I learned more from my students about how to--and how not to--treat them and teach them than I learned from education courses, in-service training, books, and teacher evaluations combined.
I never worked harder in or out of the classroom than I did when preparing and presenting two lessons per class. Yet despite my diligence, ability grouping was ineffective, as reflected in students' actions and words: "You are too bogus Coach G. You know Group A is not that smart and Group B is smart, and you separate us so we look dumb. All of us should be in the same group to help each other out."
To help students develop competence and confidence in math, teachers should be concerned with the quality of problems they assign rather than the quantity.
When implemented well, learning centers empower students and accommodate their diverse needs as learners.
With so much information at students' fingertips, teachers should select and plan classroom activities based on what students should be able to do rather than just what they should know.
When a child's behavior commands our attention, we need to ask ourselves, "What do I want this student to learn from my response to his/her action?"
Why wait for test results to use data to drive instruction? Collect data during all academic tasks, and use it to make timely decisions based on students' needs.
Are you overwhelmed trying to navigate the sea of sites related to Common Core Math? Here's a manageable list of free online resources my team has found helpful in our Common Core Math work with instructional leaders and teachers.
Don't blame teachers when math scores drop. Give them the support they need for learning to improve.
Parents don't just want to hear what's wrong with their children. Telling them what's right about their children earns trust and cooperation--from them and their children alike.