Team Teaching 1
What should you do when a student walks in the door and goes to leave the center?
What is the student:instructor ratio that Mathnasium recommends (and that we aim to follow) ?
3:1 student:instructor ratio
True or false: instructors are not allowed to ask another instructor to try working with a student
False, but there should never be more than 2-3 instructors crowded around 1 student trying to help them at once
What is a "prescriptive/PK?"
a set of worksheets assigned to students on a specific topic (found in section 2 and sometimes section 4)
Where does a student's current workout plan live in the binder?
In the front of section 1
True or false: instructors should only worry about the student they are currently working with at a given time
False; you should always have your head on a swivel to see if there is another student in more need
When should instructors collectively start asking students if their rides are here and when should you start signing a student out, regardless of ride status??
8-10 minutes before the end of their hour, 5 minutes before the end of the hour
Should instructors be carrying on casual conversations with each other while working with students
NO, especially if parents are in the center
What should you do if a student does not understand what you're trying to explain/say to them?
1) try another explanation/method, especially by relating it to a topic you know that student does understand
2) ask another instructor to try explaining it
What do you with a completed mastery check once it's been checked? (2 steps/answers)
1) Initial and date it
2) Put it in the back tray, either right then or at the end of the session
True or false: you should give the same amount of attention to students who are over their hour as students who are still within their hour
False
True of false: If a student has an understanding of what they're working on, you should just sit there in front of them watching them work
False; leave them and go onto another student or ask them questions to be sure of their understanding/extend their knowledge of the topic
Should you be afraid to show your authority/use your "teacher voice" when working with students who are not working or being a distraction?
No; obviously we're not parents, but students are all expected to respect your authority as instructors the same way they do parents and teachers (Carson/Gavin/Antonia)
What is "team teaching"
1) walking around the room "reading" the room/instruction floor
2) being able to help multiple students at once
3) knowing how appropriately engage and disengage students
4) working together as a team/group of instructors rather than an individual
When does a student need more section 2 work; when their section 2 is completely empty or when there are a couple pages left in section 2?
When there are a couple pages left in section 2
True or false: I should treat free trial students and students who are still within their first couple sessions with Mathnasium the same as I do students who have been with us longer
False; they should receive extra instruction and attention as the student is still getting into the flow of Mathnasium sessions
True or false: I should prioritize doing center tasks over helping students if it looks like the other instructors have it covered
False; we should prioritize working with students - SITTING IN FRONT OF THEM - even if they have it covered, especially if there are parents in the waiting room
What should always always ALWAYS be in the back of your mind when instructing/interacting with students and other instructors? (Hint: think about the waiting area)
If there are parents in the center
What is "direct teaching" and what is the Socratic method?"
Direct: actively teaching a student a method/topic and when you're started a new topic/method with a student ("Direct teaching" icon on pages)
Socratic: asking questions to provoke them to think about a problem and to come up with their own answer instead of giving direct statements
What do you do to a student's learning plan at the end of their session if they need more work?
Circle on the learning plan what section in the binder work is needed in and write a note if it's section 4/supplemental work
How should you phrase it to a student when you're not sure of how to help them/do their work?
Ask another instructor for help; however, do NOT tell a student explicitly "I don't know how to do this." Tell them something like "Oh I remember doing this, but I know ______ can more readily help you with this, so let me go ask them if they can help you!"
True or false: students should only practice explaining their answer when they've given an incorrect answer
False; you should often ask students how they know their answer is correct, especially if they're still learning and haven't mastered a topic
What should you do with/say to a student when you get up to leave them when you feel they understand a topic?
Give them a goal/expectation; ex: "okay you're looking awesome. You try these next 2 pages and one of us will be back to go over them with you!"
What is "number sense?"
The foundation of Mathematics: the ability to appreciate the size and scale of numbers of the question at hand. Common sense but with math; counting, wholes and parts, proportional thinking, understanding relationships between numbers and concepts, etc.
What do you do to a binder and where does it go at the end of the session if a student needs more work?
Put a binder clip on the spine and leave it on the backside of the binder shelf