Below is a "quick guide" to the taxonomy of 49 traits outlined by Lemov.
Setting High Expectations
1. No opt out: students cannot ‘opt out’ if they don’t have a response
2. Right is Right: demand that at student answer the correct question, correctly
3. Stretch It: when a correct answer is given, reward right answers with questions that extend knowledge and test for reliability.
4. Format Matters: require complete, grammatically correct sentences
5. Without Apology: never apologize for content, never ‘dumb down’
Planning that Assures Academic Achievement
6. Begin with the End: emphasize objectives--what do you want students to know by the end of the lesson, the day, the week, the month, the year.
7. 4 MS:
Manageable-objectives are the scope and size of the lesson.
Measurable-objectives should be measured, preferrably by class' end.
Made First-design objectives to guide objectives, not activities guiding objectives.
Most important-focus on what's most important on the path to college.
8. Post It: objectives should be daily in the same location (what the student will learn, how they will demonstrate that learning.
9. Shortest Path: Occam’s Razor—All other things being equal, the simplest explanation or strategy is best.
10. Double Plan: plan what students will do & plan what you will do.
11. Draw the Map: control the physical environment & plan how students will interact
Structuring and Delivering Lessons
12. The Hook: a short introductory moment that captures what’s interesting and engaging about the material.
13. Name the Steps: break everything down into manageable steps, name the steps, make it memorable, & have students narrate the steps.
14. Board=Paper: what’s on the board is on the student’s paper
15. Circulate: move around, move from the front of the room, have access to all parts of the room, talk with students systematically, and face the class.
16. Break it Down: make everything small by providing an example, context, a rule, a missing step. Occasionally roll back and eliminate false choices.
17. Ratio: Push more and more of the cognitive work out to students as soon as they are ready, with the understanding that the cognitive work must be on-task, focused, and productive.
18. Check for Understanding: use data and casual evidence to inform what you do next.
19. At Bats: lessons should include as many repetitions as possible.
20. Exit Ticket:Use a single question or short sequence of problems at the close of class to check for understanding.
21. Take a Stand: Push students to actively engage in the ideas around them by making judgments about the answers their peers provide.
Engage Students In Your Lessons
22. Cold Call: call on students regardless of whether or not they have raised their hands.
23. Call & Response: use choral response, answering in unison to build a culture of positive engagement.
24. Pepper: Use fast paced, group-orientated activities to review familiar information and foundational skills.
25. Wait Time: Delay a few strategic seconds after you finish asking a question and before you ask a student to begin to answer it.
26. Everybody Writes: Set students up for rigorous engagement by giving them the opportunity to reflect first in writing before discussing.
27. Vegas: A moment during class when you might observe some production values: music, lights, rhythm, dancing.
Create a Strong Classroom Culture
28. Entry Routine: Make a habit out of what’s efficient, productive, and scholarly after the greeting and as students take their seats and class begins.
29. Do Now: A short activity written on the board or on desks before students enter that clearly states what to work on and eliminates excuses leading to distractions.
30. Tight Transitions: Quick or routine movement from place to place or activity to activity that students can execute without extensive narration by the teacher.
31. Binder Control: Care enough about and the importance of what you teach to build a system for the storage, organization and recall of what students have learned.
32. Slant: Key behaviors that maximize students’ ability to pay attention: Sit up; Listen; Ask & answer questions; Nod your head; Track the speaker.
33. On Your Mark: Show students how to prepare for a lesson to begin and expect them to do so every day.
34. Seat Signals: Develop a set of signals for common needs, especially those that require or allow students to get out of their seats.
35. Props: Public praise for students who demonstrate excellence or exemplify virtues.
Setting & Maintaining High Behavioral Expectations
36. 100 percent: There’s one acceptable percentage of students following a direction: 100%. Less and your authority is subject to interpretation, situation, and motivation.
37. What to Do: Give directions to students in a way that provides clear and useful guidance – enough to allow any student who wanted to do as asked to do so easily.
38. Strong Voice: Establish control, command and benign authority that make the use of excessive consequences unnecessary.
39. Do It Again: Doing it again and doing it right or better or perfect is often the best consequence.
40. Sweat the Details: To reach the highest standards, you must create the perception of order.
41. Threshold: When students cross the threshold into the classroom, you must remind them of the expectations: establish rapport, set the tone, and reinforce the first steps in a routine that makes excellence habitual.
42. No Warnings: Use minor interventions and small consequences administered fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning student respect.
Building Character And Trust
43. Positive Framing: Make corrections consistently and positively. Narrate the world you want your students to see even while you are relentlessly improving it.
44. Precise Praise: Use positive reinforcement as a powerful classroom tool
45. Warm/Strict: At exactly the same time, be both warm (caring, funny, concerned, nurturing) and strict (by the book, relentless, and sometimes inflexible).
46. The J-Factor: Find and promote the joy of learning to achieve a happy and high-achieving classroom.
47. Emotional Constancy: Model the modulation of emotions (no explosions) and tie emotions to student achievement not the emotions of students you teach.
48. Explain Everything: Make expectations clear, rational and logical; remind students why they do what they do and ground the explanation in the mission: getting to college (future success).
49. Normalize Error: Getting it wrong and then getting it right is the fundamental process of schooling; respond to both parts of the sequence as if they were totally and completely normal.