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.


Disorganized Classroom, Disastrous School Year

An organized classroom may not guarantee a successful year, but a disorganized classroom guarantees a disastrous year.


How Instructional Coaches Create Teacher Buy-In

Don't just focus on what and how teachers need to change. Explain why they need to change.


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.


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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