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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 long run --
Building rapport with academics --
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 growth --
Working in the schooling method --
Sustaining momentum.

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

Example text

Communicate often. Regular encouragement will assure teachers that their time and effort are appreciated. And, of course, be patient, because changes take time. Listen respectfully. Teachers will appreciate, respect, and value a mathematics coach who is a good listener. 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 .

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.

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. A mathematics coach must recognize the emotional effort that this or any teacher must expend in order to change. The mathematics coach responded to the teacher in this way: “I think it is wonderful that you are a pro and have been teaching for many years. You have a background of experience that encompasses 25 years.

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