In this article, we will develop a framework for the classroom centered around the idea that each class is a team. This framework revolves around two general concepts: strong relationships and strategic routines. These might seem either obvious or overly general. But we shall see how essential both are if we want to foster a successful culture in the classroom.

A Good Apple: Cultivating Relational Safety

In his book The Culture Code, Daniel Coyle describes how organizations can create cultures that flourish based on studies of various teams such as the Navy SEALs, the San Antonio Spurs and the Brain Trust at Pixar, to name a few. Coyle structures his book around three skills essential to culture creation: build safety, share vulnerability, and establish purpose. Each of these skills address ways individuals connect to a shared culture, which can be expressed in several diagnostic questions.

When we are aiming to build safety, we can ask a few important questions. Does every individual feel safe to share?  Is there a bond of connection that everyone feels? Is there a sense of identity individuals sense by belonging to this group? Perhaps the most important of the three skills is creating relational connection.

In his chapter entitled, “The Good Apples,” Coyle describes how an experiment was run in Australia studying group dynamics. Planted inside a number of four-person groups was an individual who was intentionally supposed to sabotage the group. This person was a bad apple, attempting—and usually succeeding—in reducing the quality of each group’s performance. Yet, in one instance, a group involved an individual named Jonathan, who effectively checked the attempts of the bad apple. Jonathan—dubbed the good apple—exhibited subtle characteristics that made everyone in the group feel welcomed and valued. Every gesture and statement made by Jonathan enabled the group to feel a connection with the others in the group.

Coyle lists a number of patterns that Jonathan—and other connectors like him—practiced that cause this feeling of safety and connection. He notes “close physical proximity, often in circles” as well as “profuse amounts of eye contact.” There are “lots of short, energetic exchanges (no long speeches)” along with “lots of questions” and “humor, laughter” (Coyle 8). These patterns make a group “sticky.” Members of these groups come to feel a sense of belonging through many reinforcing patterns and practices. While it can be difficult to manufacture such cultures, we can note these patterns and implement them strategically. For instance, when I want to initiate a project, I will call a class to huddle up. American football has made this such a recognizable practice, that my student immediately circle up in a hunched over position. I can give simple pointed instructions and generate excitement, connection and buy in by this “close physical proximity, often in circles” pattern. “Okay, guys, we need to put away all the chairs from assembly. What’s our strategy?” In the huddle, I let them share their ideas and then we get down to work. Moments like this create a culture of belonging and connection. Find simple ways to incorporate patterns like this into your day.

Later in the same chapter, Coyle dives into the work of Pentland to break down five factors of optimal team performance. Like the list of patterns above, these can be implemented to cultivate a sense of teamwork and build culture. Coyle writes:

“1. Everyone in the group talks and listens in roughly equal measure, keeping contributions short.

2. Members maintain high levels of eye contact, and their conversations and gestures are energetic.

3. Members communicate directly with one another, not just with the team leader.

4. Members carry on back-channel or side conversations within the team.

5. Members periodically break, go exploring outside the team, and bring information back to share with the others.”

Daniel Coyle, The Culture Code (Random House, 2018), 14-15.

Notice how much culture is built around quick moments of conversation. As teachers, we are often inclined to stop side conversations. These can be distracting and show a lack of attention towards the subject at hand. Yet, when our goal is building culture, we actually want a good amount of intra-group dialogue to occur. What this means is that we ought to train our students to shift between focused attention and then side-to-side group engagement. Coach students in topic-driven discussion. Provide feedback on roundtable debates and dialogue. This entails that our classrooms are not dominated by mono-directional instruction, such as lectures. Instead, we must become effective at practices like dialogue, debate and discussion.

Another feature of these factors is what we could call distributed leadership. Sure, as teachers we are the leaders of the classroom, often giving orders and instructions and always guiding the class throughout their learning. However, there are ways we can empower students to become champions of the culture we are building. This can occur by training them in how to lead discussions. We can give them rules for effective debate and argumentation. Break down the big group into platoons of teams, assigning different groupings and team leaders each time. These moments of empowerment get the students invested in the creation of a culture that has the stamp of their personalities. While it might feel like this detracts from the teacher’s leadership and authority, when done correctly, the teacher actually accumulates more leadership capital through guiding, coaching and correcting these young, emerging leaders.

The concept of “go exploring” can also feel risky. But notice how that is likewise a major contributor to empowerment and buy-in. The teacher as leader gives clear instructions as to what ought to be explored and what information would be worth sharing. This can be done in the classroom by having students scan back through the chapter for identify beautiful word choices of an author. Students can be assigned the task of coming up with discussion questions for the next chapter. Young students love exploring and finding specimens in nature study. They come back to the teacher and the group with a joyful, “Look what I found!”

I highly recommend reading through all of Coyle’s book whether you are a teacher or administrator. Learning the tools to guide and shape culture enable you to have intentionality in what is built but also a “stickiness” that makes your culture hard to resist. My thesis here as I interacted with Coyle’s first chapter is that we as leaders in our classrooms and schools can be the “good apples” promoting the safety and connection that makes culture possible.

A Champion Culture: Principles and Practices

Here at Educational Renaissance, we really like Doug Lemov’s Teach Like a Champion. Now that he has come out with a new edition, we need to navigate a world where there are great qualities that are the domain of his 2.0 edition as well as new insights published in his 3.0 version. One of the greatest frameworks he provided in the 2.0 version was a write-up of “Five Principles of Classroom Culture”: Discipline, Management, Control, Influence, and Engagement (342-347). Here we’ll walk through a few of these principles and spell out some key practices to implement to build a thriving culture.

Lemov is spot on when it comes to a description of discipline. I am reminded of the classical sense that Latin root discipulina means instruction (much as the Greek word for disciple, μαθητής, means “learner” or “pupil”). Discipline is not about punishment, but about inculcating what Lemov calls “self-discipline.” Charlotte Mason connect this idea to habit training. “There is no habit or power so useful to man or woman as that of personal initiative,” Mason claims (Home Education 192). True freedom comes when we are able to hold ourselves accountable to what we know to be true, good and just.

The second principle Lemov elucidates is management. Unlike what many might expect, he does not promote a system of rewards and punishments. Instead, he equates management to relationship building. He writes:

“To truly succeed, you must be able to control students—that is, get them to do things regardless of consequence, and inspire and engage them in positive work. You also are building relationships with students that are nontransactional; they don’t involve rewards or consequences, and they demonstrate that you care enough to know your students as individuals.”

Doug Lemov, Teach Like a Champion 2.0 (Jossey-Bass, 2015), 344.

This really is Leadership 101. If your class is going to have a healthy culture, there must be a strong relational connection between student and teacher. This relationship serves as a bridge that must hold the weight of coaching, training, instructing and counseling.

Third is control, with Lemov describes as “your capacity to cause someone to choose to do what you ask, regardless of consequences.” Notice how this overlaps with management. There must be a safe and connected group dynamic such as Coyle describes where the teacher can call students up firmly and confidently. This comes from what Lemov expresses as “faith in students’ ability to meet expectation” (Lemov 345). We are not lowering expectations to make it “easy” on the students. Instead, the teacher supports students to reach high and offers support to get there.

The relationship building inherent in management and control leads to the fourth principle, influence. “Influence gets them to want to internalize the things you suggest” (Lemov 346). The control principle is all about the teacher believing in a student’s potential to reach high. Influence now gets the student to believe in herself. This comes through celebrating victories, reflecting on challenges overcome, and setting new goals to reach even higher.

Finally, the principle of engagement centers on compelling lessons. We must be careful here to avoid mere entertainment. A teacher might be gifted in sparking laughter or eloquently delivering lectures. But if the material itself is not appreciated for its intrinsic value, the whole culture can crumble. Exciting lessons are often associated with challenge and complexity. It is fascinating to see how children enjoy trying to solve interesting problems. Reading great books, writing effortfully, and calculating complex problems can be a pathway to flow for students. Engaging students in meaningful work is how to build a culture of excellence.

This philosophical introduction to the late chapters of Teach Like a Champion 2.0 lead to numerous techniques that help build classroom culture. Here I will highlight a few that can maximize your leadership as a teacher. We begin with “Strategic investment” combined with “Do it again.” In both of these you lead rehearsals of the routines, procedures and practices of the classroom. Here you can show exactly how things get done in the classroom, and then repeat the practice until it meets expectations. Consider how this framework leads to organized desks, clear routes for classroom traffic, homework steno checks, hand-raising, or rules for proper discussion.

You as a teacher project something of your personality and authority into the classroom. These next techniques leverage that presence you have in the classroom. From “Be seen looking” to “Firm calm finesse” and “Strong voice,” you convey to the classroom that you are in control of the environment—creating a safe and connected culture—through your ability to notice when students are doing what is expected and calling them up when they fall below standards. Being at peace in the presence of your students lets them know that you are both happy to be with them, but also not ruffled when things get a little out of control. You can bring them back with your strong voice. Now this is not yelling or raising your voice. Instead, you are clear, pointed, and confident in what you have to say.

The words we use make such an impact on the culture we are building. The techniques “Precise praise” and “Joy factor” go a long way towards building up a culture of excellence. With both of these techniques, we avoid phrases such as “good job” or “well done,” instead preferring to specify exactly what was praiseworthy. “Great job raising hands to share your thoughts, class.” “I really appreciated how you supported your claim with evidence.” By being precise, you clearly identify actions that are praiseworthy. This removes mere affirmation of the individual while demonstrating your watchfulness for the excellent standards that are central to your culture. Hard work and new understandings ought to be celebrated, not as a reward but as the natural consequence of the joy intrinsic is such things. Make these moments tangible for your students and provide a framework for taking satisfaction in their work.

As the leader in the classroom, you become the champion of the excellence that will mark your culture. We can be the good apples that create the safe and connected culture where students can thrive. By applying the principles and techniques outlined here, you can create a classroom culture that is a delight.

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Most educators agree that pursuing knowledge is a primary goal of education. But views diverge soon after, specifically when questions about the purpose of knowledge emerge as well as what fields of knowledge to pursue. 

As I have begun working on my first book about the craft of teaching, this question has become of unique interest to me. In particular, as I have been reading Doug Lemov’s Teach Like a Champion 3.0, I have been struck by Lemov’s contagious passion for teaching, learning, and gaining knowledge. This got me thinking, “What drives Lemov? Does the same motivation drive me as a classical educator?”

In this blog, I will present three views on the purpose of knowledge and conclude with the beginnings of a synthesis. Thomas Aquinas, the thinker I have selected to represent the medieval-classical tradition, views knowledge accessed by the liberal arts as the pathway to knowing God, humanity’s greatest happiness. Charlotte Mason emphasizes the moral and psychological impact of knowledge, specifically as it equips the mind to encounter relations between all that we can learn. And Doug Lemov, author of the Teach Like a Champion series focuses on knowledge as the pathway to raising independent students for future opportunities in college and career.

Let us now take a look at each one of these thinkers more closely. 

Thomas Aquinas: Knowledge for Happiness in God 

As a theologian, Thomas conceives of reality through a God-centered lens. Therefore, according to “the angelic doctor,” the pursuit of knowledge is nothing less than the perfection of humanity, which is happiness found in God. 

Thomas writes,

Now, the ultimate end of man, and of every intellectual substance, is called felicity or happiness, because this is what every intellectual substance desires as an ultimate end, and for its own sake alone. Therefore, the ultimate happiness and felicity of every intellectual substance is to know God.

Summa contra Gentiles, Book III, c. 25

Here we see Thomas integrating Aristotelelian metaphysics with his theology to argue that knowledge finds its ultimate purpose in and through knowing God.

How is this knowledge created and justified? From a classical perspective, the answer is the same way all things are made– the arts. Whether one is a carpenter, architect, or painter, she is using a particular art, or skill, to make a new creation. The same is the case for knowledge. Knowledge is fashioned through the arts, namely, the liberal arts.

These liberal arts offer “a particular canon of seven studies that provided the essential tools for all subsequent learning” (Kevin Clark and Ravi Jain, The Liberal Arts Tradition, 2nd ed., 2019, p. 6). The Trivium arts pertain to knowledge about language and the Quadrivium arts pertain to knowledge about number. Together, these arts constitute the seeds and tools of learning.

In summary, knowledge finds its ultimate purpose in knowing God and it is created through the liberal arts, the well-worn paths of learning. By following these paths, students can independently create a vast array of knowledge. 

Practically speaking, students learn the arts of language when they are taught reading, hermeneutics, debate, persuasive speech and writing. And they learn the arts of math when they are taught counting, calculation, measuring, empirical discovery, and theoretical proof (Clark and Jain, 7). These arts are, simply put, the skills students need to make sense of the world and cultivate understanding. As the arts are mastered and knowledge is gained, wisdom is the result.

The importance of this final point cannot be missed. Clark and Jain write,

The goal of education is not simply knowledge for knowledge’s sake, however; the goal of true education is for our knowledge of God, man, and creation to come to full flower in wisdom and for this wisdom to help us better love and serve our neighbor.

Kevin Clark and Ravi Jain, The Liberal Arts Tradition, 2nd ed., 2019, p. 7

While Clark and Jain do not explicitly state happiness in God to be the purpose of knowledge as we saw in Thomas, we can observe a similar vision. We pursue knowledge because we believe this knowledge will lead us to God himself, our source of happiness. The result will be the formation of a wise, servant-hearted human person.

Charlotte Mason: Knowledge for the Flourishing Life 

Next we turn to Charlotte Mason, a British educator dedicated to educational reform at the turn of the 20th century. While Mason is a devoted Christian, her emphasis regarding the purpose of knowledge is less theological and more moral-psychological. Referencing contemporary neuroscience, she argues that knowledge is food for the mind and the key to a flourishing life.

In her sixth and final volume on education, she writes,

A great future lies before the nation which shall perceive that knowledge is the sole concern of education proper, as distinguished from training, and that knowledge is the necessary daily food of the mind.

Towards a Philosophy of Education, pg. 2

Here Mason emphasizes the distinction between vocational training and a liberal (arts) education, going on to argue that the more educators focus on human formation, “the better will he fulfill his own life and serve society” (3).

While Charlotte Mason completed the volume above in 1922, she had been developing her educational philosophy for decades. In 1904, she published School Education in which she offers a curricular program for children up to age 12. In this volume, she makes the connection we have already encountered between education and wisdom, writing “…for wisdom is the science of relations, and the thing we have to do for a young human being is to put him in touch, so far as we can, with all the relations proper to him” (School Education, 75). 

Here is a helpful clue to Mason’s view of knowledge and its purpose. It is primarily a relational endeavor in which children make contact physically, affectively, and intellectually with the world around them. She writes,

When we consider that the setting up of relations, moral and intellectual, is our chief concern in life, and that the function of education is to put the child in the way of relations proper to him, and to offer the inspiring idea which commonly initiates a relation, we perceive that a little incident like the above may be of more importance than the passing of an examination.

School Education, 78

To help understand Mason’s point about relations, imagine two children. One has been educated in the way she describes. He has encountered a rich array of knowledge since a young child. He knows about birds and plants, geography and history. He navigates life with a sense of vivaciousness, intrigue, and curiosity. The world is bright, colorful, and of utter fascination to him. Each day is a fresh opportunity to learn, explore, and make new connections.

Now compare this child with one whose education or upbringing has been stultified. The birds around him are unknown to him, both intellectually and relationally. He was never trained to take notice of the plants outside his house or to observe how they bud each spring. He has not been read the great stories found history and literature. As a result, the child’s ignorance breeds only more ignorance, and, ultimately, disinterest about the world around him.

The contrast between these caricatures is startling. What is the difference? Knowledge. Knowledge fuels the mind and animates the soul. Its purpose is to inspire a student to live a flourishing life. Knowledge and knowledge alone is the intrinsic motivation that will inject a person with meaning and purpose, according to Charlotte Mason. She writes, “The matter is important, because, of all the joyous motives of school life, the love of knowledge is the only abiding one; the only which determines the scale so to speak, upon which the person will hereafter live” (245-246).

Doug Lemov: Knowledge for Future Opportunity 

Lastly, we look at Doug Lemov, an educational leader in the public charter school movement. His experience has been primarily focused on inner-city schools that are under-resourced and statistically less successful in terms of graduation rates and college readiness than their suburban peers.

In his introduction to Teach Like a Champion 3.0, Doug Lemov writes,

…there are teachers who everyday without much fanfare take the students who others say “can’t”–can’t read great literature, can’t do algebra or calculus, can’t and don’t want to learn—and help, inspire, motivate, and even cajole them to become scholars who do.

Teach Like a Champion 3.0, xxxvi

Here we see a small window into Lemov’s drive for knowledge. It is oriented towards helping students overcome social and individual obstacles getting in the way of their learning in order to help them become scholars with future opportunities. His book is full of techniques to enable students to do the work of learning and, thereby, become independent knowledge seekers.

In the third edition of Teach Like a Champion, Chapter 1 provides five principles, or mental models, through which the subsequent teaching techniques can be contextualized. Each of these principles, often backed by research in learning science, are geared toward helping students become independent learners and preparing them to be successful throughout school, in college, and beyond.

For example, the first principle focuses on the distinction between building long-term memory and managing working memory. He writes,

A well-developed long-term memory is the solution to the limitations of working memory. If a skill, a concept, a piece of knowledge, or a body of knowledge is encoded in long-term memory, your brain can use it without degrading other functions that also rely on working memory.

Teach Like a Champion 3.0, p. 8

Lemov’s point here is not to pooh-pooh working memory, but to help readers understand that both are essential to the learning process. By keeping working memory free, teachers equip students to more fully connect to the world around them and integrate the knowledge they are learning.

I have mentioned one principle on which Lemov’s techniques hang for increasing student knowledge. The others are equally valuable and worth exploring at a later time. For now, I simply list them for the reader’s benefit:

1. Understanding human cognitive structure means building long-term memory and managing working memory.
2. Habits accelerate learning.
3. What students attend to is what they will learn about.
4. Motivation is social.
5. Teaching well is relationship building. 

Conclusion

Each of these figures offers an important aspect of the purpose of knowledge. Knowledge enables us to know God, our greatest happiness. Knowledge propels us to thrive in the world God created. And knowledge enables us to more fully connect with the world around us, becoming more engaged scholars for whatever opportunities God puts before us.

Each of these purposes can serve as drivers to learn in their own right. To conclude, I want the emphasize a common thread I observed in all three views: the importance of fully-integrated, inter-relational knowledge development. Whether it is the classical tradition’s emphasis on holistic wisdom, Charlotte Mason’s idea of the science of relations, or Doug Lemov’s emphasis on the power of long-term memory, it is clear that a unified knowledge base is key.

At a recent staff meeting, our colleague read aloud from Ephesians 4, “…one Lord, one faith, one baptism, one God and Father of all.” At the risk of sounding heretical, perhaps in our schools, we can add one more to the liturgy: one knowledge, granted from above, worth of our pursuit, and the source of our true in happiness when it is ends in Christ.

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