William Pomfret
National University
September 4, 2019
TEACH LIKE A CHAMPION 2.0 BOOK REVIEW p. 2
Abstract
Teach Like a Champion 2.0 is a textbook that was given to me during my new teacher
orientation for San Bernardino City Unified School District. It was written by Doug Lemov,
Joaquin Hernandez, and Jennifer Kim. Its purpose is to provide “practical guidance and hands-
techniques for students’ success in the classroom” (Lemov). Essentially the book is a how-to-
guide to building positive relationships in the classroom through strong classroom management
Book Review
Teach Like a Champion 2.0, written by Doug Lemov, Joaquin Hernandez, and Jennifer Kim.
Published in 2016/
This book was so well-written and easy to follow. Like most education textbooks, the teacher
jargon can get a little heavy and make the book hard to comprehend and tough to get through.
However, this book was written in a way that allows the reader to follow along and even
provides specific areas in the book for the reader to make notes and fill in boxes to provide
themselves with context after reading. It allows the reader to not only read the book but also to
interact with what they are reading. I would definitely recommend this book to anyone in the
TEACH LIKE A CHAMPION 2.0 BOOK REVIEW p. 4
teaching profession that wishes to improve their abilities and discover new strategies for teaching
students.
The idea I most enjoyed reading and learning about was the idea of tracking vs. watching
students complete their work. We all fall into the trap from time to time. We watch students
completing their work, and they are breezing along through the material. Everything seems to be
going well so you move on quickly to the next topic. However, when the test time comes, the
students are unsuccessful on the test, and we realize that even though they were breezing through
their assignments, they were doing the assignments incorrectly the entire time. This is where
tracking comes in. Students should not just be observed about whether or not they are working
and completing their assignments. They should also be observed based on their progress towards
the learning goals of the lesson. In addition to stating the need for this kind of tracking, the book
also provides ideas about how to accomplish this. One idea is tracking specific errors and
success points. This involves teachers planning ahead and understanding the key points for
success and the most common errors. The teacher can then walk around and track with a
purpose because he/she is looking for specific points in the students’ work rather than trying to
Is the book current in terms of education technology tools and instructional ideas?
This book is very current in terms of the current climate and culture of education. The strategies
collaborations and student conversations to further learning, which is a big emphasis across the
TEACH LIKE A CHAMPION 2.0 BOOK REVIEW p. 5
board in education at this time. The strategies included are in-tune with the modern-day student
and their individual needs as well as the needs of the group. There is lots of discussion about
differentiation and even how to work better with English learner students. Although the book
does not discuss technology much, specifically, the book contains a DVD that allows the reader
to watch and follow along in the book simultaneously, so that the book is interactive and visual.
These are key components to a technological lesson. So, although the book doesn’t spend much
time directly addressing the idea of technology lessons, it does encourage it through its own
formatting.
The best part about this book is that there is something in there for everyone. Younger, less
experienced teachers would find it most useful, but experienced teachers could come away with
many new strategies as well. This is a perfect book for anyone in the teaching profession that
has a desire to better their strengths and improve their weaknesses. Teachers can read this book
and come away with new strategies that can instantly be implemented in their classroom without
having to drastically alter their existing lesson plans or classroom rules. The strategies are
simple ideas that can easily be adapted to match the existing class structure.
I enjoyed the content being in book textbook and DVD format. However, some of the content
was only in DVD format and then left room for the teacher to make notes in the book based on
what was seen on the DVD. The issue I have with this is that it makes it much more difficult to
reference what was said in the content because you have to go pull up the DVD again and find
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the part you are looking for, which is much more difficult than skimming a chapter for the
passage you want. Additionally, in my own particular case, I can easily go to a room for some
quiet time, but it can be more difficult to access the DVD player due to my family using it. So
that content is either lost or cannot be accessed at the same time I am reading the accompanying
passage. So my suggestion would be to expand the book to include the information from the
DVD into the book more so that everything goes together, and it makes the DVD an optional
Artifact 3 relates directly to the ideas presented in the book, when the book discusses the joy
factor. The joy factor is “a technique that helps teachers bring more productive fun and
playfulness to their classroom” (Lemov 693). I have found that if students are enjoying their
work, they will work hard at it. That is why some students are expert video game players and
weak students in the classroom. It’s all in the perspective of fun and relatability. That is why it is
important to do things like the discussion questions, which allows the students to talk and
communicate freely without having to worry about getting the right answer, to infuse more fun
activities into the classroom. This leads into the next part of the book that covers this artifact,
which is the idea of habits of discussion. Habits of discussion are “discussions that occur
naturally through the deliberate actions of the teacher” (Lemov 431). The first time I introduced
class discussions, the students were quiet and less willing to communicate. After multiple
lessons of this nature, the students now talk freely and out of habit. This has improved student
engagement so much because students want to be able to participate in the conversation. They
don’t want to be the one that was not paying attention and has nothing to contribute. Lastly, the
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book discusses the idea of the batch process, which is “the art of managing a conversation while
not commenting frequently” (Lemov 453). This is what occurs during the discussion question
portion of the lesson. It allows students to speak freely. They get to bounce ideas off each other,
without teacher interference. This builds their comprehension and makes them think critically
about the topic of the day. It improves their engagement by inspiring them to try to think deeply
because the teacher won’t jump in and correct you if you’re wrong. You get to formulate ideas
and test them out rather than being told what to do or how to do it.
Conclusion
we are used to being in control. We stand in front of the room every day and provide the
instructions. We evaluate our students and assess them on their understanding. Sometimes that
assertiveness, confidence, and vibrato that we bring to the classroom gets in the way of our own
progress. We spend so much time analyzing student progress that we forget to focus on our own
progress. What are we doing to improve ourselves so that our students can improve along with
us? This book provided so much insight into how to improve ourselves. The best overall thing
about the book is that it points out flaws in your teaching repertoire that you did not even know
you had. This allows teachers to self-reflect and fix errors in teaching methods before they
manifest into bad habits. Overall, the book was well-written, helpful, and leaves its readers
excited to get into the classroom and try their new strategies. I would highly recommend this
References
Lemov, D., & Atkins, N. (2015). Teach like a champion 2.0 62 techniques that put students on