Exit Tickets: Too Little, Too Late

Teachers need to assess students as they're learning, not as they're leaving.


Stop Preaching and Start Teaching

Don't tell students they can be successful. Show them how to be successful.


Pencils Down, Minds On

Solving problems starts with sense-making, not answer-getting.


Doing Math vs. Understanding Math

A key instructional shift called for by the Common Core State Standards for Mathematics is the dual emphasis on conceptual understanding and procedural fluency.


Do More for Students by Doing Less for Students

"Great idea, but it'll never work for my students." I hear this a lot when I encourage teachers to engage students in productive struggle rather than try to prevent struggle. I thought it wouldn't work for my students either, but they proved me wrong.


Rapid Release of Responsibility: You Do, We Do, I Do

Students often learn best through rapid release of responsibility, where teachers start with You Do rather than I Do.


A Think-Pair-Share on Think-Pair-Share

Think-Pair-Share is a great way to engage students and assess their understanding... if it's used effectively.


Ginsburg's Hierarchy of Help

Provide students access to the resources they need to be successful, and empower them with the skills they need to use those resources.


Perpetual Proximity: More Than a Behavior Management Strategy

Use proximity to assess and connect with students, not punish them.


Academic Vocabulary: Discover First, Define Second

Students learn best when given opportunities to discover or experience concepts before teachers define them.


The opinions expressed in Coach G's Teaching Tips are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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