Teach Like a Champion, the best-selling guide to effective teaching by Doug Lemov, has sold millions of copies. But a growing group of critics charge that Lemov’s approach is racist and embodies “carceral” pedagogy. And because we have a thing about education history, we go all the way back to 1895 to explore another controversial teacher training model: The Hampton Institute, founded at the end of the Civil War with the express purpose of maintaining racial hierarchy. Special guests: Ilana Horn, Joe Truss and Layla Treuhaft-Ali. Complete transcript available here. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon or donate on PayPal.
Teach Like a Champion’s pedagogical model is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy…
By Layla Treuhaft-Ali
As an aspiring teacher and a history major, I’ve become fascinated by teacher education, past and present. Which is why I decided to embark on a close reading of Doug Lemov’s Teach Like A Champion. The book, and its teaching techniques, looms large for any teacher who works in an urban school. Not only has the TLC model of teaching become a fixture of most *high-performing* charter school networks, but it is increasingly making its way into urban school districts as well. And that’s just the start. Teach Like a Champion’s approach also underlies broad efforts to transform the way teachers are educated, forming the *backbone of instruction* at an expanding number of charter-school-owned teacher education centers like Relay Graduate School of Education and Match’s Sposato School of Education.
As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy.
Teach Like A Champion advertises 49 discrete techniques that teachers can master to raise student achievement and help increase their students’ college readiness, with a strong emphasis on classroom culture and shaping student behavior, down to the most minute actions. As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy. Like Teach Like a Champion, this initiative was implemented largely through teacher education and funded and directed entirely by wealthy white businessmen and industrial philanthropists. Continue reading →
Ken Zeichner takes us inside the teacher prep war echo chamber
EduShyster: You introduced me to one of my favorite new concepts—*knowledge ventriloquism.* The release of the National Council on Teacher Quality *review* of the nation’s teacher prep programs seems like an appropriate time to share this concept with the world. So what is *knowledge ventriloquism*? Break it down for us.
Ken Zeichner: It’s a particularly useful concept these days. Basically what you have is an echo chamber effect where think tanks and other advocacy groups just keep repeating each other’s claims until they are thought to be true. There’s a research component too, except that the research isn’t independent. In fact, you can usually predict what the findings are going to be be based on who is doing the research. Cherry picking is another essential component of *knowledge ventriloquism.* Advocates of a particular position or program will selectively choose certain findings and ignore others. The problem is that by the time any of this reaches the mainstream media and the headlines, any nuance or complexity is lost. Continue reading →
A former KIPP teacher in New Orleans finds her voice
I was never much of a champion, to be honest. KIPP defines a successful teacher as someone who keeps children quiet, teaches children how to answer each question on a test composed of arbitrary questions, and then produces high scores on this test. Mind you, I was teaching Pre-K and then kindergarten at a KIPP school in New Orleans—and these were still the metrics by which I was being evaluated. Since my definition of a successful early childhood classroom looked very different from silence and test prep, I had to figure out how to survive. I lasted three years. Continue reading →
Did you miss the last application deadline for Teach for America? Fret not, young reader—you still have three more weeks before the next and final deadline to join the 2014 corps.
By Jay Saper, TFA reject
1. Teach for America saves taxpayers a fortune. Let’s face it: ending poverty in this country would cost a fortune. That’s why instead of focusing on what we don’t have—say, a place to sleep for all of our children—TFA aims its laser of excellence on what we have plenty of: lazy teachers who confess to only working half-time and should be displaced. Think about it. The federal government would have to spend untold billions to deal seriously with poverty and its ills. Instead, taxpayers are only on the hook for the hundreds of millions that TFA gets to remind us that poverty is merely an excuse. Continue reading →