In the Sunday magazine section of The New York Times today, there was an article by Elizabeth Green called “Can Good Teaching be Learned” and unsurprisingly her conclusion, or more accurately the conclusion of Doug Lemov, is yes. Lemov spent years watching and filming teachers and discovered 49 specific, simple techniques that result in getting kids to pay attention to the teacher, AND do what they are told.
“So there is Warm/Strict, technique No. 45, in which a correction comes with a smile and an explanation for its cause — “Sweetheart, we don’t do that in this classroom because it keeps us from making the most of our learning time.” The J-Factor, No. 46, is a list of ways to inject a classroom with joy, from giving students nicknames to handing out vocabulary words in sealed envelopes to build suspense. In Cold Call, No. 22, stolen from Harvard Business School, which Lemov attended, the students don’t raise their hands — the teacher picks the one who will answer the question. Lemov’s favorite variety has the teacher ask the question first, and then say the student’s name, forcing every single student to do the work of figuring out an answer.”
The title of Lemov’s upcoming book is Teach Like a Champion: The 49 Techniques That Put Students on the Path to College) Like most of these sorts of stories, the “solution” to the problem is really simple, and is usually the result of a simple rethinking of the problem. Lemov did something that I advocate in my book Rethink, which is to get your head into the mind of who you are talking to (whether you are selling them something or teaching them, the same principle applies), understand what they want and value and be direct with them about what you want them to do. It worked wonders. I also expect that a lot of corporations will also benefit from applying some of the 49 techniques to they lead training classes.
But Green’s article glossed over something that I think is the other half of the education and training. The first half is getting the kids focused and doing what you want them to do – the other half is defining what it is you want them to learn (beyond the basic reading, writing, math skills). That strikes me as a tough nut to crack. What is the real outcome we want for these kids? We want them to grow up to be productive contributors to our society and that includes things like social skills, musical knowledge, knowledge of history, geography, and lots of other disciplines, some of which show up in standardized tests. Is the goal to prepare these kids for college (as the subtitle of Lemov’s book suggests) which is largely decided by a math and verbal test on the SAT? Is the goal to teach kids how to memorize things or is it to really switch on their brains so they can really decide what they get (and give) out of life, be it a lot of money, or a lot of free time, or solving some hard problem, or having a big family, or something else? I would be interested to hear what Lemov thinks about that and whether he thinks the outcome of education also needs some rethinking.
-Ric
For those of us old enough to remember Garanimals, they were fun and funny ways to figure out which pants go with which shirts, for kids. The tiger tops went with the tiger bottoms, giraffes were in there as well, and I think rhinos. For kids who didn’t yet have a sense of fashion, it was a way to help them make decisions about what goes well together, though I suspect somewhere, the young Isaac Mizrahi’s and Tommy Hilfiger’s of the world were already radically mixing their Garanimals with their Toughskin jeans.
With Twitter and Facebook, people have to explicitly reach out to “follow” or “friend” a person in Twitter and Facebook, respectively. And with varying degrees, once you are a friend or a follower on those sites, you can see who else has been “approved” by the user as a friend or a follower. Google decided to skip that step for Buzz users, in part because they “could” in the sense that Buzz is connected to a person’s G-mail account and the G-mail account has the names and e-mail addresses of all of the people you contact on G-mail. So G-mail decided that for everyone who opted into Buzz, they would automatically connect users in the friend/follow sense with their most frequently contacted G-mail contacts. In a certain sense they did it because they could, the technology was there. It harkens back to the old British explorer George Mallory who was one of the first people to try to climb Mount Everest, and when asked why he was doing it, he replied “because it’s there.”