Doug Lemov’s Cold Calling Strategy from Teach Like a Champion, Explained

Cold calling is one of the teaching techniques described in Doug Lemov’s book Teach Like a Champion. In cold calling, the teacher calls on students to answer questions, even when they have not raised their hands. This guide explains what cold calling is, its benefits and challenges, and how teachers can use it fairly and safely in their own classrooms.

On this page 8 sections

What cold calling is

Teach Like a Champion offers strategies and techniques to help teachers become more effective in the classroom. Cold calling is one of them. Instead of waiting for volunteers, the teacher calls on any student to answer a question. Because every student may be called on, every student has a reason to stay ready.

Benefits of cold calling

• Keeps students engaged. When students know they may be called on at any time, they are more likely to pay attention and take part in the lesson.
• Builds thinking skills. Students learn to stay ready to answer. This helps them practice critical and analytical thinking.
• Levels the playing field. In many classes, a few students lead the discussion while others stay quiet. Cold calling gives every student an equal chance to share their thoughts and opinions.
• Checks understanding quickly. By calling on different students, the teacher can see which ideas the class understands and which need more explanation. The teacher can then adjust the lesson plan and teaching strategies.

Challenges of cold calling

• Anxiety. Some students feel uncomfortable being put on the spot. They may become nervous or stop participating.
• A negative classroom mood. If it is done poorly, cold calling can make students feel singled out or embarrassed.
• Unfair calling. Teachers may call on the same students again and again, or overlook some students without meaning to.

A fair, consistent system and a supportive classroom help prevent these problems.

How to use cold calling in your classroom

1. Set clear expectations. Tell students that you will call on them to answer questions, even if they do not volunteer. Show them how to prepare for this.
2. Create a safe space. Build a classroom where students feel comfortable joining in and making mistakes.
3. Use a system. A random name generator or a set of index cards with each student’s name helps make sure no one is overlooked or singled out.
4. Vary your questions. Use open-ended questions that need critical thinking and analysis. Use guiding questions to help students work through a problem step by step.
5. Give wait time. Pause after asking a question so students can think and gain confidence before they answer.

Things to keep in mind

• Use it with other strategies. Cold calling should not be the only way you engage and assess students. It does not suit every situation, so combine it with other strategies that support learning and engagement.
• Adjust to your learners. Some students need more support or guidance when answering. Others do better with open-ended prompts or challenges. Try different approaches to find what works for your class.
• Reflect and ask for feedback. Keep checking how well cold calling works for you. Feedback from students, colleagues, and other experts can help you improve your practice.

What research says

Studies of cold calling have reported mixed results. Some have linked it to more engagement, higher course grades, and fairer participation among students, including students from underrepresented groups. Others have found that it can cause anxiety and discomfort, especially for shy or introverted students. For this reason, researchers suggest using it together with other strategies that encourage participation.

Summary

Cold calling means calling on students to answer questions, whether or not they volunteer. It can raise engagement, give every student a fair chance to participate, and help teachers check understanding. It can also make some students anxious. To use it well, set clear expectations, keep a fair system for choosing students, vary your questions, give wait time, and keep reflecting on how it works for your learners.

Frequently asked questions