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 pondering seen --
Analyzing and reflecting on classes --
Charting long term development --
Working in the schooling approach --
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Additional resources for A guide to mathematics coaching : processes for increasing student achievement
Thus, they quickly learn that mathematics is merely procedural. ” 6. Knowledge is recall. The NRC (2005) provides an example of the marked discrepancy between research on learning and actual classroom practice: Bridging From the Present to the Future Why are associations with mathematics so negative for so many people? If we look through the lens of How People Learn, we see a subject that is rarely taught in a way that makes use of the three principles that are the focus of this volume. Instead of connecting with, building on, and refining the mathematical understandings, intuitions, and resourcefulness that students bring to the classroom (Principle 1), mathematics instruction often overrides students’ reasoning processes, replacing them with a set of rules and procedures that disconnects problem solving from meaning making.
Rapport also can be built by giving teachers information—content or strategies—they need immediately. When a need is noticed or expressed, Building Rapport With Teachers that is a teachable moment. Immediate feedback or interaction increases teachers’ confidence in a coach’s competence. COACHING SCENARIOS Building rapport with teachers is a complex undertaking. It is achieved over a period of time, not through a single event but a connected series of events. Some of these events may be brief, while others may occur in steps or stages.
The teacher was willing to share her concerns. And this willingness helped the coach identify key issues and design an approach that met the teacher’s needs. SCENARIO 3: THE HIGH SCHOOL TEACHER WHO HID THE CURRICULUM Following is the last of our three scenarios about building rapport: A high school mathematics teacher, greatly respected by her colleagues, held the title of department chair. In a conversation with the mathematics coach, this teacher commented about several disruptive 10th-grade students who consistently misbehaved during the lectures in her Algebra I class.
A guide to mathematics coaching : processes for increasing student achievement by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles