Support CCSS Math With Answer-Giving, Not Answer-Getting

Giving answers to students in math class shifts the focus away from getting answers.


Helping Teachers Play to Their Strengths

Identifying and reinforcing teachers' strengths is an important first step in the instructional coaching process.


Tough Love or No Love

Showing love for students means doing what's best for them, not what's easiest for us.


The Other Test Prep: Final Exam Review

Using class time to review for tests is a disservice to all students, whether they're slackers or studious.


Welcome Back, Long Division?

I previously dismissed long division as a meaningless math procedure. Am I backpedaling now in response to readers' comments?


Arts Education Cuts: Lack of Funding or Lack of Faith?

What would happen if we put faith in the arts to help raise test scores? Maybe the funding would follow.


So Long, Long Division

Instruction that focuses on procedures helps students do math, not know math.


Engaging Math Students in Productive Struggle

Why math practice standard #1 (make sense of problems and persevere in solving them) is so important, and how to help students achieve it.


Unlearning Learned Helplessness

Students will only unlearn helplessness when teachers unlearn helpfulness.


Bell to Bell Learning: Students' Right, Teachers' Duty

Making every minute count doesn't preclude student empowerment; it promotes it.


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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