Read e-book online A step-by-step guide for coaching classroom teachers in PDF

By Dana D. Marchese et al.

ISBN-10: 0190609575

ISBN-13: 9780190609573

ISBN-10: 0190609591

ISBN-13: 9780190609597

ISBN-10: 0190671653

ISBN-13: 9780190671655

"A step by step consultant for training school room academics in Evidence-Based Interventions is a realistic consultant for school-based professionals"--

summary: "A step by step advisor for training school room lecturers in Evidence-Based Interventions is a pragmatic consultant for school-based execs"

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Extra resources for A step-by-step guide for coaching classroom teachers in evidence-based interventions

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We each bring skills and expertise to the table. You are the expert on your school and classroom, and I have experience with the PAX GBG. My job is to support you in using the tools that are part of the PAX GBG, and I know that not every teacher finds every tool useful. Therefore, we’ll start with the basics of the Lessons and the Game and we’ll see how they best fit into your classroom. We’ll do that together and I’ll count on you to give me feedback about how things are going. It’s true that I’ll also observe how things are going in the classroom, but I will not be sharing details with your administrators.

Breaking down the program into weekly activities helps teachers develop self-​efficacy related to the program, and helps the teacher and coach monitor implementation. Note that in the pacing guide, the first seven Lessons are preparatory Lessons that set up the program in the classroom. The coach assists the teachers with implementing many of these Lessons. , Spring Break). , for winter weather), teachers may fall behind 25 U n i v e r sa l C o ac h i n g M o d e l | 25 with implementation. , doubling up on Lessons, having the coach teach a Lesson).

And most teachers have a student who appears to not respond to the Game. (Express empathy through normalization) Together, I think we can come up with a plan of action. If you think about the two issues of your student not responding and the level of disruptive behavior during your instruction time, which of these do you think you’d most like to work on over the next week? (Collaboration, narrow the focus) 37 U n i v e r sa l C o ac h i n g M o d e l | 37 Continuing the example, the coach did all of the talking, but did so in a way to summarize and validate the teacher’s experiences.

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A step-by-step guide for coaching classroom teachers in evidence-based interventions by Dana D. Marchese et al.


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