I approached TG at the beginning of the year, and asked him if I could observe as a math coach in his classroom this year. He is a veteran teacher, and I know that I will learn a lot from him. I could also share best practices with him. Three times this fall I have asked him if I could observe, but our schedules are busy, and he hasn't felt comfortable with it yet.
In the past week I have met him, TG, twice about two low math students in his room. At conferences a mom requested that he refer her child for testing as he has been low in math and reading all of his school career. I checked out a Do The Math Kit and looked it over. It was too high, so I requested lower level kits. TG has expressed a lot of frustration over when to do an intervention, what qualifies as an intervention, and how to acomplish this. I do not claim to have all of the answers, but it has made me step up my game so I can be helpful to this teacher. He is not certain if a math intervention is the first step, or if a behavior program is needed. I told him about Intervention Central. Now, I want to help him identify the behaviors that could be getting in the way of the student's learning, and decide on an intervention if needed. TG is calming down and appreciates someone to vent and talk to. I've always respected him as a teacher, and sense that he does not feel appreciated. I look forward to developing a collegial relationship with him.
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