Maxim Travel Books > Study Teaching > Download A guide to mathematics coaching : processes for increasing by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles PDF

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

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

Sample text

To be observed by a mathematics coach who might uncover what is really happening in the classroom might be stressful for this (or any) teacher. She may see the mathematics coach as coming into her classroom to change everything all at once, which would be frightening. She also may see the mathematics coach as an evaluator sent by the • 27 28 • Preparing the Foundation administration. Finally, being observed by a mathematics coach may be worrisome to any teacher who does not understand that the focus of professional learning is improving students’ thinking, learning, and achievement.

Analyze what teachers say and ask clarification questions. Be aware of body language and facial expressions—both of teachers and coaches. Confirm understanding by paraphrasing. For example, one way to respond is to begin with, “What I think I heard you say . ” And certainly avoid interruptions. Keep confidences. Teachers may be reluctant to share their fears and concerns when discussing strengths and weaknesses. They will confide in a coach who is discreet and can be relied on to maintain confidentiality.

Part of good communication is staying in touch when face-to-face meetings are not available. Correspond with teachers and administrators to keep them informed about new and promising practices. This ensures a common body of knowledge and a shared vocabulary. Provide reminders of common learning goals for student success, thus enabling teachers to improve their confidence in discussing learning issues with colleagues and leaders. Look for teachable moments. Rapport also can be built by giving teachers information—content or strategies—they need immediately.

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