What Doug Lemov Says About Getting to Know Your Students to Increase Engagement

In Teach Like a Champion 3.0, Doug Lemov emphasizes that getting to know your students is essential for effective teaching. He argues that building strong, positive relationships with students isn't just "nice"—it's a core part of strong classroom culture and academic success.

Specifically, Lemov says that when teachers know students well, they can:

• Build trust and a positive classroom environment, which makes students more willing to take academic risks.
  
  

• Tailor their instruction and support more effectively, because they understand students’ backgrounds, interests, and needs.
  
  

• Address behavior issues more successfully, since strong relationships make students more likely to respond to redirection and guidance.
  
  

• Foster a sense of belonging, helping students feel seen, valued, and respected.
  
  

He also points out that small, consistent efforts—like greeting students at the door, learning about their hobbies, celebrating successes, and showing genuine interest in their lives—make a big difference over time.

Lemov frames relationship-building as proactive classroom management and an academic tool, not just a "soft skill."

“Relationships are a tool for learning.”
Lemov stresses that strong relationships aren’t just emotional or social; they directly impact students' willingness and ability to learn.

“The teacher who knows students deeply can better motivate, support, and challenge them.”
He ties knowing students personally to higher expectations and better academic outcomes.

“Students are more willing to work hard for someone they believe cares about them.”
Lemov emphasizes the link between teacher investment and student effort.

Example script that shows how a teacher could apply Doug Lemov’s ideas about relationship-building during a simple classroom interaction:

Setting:

A teacher is greeting students at the door as they enter after lunch.

Teacher (smiling warmly as Jamal approaches):
"Hey Jamal, how’s your soccer season going? Did you have that big game this weekend?"

Jamal (grinning):
"Yeah! We won 3–1!"

Teacher (nodding enthusiastically):
"That's awesome. Sounds like all that practice is paying off. Let’s bring some of that hustle into class today, too, okay?"

(Jamal beams and walks into the room.)

What's happening here based on Lemov’s strategies:

• Personal Connection: The teacher remembers something specific about Jamal’s life, showing genuine interest.
  
  

• Positive Framing: The teacher celebrates Jamal’s success and connects it positively to classroom expectations ("bring that hustle into class").
  
  

• Warm/Strict: There's a tone of warmth and care, but also a reminder of high standards.
  
  

• Moment of Genuine Connection: It's quick (takes seconds), but it plants a seed for stronger ongoing trust.