By Dana D. Marchese et al.
"A step by step consultant for training lecture room academics in Evidence-Based Interventions is a realistic advisor for school-based professionals"--
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Additional info for A step-by-step guide for coaching classroom teachers in evidence-based interventions
Another aspect of the collaborative coaching role is to review and summarize.
In this situation, offer verbal praise, a written Tootle Note, and possibly even a tangible reward, such as pencils, to reinforce the teacher’s enthusiasm and participation. The coach may want to provide the teacher with a copy of the Tootle and Tootle Board Flyer (Appendix D), which lists tips for using Tootle Notes and a Tootle Board to create a positive classroom community. In addition, there is a Tootle Board Checklist (Appendix E) the coach can complete and leave with teachers to provide feedback on their Tootle Board.
Do they have enough time to complete each Lesson? Are the Lesson guides clear? Also inquire about student responses to the Lessons. Do students appear to enjoy the Lessons? Can teachers and students generalize the content to situations that arise in the classroom? Find out how the Game is going as well. Collect Game Scoreboards (Appendix P) and check to see how frequently teachers are playing the Game. Discuss any obstacles that get in the way of teachers playing the Game two to three times per day, and identify potential 34 34 | A S t e p - B y - S t e p G u i d e for C o ac h i n g C l ass r o o m T e ac h e r s strategies for increasing the number of Games played.
A step-by-step guide for coaching classroom teachers in evidence-based interventions by Dana D. Marchese et al.