sure that all students master the topic
before proceed to the other step. Doug Lemov stated, “The best teachers
take this opportunity to the next logical step: they measure every lesson with
an exit ticket.” In other words, teachers may use a short set questions that
students must complete before moving to another topic.
Made First: The objective comes first. Dough Lemov stated, “An effective
objective should be designed to guide the activity…” If teacher begins with
the end in mind the lesson will be thought with a clear objective of the
activity given.

Most Important: Doug Lemov stated, “ An effective objective should focus
on what’s most important on the path to college and nothing else.” As stated
here, it is very important to focus on one objective at a time.

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