TWO TYPES OF PEER COACHING: THERE'S SOMETHING FOR EVERYONE
There are two general ways to participate in peer coaching, specific and
non-specific. For specific participation, the teacher wants help with
certain, pre-determined issues. If they are uncertain about where they
most need help, such participants may want to first get videotaped and
view the tape critically to help them identify their problem areas. Even
teachers who can't get videotaped should try to think about what they
would like to improve about their teaching. The peer coaches should pay
particular attention to these issues while observing their partner's
classes.
In non-specific participation, the teacher wants an outsider to come
and (1) help determine areas for improvement and/or (2) comment on the
teacher's general approach. This form of participation may be ideally
suited to experienced teachers who merely want general comments or for
those who seeking help in a more general sense. In some ways, non-specific
participation is like the "teaching consultants" discussed earlier.
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Peer Coaching: An Innovation in Teaching - 0 views
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This type of peer coaching was used between two educators in which they observed one another and offered feedback about how they could improve classroom performance and teaching,
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Peer coaching is an innovation that helps teachers improve their teaching. It is intended to be a mutually reciprocal process where two peers attend each other's classes and help each other enhance and enrich their methods of instruction. Because it is not based in formal evaluations, program participants have reported making more long-lasting changes than those based on more evaluative approaches. Peer coaching is a program that can be implemented in a variety of educational settings from elementary to collegiate levels.
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This paragraph notes that there are long term effects of using peer coaching and that the strategy can be applied to many educational environments.
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A research article exploring the effects of peer coaching when used between educators in evaluating and improving classroom practices.
Sonia Nieto - 0 views
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Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. Born and raised in Brooklyn, New York, she was educated in the New York City Public Schools. She attended St. John's University, Brooklyn campus, where she received a B.S. in Elementary Education in 1965. Upon graduation, she attended New York University's Graduate Program in Madrid, Spain, and received her MA in Spanish and Hispanic Literature in 1966. A junior high school teacher of English, Spanish, and ESL in Ocean Hiil/Brownsville, Brooklyn, in 1968 she took a job at P.S. 25 in the Bronx, the first fully bilingual school in the Northeast. Her first position in higher education was as an Instructor in the Department of Puerto Rican Studies in Brooklyn College, where she taught in a bilingual education teacher preparation program co-sponsored with the School of Education. Moving to Massachusetts with her family in 1975, she completed her doctoral studies in 1979 with specializations in curriculum studies, bilingual education, and multicultural education.
miscositas.com | Materials and resources for language teachers - 0 views
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Sancocho Didáctico Photocopiable resources for Spanish teachers A potpourri of teacher-tested and student approved activities for the language classroom. Worksheets including graphic organizers, rubric templates and projects. (57 pages)
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This document of 57 pages is the motherload of all activities, photos, assessments, and anything else I could ever ask from in a beginnin Spanish course. The only down fall is that the content might be better suited for students at the elementary level. https://diigo.com/020p85
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