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 process --
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Extra resources for A guide to mathematics coaching : processes for increasing student achievement
The front of the room is the center of attention. Students are expected to listen and learn. Questions tend to be asked by teachers rather than students, and the intent Bridging From the Present to the Future of these questions is for students to provide brief, knowledge-level answers. This style of interaction allows the teacher to control the flow of information. This approach persists as the common instructional style in classrooms. The NRC (2001) has named it “recitation”—a running dialogue of fill-in-the-blank-type discussion.
These concepts develop as students encounter higher levels of mathematics as they progress through grades and courses. Mathematics is not a set of rules and procedures that are memorized and discarded with the introduction of each number system, moving from natural numbers to integers to rational numbers and then to real numbers. , 2003). Students need help making such connections. Teachers assist Bridging From the Present to the Future students to recall prior understandings and then provide opportunities to make sense of new content through self-assessment and reflection (NRC, 1999).
This teacher ultimately refused to attend any “useless” professional development sessions. First, the questions: What should the coach do? Which of the previously listed steps could the coach take in this situation? How can the coach build rapport with a teacher who truthfully says that she does not believe in mathematics coaching? How can the coach establish a positive relationship with a teacher who will be asked to change how she teaches in order to teach in ways congruent with desired teaching practice?