The skills teachers use in the classroom are causally linked with student achievement.
A teacher’s pedagogical skill in the classroom can be linked with the quantity and quality of student learning. The relationship between classroom strategies and behaviors and student achievement is very straightforward. The causal relationship between reflective practices and pedagogical skill is not commonly recognized, although the interaction between these elements has been discussed in research for decades
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A coach and a teacher must establish a set of shared understandings and conditions that will drive the rest of their interactions.
Four practices that are essential for an effective coaching relationship are:
Establishing a model of effective teaching
Using a scale to measure teachers' progress
Conducting a self-audit, and
Establishing a coaching perspective
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