Topics of discussion on this episode of Be That Teacher:
- Intentional Change Consulting
- Data-driven instruction and conceptual mathematic
- How data-driven instruction can be used in other content area
- T.R.A.C.- Instruction by Design
- Why conceptual mathematics works for kids versus the “trick
- Addressing Struggling students – Lack of engagement/building relationships/ask the kids what they are struggling with
- C.H.A.M.P.S. – Classroom Management
- Social Contract: Behavior issues in the classroom/Reflective questions
Toni Hardy – Intentional Change
Zone of Genius: Data-Driven Instruction and K-5 Conceptual Mathematics
Over the course of 14 years, Toni has served students in roles as a 7th Grade Math Teacher, RTI Interventionist, and Elementary and Middle School Instructional Coach. Toni is passionate about teaching students conceptual mathematics that builds students into mathematicians as well as implementing data-driven instruction and building positive student-centered classroom environments. In her role as an instructional coach for 11 years, she wrote curriculum for K-8 mathematics and supported teachers in the implementation of best teaching practices that focused on using concrete, representational, and abstract methods to build student content knowledge. When students make connections and understand the “why” behind mathematics, they have strong foundational understandings that can be applied to novel situations. She believes this whole-heartedly! Her mantra is, “know the whys behind mathematics”! Toni uses her ability to make mathematical connections and data to effectively assist teachers analyze and interpret data, identify misconceptions, target standards for reteach and extension, and strategically calendar effective reteach. Mrs. Hardy has the keen ability to review qualitative and quantitative data, identify an area of focus and to create a plan that grows students academically. In fact, she does this so well, one principal even began calling her, “The Kid Whisperer”!
She says that understanding concept mathematics helps students to become critical thinkers and problem solvers instead of problem doers.
Teaching Student Centered Mathematics: John Van de Walle, et al.
Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 6-8 (V.III)
Teaching Student- Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (V.II)
Teaching Student- Centered Mathematics: Developmentally Appropriate Instruction for Grades K-2 (V.I)
Capturing Kids’ Hearts by Flip Flippen
Building a Social Contract Questions:
How do you want to be treated by the teacher?
How do you want to be treated by each other?
How do you think the teacher wants to be treated by you?
How do you want to treat each other when conflict occurs?
What are you doing?
What are you supposed to be doing?
Are you doing it?
How can you fix it?
CHAMPS- A Proactive & Positive Approach to Classroom Management by Randy Sprick
C- Conversation, H-Help, A-Activity, M-Movement, P-Participation, S-Success
Teach Like a Champion 2.0: 62 Techniques that Put Students on the Path College Tools to increase student engagement
Chat with Toni Calendly link
Social Media: MathWhys on Facebook, Instagram, Twitter, Linkedin
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