Teaching Struggling Students in Math: Too Many Grades of D or F? (Hardback)Bill Hanlon (author)
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Publisher: Rowman & Littlefield
Number of pages: 164
Weight: 399 g
Dimensions: 237 x 161 x 18 mm
Teaching Struggling Students in Math by Bill Hanlon gives research-based best practices for beginning and experienced teachers. . . .This book is an easy-to-read, invaluable resource for both teachers and administrators. * Mathematics Teaching in the Middle School *
This book outlines the author's vision for quality mathematics instruction. . . .This book might be useful for mathematics supervisors looking for a model for how to summarize their own visions of mathematics instruction for their own schools and districts. * Mathematics Teacher *
William Hanlon "get's the math." His descriptions of how teachers can and should develop students' deep mathematical understanding is in perfect harmony with the expectations of the Common Core State Standards. -- Eric Johnson, Director, K12 Mathematics,Clark County School District
It would be great to say I thought one chapter was the "most" valuable, but every chapter is filled with practical actions and strategies for teachers to use with their students along with why these practices are important and how they fit into an overall plan for professional preparation. Bill Hanlon's book is really a guide for effective teaching and the principles of planning, teaching, and establishing positive relationships with students can be applied to any discipline at any grade level. In addition to directly addressing how to change a teacher's approach for struggling students, Hanlon's book easily becomes a template for administrators or other evaluators to understand exactly what to look for during a classroom observation, what questions to ask of the teacher prior to the lesson and again, following the lesson. Perhaps more important, those guided conversations become rich with opportunities for improvement based on the hundreds of ideas, tips, and strategies that are outlined in every chapter. Teachers of Struggling Students: Mathematics is a valuable tool for current teachers and administrators, but could easily be used as a text in a methods class for students at university studying to become teachers. -- Rebecca Johnson, Assistant Principal, Squalicum H.S, Bellingham, WA
What makes the recommendations in the Teachers of Struggling Students so beneficial is they are built on highly effective and accepted instructional and assessment strategies and refines them to meet the needs of struggling students. It is clear that Bill Hanlon understands the distress struggling students and students living in poverty face in mathematics. His emphasis on student-teacher relationships, understanding the academic needs of students makes it very clear we are in people business and relationships matter. His emphasis on making students more comfortable in their knowledge, understanding and application of math ring throughout the book The teach for understanding and linking new material to previously taught math and outside experiences has made my teachers very aware of how they can review, reinforce, and address student deficiencies as they teach. The teaching recommendations connecting preparation and instruction to student notes, homework assignments, test prep and assessments in very observable ways really makes this book a must read for math teachers and their supervisors. The suggestions to administrators paralleled teacher recommendations were also very valuable as they continually reinforce positive learning experiences. These are very common sense recommendations that can be implemented very quickly. -- Rex Scott, Principal, Catalina Magnet High School, Tucson, AZ
Teaching Struggling Students in Mathematics is clear, informative, concise with concrete examples, ideas, and strategies for teaching rigorous and relevant mathematics instruction. Most books address generalities without linking to specific content...and rarely making an explicit connection among arithmetic, algebra, and trigonometry. Wish I had this book my first year as an 8th grade mathematics teacher. -- Karlene Lee, Vice President ALAS - CELT, Former Assistant Superintendent, Clark County School District
As a former elementary teacher and principal and someone who enjoyed math as a student and took math courses through calculus, I found the book to be very informative. I learned about math concepts in a way that I had never learned before. Your philosophy on math instruction is well-structured and sensible. The concept of linkage, I believe, is an aha moment for teachers. I shared one example from the book with grade 3-5 math teachers and a light went on! I am sure the same happens for upper grade math content specialists. Also, the idea of building student success by giving credit for what students already know is a positive approach to student learning. I can't wait to see our teachers implement your strategies over the next couple of years. -- Laura Hirsch, Ass't Supt Instriction, Crete-Monee School District
In an era when teachers and administrators are confronted with more stringent standards, expectations, and potential consequences for coming up short, Bill Hanlon offers hope. Bill's expertise in the field of math education is complimented by a keen understanding of today's most challenging classroom populations. With this perspective, Bill Hanlon is offering teachers and administrators a principled and practical method for reaching and teaching pupils that may or may not care for the subject at hand. Readers of Bill's book, along with those hosting Mr. Hanlon for professional development will readily recognize Bill's unique ability to refine scientifically research based best practices as he effectively applies each strategy to organize and focus staff and students on the goal of measurable growth. Mr. Hanlon will often challenge educators to realize that "what works is work"; however, Bill Hanlon is extraordinarily adept at helping staff and students learn to work smarter. Finally, I would be remiss if I did not emphasize the practical value of Mr. Hanlon's insights and instruction for those without a math background. The guiding principles of Bill's methods are not restricted to mathematicians. Administrators will readily realize the validity and value of Mr. Hanlon's ability to engage, equip, encourage, evaluate during on-site visits, but the greatest value in Bill's work is his ability to enable administrators and faculty to share a common language and realistic, specific expectations for impacting the bottom line. I highly recommend Bill's book as well as his personal presence on school campuses. A purchase of Mr. Hanlon's book, or securing Bill for job embedded professional development will pay dividends! -- Mike Rumsey, Former assistantt curriculum director, Cahokia public schools, IL, current high school principal
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