Teacher talk. I was delighted to find
some of my homegrown talk techniques
in the book: responding to student
behavior in a constructive and positive
way (Technique 43); insisting that
students answer questions thoroughly
(Technique 1); and pushing for student
talk that requires students to listen to
one another and think critically (
Technique 3). We don’t recognize enough
the power of register, tone, and discourse in the classroom, particularly
when questioning students. And yet
this may be the essential teacher skill.
Lemov’s microscopic attention to detail
pays off here.
Respectful discipline. One might
be concerned that the top-down
classroom style Lemov endorses is
demeaning, but this is not inherently
the case. Kids are treated with strong
doses of caring and consistency. Much
of what Lemov suggests, such as
explaining everything (Technique 48);
using precise praise (Technique 44);
and normalizing error (Technique 49)
is backed up by the research of Carol
Dweck (2007) and Ed Deci (1996),
two of my heroes. These psychologists
emphasize effort, positive mind-set,
and the importance of building stu-
dents’ sense of competence.
Dina Strasser teaches 7th grade English
at Roth Middle School in Henrietta,
New York. She blogs at http://theline
for Today’s Schools.
The Doctor of Education in Educational Leadership,
Administration, and Policy (Ed.D.) program at
Attend an information meeting. RSVP at gsep.pepperdine.edu or call (866) 503-5467
to schedule a consultation with your program admissions manager, Michelle Awadalla.
WEST LoS AngELES • onLInE
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