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 seen --
Analyzing and reflecting on classes --
Charting long term growth --
Working in the schooling approach --
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Extra info for A guide to mathematics coaching : processes for increasing student achievement
Balka, and Ruth Harbin Miles. com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book. • 23 3 Building Rapport With Teachers T he three chapters in Part I are devoted to preparing a foundation for mathematics coaching. In Chapter 1 we defined mathematics coach and examined the roles, skills, and characteristics of mathematics coaches. In Chapter 2 we described mathematics classrooms in terms of present realities, based on studies and assessments such as TIMSS, and an envisioned future of desired traits and underlying beliefs.
After all, your students will need to apply their knowledge in real-life situations. The long-range pacing plan is merely a blueprint or a guide to help you prepare students for the state assessment. You are in charge in this classroom, and you are the only one who knows at this point what your students are capable of doing. You are the expert with your students. ” Again, what are the steps that the coach used to build rapport? Following is how this scenario concluded: The first-year teacher had not acquired an adequate background to teach elementary mathematics.
Rapport equates to trust, developed through positive relationships experienced over time. With rapport, a mathematics coach can communicate to teachers how and why changing and improving instruction makes a difference in student learning, and support from a mathematics coach helps teachers to deliver consistently successful lessons. HOW TO BUILD RAPPORT There is no magic recipe for building rapport, but there are steps that coaches can take, including the following: 24 • Building Rapport With Teachers Be professionally friendly.