By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles
Defining arithmetic training --
Bridging from the current to the long run --
Building rapport with lecturers --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil considering obvious --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling procedure --
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Extra info for A guide to mathematics coaching : processes for increasing student achievement
Early in the school year, this novice teacher taught a lesson about decimal place values from the textbook. Her fourth-grade students did not do well on their assignment from the book, and all failed the test at the end of the chapter. Her fourth-grade colleagues suggested that this first-year teacher copy extra practice worksheets, make a stapled packet of them for additional drill, and send them home with her students, rather than spend more class time on the subject matter. The teacher seemed panicky in her dialogue with the mathematics coach, making several fearful comments, such as, “I’m afraid I will get fired if my students don’t do well on the state assessment, and this decimal place value objective will be tested.
It will be several months before your administrator decides on your status, so you don’t need to worry about being fired at this time. Worrying is like a rocking chair; you go back and forth and don’t get anywhere. We are going to start with the chapter assessment to look at your students’ results and then move forward, never backward. ” What steps did the mathematics coach take to build rapport with this teacher? The scenario continued: The teacher smiled at the reference to a rocking chair and seemed to relax, knowing she was not alone.
Multiple instructional strategies are employed. Students learn in different ways. Effective teachers clearly understand this and do something about it. Teachers also understand that students are social beings and that talking is a powerful learning tool. To accommodate these understandings and to increase student learning, teachers use multiple instructional strategies, including individual, small-group, and whole-group approaches (Stronge, 2007). 4. Students are actively engaged. For students to learn to high levels, they must be engaged in the learning activities.
A guide to mathematics coaching : processes for increasing student achievement by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles