Coaching Corner Newsletter

Meet Mr. Johnson, our young, dynamic math teacher who is fresh out of college. Mr. Johnson has worked hard to fulfill his job requirements. He enjoys watching Star Wars and is most known for his ability to quote the movies. Although he teaches math, his true passion is history. As a matter of fact, he would love to travel to Germany to explore its vast and diverse history. Although he spent much of his life in Winslow he was actually born in Nevada and lived there until he was 5 years old. He is a hard working young man, not only here at the school, but he also works at our local restaurant, Captain Tony’s. Some of his fondest memories include the time he spent with his family during Christmas Eve. He has four dogs- Kimiko, Sookie, Shelby, and Ranger, and all of them are rescues (“We found Kimiko and her litter in a dumpster last November, so she is the baby of the pack.”) He is a self-proclaimed nerd who listens to a band that sings about historical events called Sabaton. Thank you Mr. Johnson.

As you continue planning for the new school year, consider making the Arizona Reading Fundamentals OnDemand Academy a part of your comprehensive professional learning plan.

These courses are best facilitated by a school or organization-level literacy leader. Participation is best completed in a collaborative and job-embedded manner.

Before you register, please watch our OnDemand Academy Introduction Video to learn more. Each knowledge block recommends a companion text. Please browse the Professional Development webpage for all details prior to registering.

Using Total Participation Techniques helps to engage students in the lesson. If you haven’t already, try using one of these this week. 

Think-Pair-Share

1) Ask students to reflect on a question or prompt, provide at least 30 seconds to formulate response.  

2) Ask students to find a partner or turn to assigned partner. 

3) Ask them to share responses with each other.

Chalkboard Splash

1) Create a sentence starter, prompt, or question for which you would like students to see all of their peers’ responses.

2) As students generate responses, ask them to copy their responses onto random or designated places on the chalkboards, whiteboards, or chart papers. Give them a word limit (like 15 words)

3) Debrief by asking students to walk around, analyze, and jot down similarities, differences, and surprises, perhaps using a form (short chart – similarities, differences, surprises)

4) Ask students to get into small groups and share what they noticed in terms of similarities, differences, and surprises, before asking for volunteers to share.

Lecture T-Chart

1) During presentation students take notes in left-hand column.

2) Periodically stop (at pause points) to allow students to read over their notes and summarize in the right-hand column.

3) Allow time for pair-share summaries and for recording questions on index cards or Chalkboard Splash.

4) Allow time to answer any questions students have.

Quick Writes

1) Select prompt you would like students to address

2) Give students a specified amount of time to collect their thoughts and jot down a response (about 3-5 minutes)

3) Follow up with pair-share, networking session, chalkboard splash, or other TPT

The Biggest ‘Aha’ Quick-Write

1.) At end of lesson ask students to think about and record their biggest “AHA” on a quick-write half sheet, index card or scrap paper.

2) Ask students to meet with someone they haven’t spoken to in over a day and share their “aha.”

3) Ask volunteers to share with whole group

4) Collect cards and review them, or a select few.  Be sure to return reflections even if you didn’t get a chance to read them all. Let students know that you randomly selected a few.