Study Teaching

A guide to mathematics coaching : processes for increasing by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

Defining arithmetic training --
Bridging from the current to the longer term --
Building rapport with lecturers --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil considering noticeable --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling method --
Sustaining momentum.

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Extra resources for A guide to mathematics coaching : processes for increasing student achievement

Example text

It is called the Frayer vocabulary model. May I share this model with you the next time we meet? ” Unfortunately, the teacher quipped that no time for planning was available. She decided to use lesson plans from the previous year, even though assessment data had revealed students’ lack of mastery. The teacher indicated she had never reflected on the lessons she taught, again stating that time was a major issue. Again, the teacher was proving resistant, in this instance using perceived lack of time as a reason to resist the mathematics coach’s overtures.

To accomplish this end, assessments need to be reexamined. The NRC (2000) says, “The roles of assessment must be expanded beyond the traditional concept of testing. The use of frequent formative assessment helps make students’ thinking visible to themselves, their peers, and their teacher” (p. 19). In order to make thinking visible, assessments need to be varied in design. For example, short multiple-choice tests can quickly identify potential problem areas for teachers and students to address.

Celebrate positive changes, however small. Give credit for successes and changes to teachers. Giving credit does wonders in promoting collegiality and collaboration. And, finally, find opportunities to ask questions and learn about teachers’ backgrounds, because information about past experiences can be useful in developing future strategies to help them help their students. Be persistent, visible, and accessible. Teachers want and need predictability. Mistrust comes when teachers do not know what to expect.

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