• Classroom management. Experience isn’t the only way to acquire classroom management skills; there are specific skills and techniques that can be taught and practiced to mastery. Behaviorists have contributed much of this research, but most of teacher education holds this body of work in disdain. The result is that teacher candidates are deprived of useful knowledge such as the clear principle that students need to hear a lot more praise than criticism if we are to maximize their engagement. Us eful guidance can also be gleaned from the practices of effective teachers, for example, the 49 techniques recently set down by Doug Lemov in Teach Like a Champion: 49 Techniques That Put Students on the Path to College, a book that serves as the antithesis of what most institutions espouse.
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