From Classroom to Coach: One Teacher's Journey

Autor/in	Cataldo, Penny
Titel	From Classroom to Coach: One Teacher's Journey
Quelle	In: Teaching Children Mathematics, 20 (2013) 2, S.110-115 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Early Childhood Education; Coaching (Performance); Expertise; Teacher Collaboration; Teaching Skills; Beginning Teachers; Teacher Attitudes; Teacher Competencies; Questioning Techniques; Teaching Styles; Faculty Development + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Expert appraisal; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Junior teacher; Junglehrer; Lehrerverhalten; Lehrkunst; Befragungstechnik; Fragetechnik; Lehrstil; Unterrichtsstil
Abstract	In this article Penny Cataldo, a veteran early childhood mathematics teacher, describes her experience as a first time early childhood math coach. In contrast to her role as a teacher, as a math coach she was expected to lend her "expertise" to her fellow early childhood colleagues and help them develop their math practice. After conferring with a local mathematics consultant, a first-grade teacher, a former math coach, and reading key publications on the topic, she explains that a valuable insight was to realize that coaching a new teacher--versus an experienced one--would require a different approach, including learning to discuss ideas that invite teachers to verbalize their thoughts. Asking specific questions helped inform her about a teacher's comfort level in teaching math, his or her understanding of the concepts to be taught, and his or her knowledge of child development. She also describes how communication was critical to her effectiveness as a math coach. She established consistent meeting times and endeavored to keep the lines of communication open with the teachers she was coaching. In her meetings, she learned to ask questions and listen carefully to teacher responses. She explains that encouraging teachers to voice their thoughts and ideas has been instrumental in her development as a math coach. Lastly, Cataldo describes how the discussion of a teacher's teaching style and lesson design has proven to be an effective technique to support his or her professional development. In these discussions, they reflect on ways to enrich the content knowledge of their students, how to address the "big idea" in the units, student achievement goals, classroom management, lesson materials, and differentiating instruction that supports the wide range of learning styles reflected by their students. A bibliography is included. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10