Making brief feedback available for teachers can start and continue
the conversation about effective instruction and student learning.
Not exact matches
The key to mentoring success is «the ability to engage teachers in
conversations about what
effective instruction looks like,» adds Fleischmann.
More importantly,
conversations about representations of
instruction have been
effective triggers for practitioners to think
about instructional alternatives — alternative ways in which a teacher could set up or launch a task, alternative ways in which students might respond to such a task, alternative ways in which the teacher could manage those student responses, and so forth.
As one accomplished teacher stated during an online
conversation about teacher working conditions: «My darkest hours of teaching were when I had no one else to talk to
about student achievement and
effective instruction.