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By Dana D. Marchese et al.

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Extra info for A step-by-step guide for coaching classroom teachers in evidence-based interventions

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Most teachers are unable to deliver a scheduled Lesson at one time or another because something gets in the way. ”). Next, identify potential solutions collaboratively and assist the teacher with identifying the one that has the best chance for success. Then, be sure to return at the time when the Lesson is rescheduled so you can provide reinforcement for Lesson delivery or continue to work with the teacher to solve barriers if the teacher is unable to deliver the Lesson again. Week 3 Enhance Students’ On-​Task Behavior Beat the Timer is the second preparatory Lesson (Lesson 3 in the manual).

Overall, coaches play an integral role in the skill development of teachers and, ultimately, the effectiveness of interventions in their classroom. Chapter 2 Reflection Questions • What are the four core coaching principles discussed in this chapter? • What is collaborative coaching? How is it different from noncollaborative coaching? • As an effective coach, what types of things will you do to support teachers’ skill development? • What are some ways to use positive reinforcement with classroom teachers?

Moreover, the coach offered reinforcement for the preferred solution and expressed intentions to help the teacher solve the problem of missed Lessons collaboratively. A similar conversation can be held to identify times when teachers intend to play the Game. Although playing the Game can be spontaneous, it is helpful for the coach to recommend that teachers start out playing during low-​demand classroom situations, such as independent seatwork, while the students and teacher are first learning to play the Game.

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