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 academics --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making scholar pondering noticeable --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling process --
Sustaining momentum.

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

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What should the mathematics coach do in this circumstance? Coaching Considerations Obviously, time is needed to win trust; there are no shortcuts. In the first visit to the classroom, the mathematics coach must find and communicate something the teacher does well. In this case of the middlelevel teacher, a word wall of vocabulary terms decoratively lined the bulletin board at the front of the room. The bulletin board was visually appealing and contained terms that the students needed to learn for the state assessment test.

The coach approached the administration and requested an opportunity to present a professional learning session on guided practice for all teachers at a future meeting. Once more, consider the rapport-building steps that the mathematics coach took in the one-on-one contacts with the resistant teacher. In summary, the mathematics coach focused on instructional strategies initially. It was apparent from the classroom visit that the teacher did not have a large repertoire of successful teaching strategies.

P. 489) • 13 14 • Preparing the Foundation Short and Greer (2002) concur that reform efforts must continue with a goal of breaking the grip of the factory model. 4. The textbook is the curriculum. In this pervasive instructional model, the textbook is the primary source of teacher materials. Textbook publishers find themselves in a dilemma. If they deviate from this prevalent instructional pattern, then teachers may not adopt their textbooks. Even when publishers know and can introduce more effective, inclusive instructional strategies and approaches, they dare not do so.

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