Exemplary Practices for Secondary Math Teachers

Exemplary Practices for Secondary Math Teachers

Exemplary Practices for Secondary Math Teachers

Exemplary Practices for Secondary Math Teachers

Synopsis

Every year new secondary mathematics teachers take up positions in middle and high schools. The luckiest novices receive assistance from a coach or mentor: a master mathematics teacher who makes constructive comments, models effective approaches, and illuminates other practical aspects of teaching secondary math. But many new teachers don't have this advantage and must further their development on their own. If you are one of these teachers, this is the book you need.

Excerpt

In recent years, numerous new teachers have taken their positions through alter- nate certification routes. This has been most prevalent in what is referred to as hard-to-staff areas; chief among these is mathematics. Many of these transitioning professionals rely on various forms of school-established support to enrich their development while performing their teaching role.

To supplement the usual support on matters of curriculum and methodology typically provided by assistant principals, some schools have hired experienced teachers trained to be math coaches. These individuals are usually master teach- ers with many years of experience, and they spend much of their time mentoring new teachers. The math coach's role involves observing the teacher, making constructive comments, and offering to teach model lessons. Follow-up discussions afford the opportunity to delve into aspects of teaching beyond the observed lesson. All this is critical, because it's during the first few years of a teacher's experience that he develops the practices—the habits, methods, proce- dures, and techniques—that will persist in one way or another throughout the teacher's career.

Unfortunately, not every new teacher (i.e., a teacher in the first 3–4 years of teaching) will have the advantage of having a math coach. Such a teacher will have to rely on being his own coach: a self-coached teacher.

It is common that we best see ourselves through the eyes of others. Opinions about our dress, humor, intelligence, and yes, our teaching skills, are usually established by the comments of others. If you do not have a math coach, then you will have to do some serious self-inspection. Videotaping is a clever way to get a new perspective on your practice. Watching your teaching performance in this way . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.