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Research indicates that it takes more than a good instructor to teach math. Outlined in this article are recommendations from the National Council of Teachers of Mathematics, as well as other sources, which offer insight on what truly makes math instruction effective.

1.
research report

What Does

Good Math

Instruction

Look Like?

Nancy Protheroe

It involves good teachers,

an effective math environment,

and a curriculum that is

more than a mile wide

and an inch deep.

ur research-based knowledge about good math IN BRIEF

instruction, although not as extensive as that focused Research indicates that it takes more

than a good instructor to teach

on reading instruction, has increased in recent math. Outlined in this article are

years. It now provides a solid base of information for educa- recommendations from the National

Council of Teachers of Mathematics,

tors to use as they identify mathematics skills students need as well as other sources, which offer

to develop, as well as teaching strategies and instructional insight on what truly makes math

instruction effective.

approaches that best support the development of these skills.

What Gets Taught that should be addressed in each grade (see Web

When considering content knowledge and skills, resources section on how to access more informa-

it is obvious that schools must look first at the state tion about the report). For example, NCTM iden-

standards that students are expected to master. tifies these math focal points for second grade:

However, research comparing math instruction

in the U.S. and other countries has pointed to an n Number and Operations. Developing an under-

underlying problem with many of our standards- standing of the base-10 numeration system and

based systems. Typically, these systems address too place-value concepts;

many standards for each grade level—encouraging n Number and Operations and Algebra. Developing

the development of a curriculum that has been quick recall of addition facts and related subtrac-

characterized as “a mile wide and an inch deep.” tion facts and fluency with multidigit addition and

In contrast, the National Council of Teachers subtraction; and

of Mathematics (NCTM) has developed “Cur- n Measurement. Developing an understanding of

riculum Focal Points,” a report that identifies linear measurement and facility in measuring

three broad—but critical—mathematical concepts lengths.

SadIk dEmIROz/SuPERSTOck Principal n September/October 2007 51

What Does

Good Math

Instruction

Look Like?

Nancy Protheroe

It involves good teachers,

an effective math environment,

and a curriculum that is

more than a mile wide

and an inch deep.

ur research-based knowledge about good math IN BRIEF

instruction, although not as extensive as that focused Research indicates that it takes more

than a good instructor to teach

on reading instruction, has increased in recent math. Outlined in this article are

years. It now provides a solid base of information for educa- recommendations from the National

Council of Teachers of Mathematics,

tors to use as they identify mathematics skills students need as well as other sources, which offer

to develop, as well as teaching strategies and instructional insight on what truly makes math

instruction effective.

approaches that best support the development of these skills.

What Gets Taught that should be addressed in each grade (see Web

When considering content knowledge and skills, resources section on how to access more informa-

it is obvious that schools must look first at the state tion about the report). For example, NCTM iden-

standards that students are expected to master. tifies these math focal points for second grade:

However, research comparing math instruction

in the U.S. and other countries has pointed to an n Number and Operations. Developing an under-

underlying problem with many of our standards- standing of the base-10 numeration system and

based systems. Typically, these systems address too place-value concepts;

many standards for each grade level—encouraging n Number and Operations and Algebra. Developing

the development of a curriculum that has been quick recall of addition facts and related subtrac-

characterized as “a mile wide and an inch deep.” tion facts and fluency with multidigit addition and

In contrast, the National Council of Teachers subtraction; and

of Mathematics (NCTM) has developed “Cur- n Measurement. Developing an understanding of

riculum Focal Points,” a report that identifies linear measurement and facility in measuring

three broad—but critical—mathematical concepts lengths.

SadIk dEmIROz/SuPERSTOck Principal n September/October 2007 51

2.
NCTM suggests that state boards Instruction at this level should also

“… Research comparing

of education and other groups devel- focus on developing children’s

oping standards use the focal points math instruction in the interest in mathematics.

as a “clear organizational model for n Students in grades 6 through 8 are

establishing a mathematics curriculum U.S. and other countries forming conclusions about their

from pre-kindergarten through grade mathematical abilities, interest, and

has pointed to an

8” (NCTM 2006). At the local district motivation that will influence how

and school levels, teacher conversa- underlying problem with they approach mathematics in later

tions and staff development could be years. Instruction at this level should

organized around the focal points. many of our standards- build on their emerging capabilities

Encouraging teachers from several to think hypothetically, comprehend

based systems.”

grades to participate in such a setting cause and effect, and reason in both

ensures discussions are also focused on concrete and abstract terms. Algebra

the linkage of math instruction from What should effective mathematics and geometry form a large part of the

grade to grade. instruction look like? Shellard and recommended curriculum during

Moyer (2002) identify three critical these years.

How It Gets Taught components: “Teaching for conceptual

During the reading wars between understanding, developing children’s An important key to developmental-

proponents of a whole language procedural literacy, and promoting stra- ly appropriate mathematics instruction,

approach and those favoring skills- tegic competence through meaningful at any age or grade level, is achieving

based instruction, educators found problem-solving investigations.” balance between teaching for concep-

that a careful and intensive review of Also, topics should be presented in a tual understanding and teaching for

research revealed the importance of sequence and manner appropriate for procedural fluency. When students

using a combination of both approach- the developmental level of the students learn procedures without meaning,

es. Similarly, there are at least two (Reys et al. 1999). Although the rate they are only memorizing discrete

camps prominent in the discussion of at which children develop mathemati- pieces of information that are diffi-

how math should be taught. The two cally varies from child to child, NCTM cult for them to remember. Students

teaching approaches have clear differ- (2001) has developed a general time- should develop an understanding of

ences. In skills-based instruction, teach- line for students’ mathematical skills the concepts they are studying before

ers focus on developing computational development and instruction identi- they apply these ideas to procedural

skills and recall of facts. In the second fied as appropriate for each level. strategies.

approach, teachers encourage students According to this timeline:

to explain how they arrived at a solu- Good Teaching Is Key

tion and to consider more than one n From pre-kindergarten through Of course, effective mathematics

way of solving a problem. second grade, children develop a instruction begins with effective teach-

Ideally, teachers should strive for a mathematical foundation by build- ing. No lesson, no matter how well

balance between the two approaches. ing beliefs about what mathematics planned, can be successful if the ele-

Doug Grouws (2004), recently hon- is and what it means to understand ments of effective teaching are not in

ored for his long-time contributions and “do” mathematics. Instruction place. Grouws (2004) discusses the

to mathematics education with the should be provided that helps them instructional practices that research

NCTM Lifetime Achievement Award, understand patterns and measure- has shown to have a positive impact on

talks about this: ment and develop a solid under- student learning and then mentions the

standing of the numeration system. role of the teacher:

Research suggests it is not necessary for n Building on the inquisitive nature

teachers to focus first on skill develop- of children in grades 3 through 5, The quality of the implementation of a

ment and then move on to problem- students should be encouraged to teaching practice also greatly influences

solving. Both can be done together. develop and investigate solutions its impact on student learning. The

Skills can be developed on an as-needed to everyday problems. Instruction value of using manipulative materials

basis, or their development can be should focus on the relationship to investigate a concept, for example,

supplemented through the use of tech- between such processes as addition depends not only on whether manipu-

nology. In fact, there is evidence that if and multiplication, and subtrac- latives are used, but also on how they

students are initially drilled too much tion and division. Students should are used with the students. Similarly,

on isolated skills, they have a harder be introduced to multiplicative small-group instruction will benefit

time making sense of them later. reasoning, equivalence, and a vari- students only if the teacher knows when

ety of methods for computation. and how to use this teaching practice.

52 Principal n September/October 2007 www.naesp.org

“… Research comparing

of education and other groups devel- focus on developing children’s

oping standards use the focal points math instruction in the interest in mathematics.

as a “clear organizational model for n Students in grades 6 through 8 are

establishing a mathematics curriculum U.S. and other countries forming conclusions about their

from pre-kindergarten through grade mathematical abilities, interest, and

has pointed to an

8” (NCTM 2006). At the local district motivation that will influence how

and school levels, teacher conversa- underlying problem with they approach mathematics in later

tions and staff development could be years. Instruction at this level should

organized around the focal points. many of our standards- build on their emerging capabilities

Encouraging teachers from several to think hypothetically, comprehend

based systems.”

grades to participate in such a setting cause and effect, and reason in both

ensures discussions are also focused on concrete and abstract terms. Algebra

the linkage of math instruction from What should effective mathematics and geometry form a large part of the

grade to grade. instruction look like? Shellard and recommended curriculum during

Moyer (2002) identify three critical these years.

How It Gets Taught components: “Teaching for conceptual

During the reading wars between understanding, developing children’s An important key to developmental-

proponents of a whole language procedural literacy, and promoting stra- ly appropriate mathematics instruction,

approach and those favoring skills- tegic competence through meaningful at any age or grade level, is achieving

based instruction, educators found problem-solving investigations.” balance between teaching for concep-

that a careful and intensive review of Also, topics should be presented in a tual understanding and teaching for

research revealed the importance of sequence and manner appropriate for procedural fluency. When students

using a combination of both approach- the developmental level of the students learn procedures without meaning,

es. Similarly, there are at least two (Reys et al. 1999). Although the rate they are only memorizing discrete

camps prominent in the discussion of at which children develop mathemati- pieces of information that are diffi-

how math should be taught. The two cally varies from child to child, NCTM cult for them to remember. Students

teaching approaches have clear differ- (2001) has developed a general time- should develop an understanding of

ences. In skills-based instruction, teach- line for students’ mathematical skills the concepts they are studying before

ers focus on developing computational development and instruction identi- they apply these ideas to procedural

skills and recall of facts. In the second fied as appropriate for each level. strategies.

approach, teachers encourage students According to this timeline:

to explain how they arrived at a solu- Good Teaching Is Key

tion and to consider more than one n From pre-kindergarten through Of course, effective mathematics

way of solving a problem. second grade, children develop a instruction begins with effective teach-

Ideally, teachers should strive for a mathematical foundation by build- ing. No lesson, no matter how well

balance between the two approaches. ing beliefs about what mathematics planned, can be successful if the ele-

Doug Grouws (2004), recently hon- is and what it means to understand ments of effective teaching are not in

ored for his long-time contributions and “do” mathematics. Instruction place. Grouws (2004) discusses the

to mathematics education with the should be provided that helps them instructional practices that research

NCTM Lifetime Achievement Award, understand patterns and measure- has shown to have a positive impact on

talks about this: ment and develop a solid under- student learning and then mentions the

standing of the numeration system. role of the teacher:

Research suggests it is not necessary for n Building on the inquisitive nature

teachers to focus first on skill develop- of children in grades 3 through 5, The quality of the implementation of a

ment and then move on to problem- students should be encouraged to teaching practice also greatly influences

solving. Both can be done together. develop and investigate solutions its impact on student learning. The

Skills can be developed on an as-needed to everyday problems. Instruction value of using manipulative materials

basis, or their development can be should focus on the relationship to investigate a concept, for example,

supplemented through the use of tech- between such processes as addition depends not only on whether manipu-

nology. In fact, there is evidence that if and multiplication, and subtrac- latives are used, but also on how they

students are initially drilled too much tion and division. Students should are used with the students. Similarly,

on isolated skills, they have a harder be introduced to multiplicative small-group instruction will benefit

time making sense of them later. reasoning, equivalence, and a vari- students only if the teacher knows when

ety of methods for computation. and how to use this teaching practice.

52 Principal n September/October 2007 www.naesp.org

3.
In addition, to effectively develop Such an approach also helps stu- ematics instruction. By integrating the

students’ mathematical skills, teachers dents develop confidence in their following approaches into classroom

must be effective overall. They must own abilities to do mathematics and instruction, teachers can promote both

exhibit good classroom management gain an even firmer grasp of key student learning and motivation:

skills, especially in classrooms using dif- concepts and processes.

ferentiated instruction; actively engage n Influence learning by posing challeng- n Students are actively engaged in doing

their students; and make efficient use ing and interesting questions. Teachers mathematics. They should not be

of instructional time. A mathematics should present questions that stimu- sitting back watching others students

lesson cannot succeed if the other ele- late students’ curiosity and encour- solve problems.

ments of teaching—classroom manage- age them to investigate further. The n Students are solving challenging prob-

ment, a logical progression of lessons, questions should encourage students lems. Mathematics is a stimulating

an effective use of assessment, and to rely on themselves and their peers and interesting field generating new

time management—are not in place. for ideas about mathematics and knowledge every day, and students

problem-solving. should be exposed to this excite-

An Effective Mathematics n Project a positive attitude about math- ment and challenge, using real-world

Environment ematics and about students’ ability examples when possible.

There are some specific teacher to “do” mathematics. This includes n Interdisciplinary connections and

behaviors that “matter” in the teaching demonstrating enthusiasm for the examples are used to teach mathematics.

of mathematics. In effective classrooms, content as well as a belief that all For example, using literature as a

teachers: students are capable of learning the springboard for mathematical inves-

material, with lessons designed to tigation is a useful way to introduce

n Demonstrate acceptance of students’ encourage curiosity, interest, and authentic problem-solving situations

divergent ideas. They challenge stu- skill-building. that may have “messy” results. This

dents to think more deeply about engages students in connecting the

the problems they are solving and Certain instructional characteristics language of mathematical ideas

ask them to explain the solutions. also are associated with effective math- with numerical representations and

ur

Toronto

o m

e Yroo to

k

Ta lass ron Downtown

C To

To

Sample Layout - other layouts available

NEILL-WYCIK

Specially Designed for Groups

• Unique group accommodations - perfect for chaperoning

Separate • Minutes away from almost everything!

Bedrooms Your

own • Open early May to late August

private • Best rates in town

doors

Shared

NEILL-WYCIK

common 96 Gerrard Street East, Toronto, ON, Canada M5B 1G7

areas Phone: (416) 977-2320 • Fax: (416) 977-2809

1-800-268-4358

Email: [email protected]

www.neill-wycik.com

www.naesp.org Principal n September/October 2007 53

students’ mathematical skills, teachers dents develop confidence in their following approaches into classroom

must be effective overall. They must own abilities to do mathematics and instruction, teachers can promote both

exhibit good classroom management gain an even firmer grasp of key student learning and motivation:

skills, especially in classrooms using dif- concepts and processes.

ferentiated instruction; actively engage n Influence learning by posing challeng- n Students are actively engaged in doing

their students; and make efficient use ing and interesting questions. Teachers mathematics. They should not be

of instructional time. A mathematics should present questions that stimu- sitting back watching others students

lesson cannot succeed if the other ele- late students’ curiosity and encour- solve problems.

ments of teaching—classroom manage- age them to investigate further. The n Students are solving challenging prob-

ment, a logical progression of lessons, questions should encourage students lems. Mathematics is a stimulating

an effective use of assessment, and to rely on themselves and their peers and interesting field generating new

time management—are not in place. for ideas about mathematics and knowledge every day, and students

problem-solving. should be exposed to this excite-

An Effective Mathematics n Project a positive attitude about math- ment and challenge, using real-world

Environment ematics and about students’ ability examples when possible.

There are some specific teacher to “do” mathematics. This includes n Interdisciplinary connections and

behaviors that “matter” in the teaching demonstrating enthusiasm for the examples are used to teach mathematics.

of mathematics. In effective classrooms, content as well as a belief that all For example, using literature as a

teachers: students are capable of learning the springboard for mathematical inves-

material, with lessons designed to tigation is a useful way to introduce

n Demonstrate acceptance of students’ encourage curiosity, interest, and authentic problem-solving situations

divergent ideas. They challenge stu- skill-building. that may have “messy” results. This

dents to think more deeply about engages students in connecting the

the problems they are solving and Certain instructional characteristics language of mathematical ideas

ask them to explain the solutions. also are associated with effective math- with numerical representations and

ur

Toronto

o m

e Yroo to

k

Ta lass ron Downtown

C To

To

Sample Layout - other layouts available

NEILL-WYCIK

Specially Designed for Groups

• Unique group accommodations - perfect for chaperoning

Separate • Minutes away from almost everything!

Bedrooms Your

own • Open early May to late August

private • Best rates in town

doors

Shared

NEILL-WYCIK

common 96 Gerrard Street East, Toronto, ON, Canada M5B 1G7

areas Phone: (416) 977-2320 • Fax: (416) 977-2809

1-800-268-4358

Email: [email protected]

www.neill-wycik.com

www.naesp.org Principal n September/October 2007 53

4.
develops important skills that sup- In recognition of the importance National Mathematics Advisory Panel.

port students’ abilities to solve word of the topic, a National Mathematics Preliminary Report, 2007. Retrieved from

problems. Advisory Panel was recently estab- www.ed.gov/about/bdscomm/list/

mathpanel/pre-report.pdf.

n Students are sharing their mathemati- lished within the U.S. Department Reys, R. E., M. N. Suydam, M. M. Lindquist,

cal ideas while working in pairs and of Education. Its charge is “to foster and N. L. Smith. Helping Children Learn

groups. Research shows that students greater knowledge of and improved Mathematics, 5th ed. New York: John

who work in groups on problems, performance in mathematics among Wiley and Sons, 1999.

assignments, and other mathemati- American students … with respect to Ross, R. and R. Kurtz. “Making

Manipulatives Work: A Strategy for

cal investigations display increased the conduct, evaluation, and effective Success.” Arithmetic Teacher January

achievement. Such opportunities use of the results of research relating (1993), 254-57.

appeal to the social nature of most to proven-effective and evidence- Shellard, E. and P. S. Moyer. What Principals

children, while thinking through based mathematics instruction” (Bush Need to Know about Teaching Math.

problems collaboratively makes 2006). Members of the panel have Alexandria, Va.: National Association

of Elementary School Principals and

it less likely that a student will get been assigned to four task forces Educational Research Service, 2002.

caught in a procedural dead end. focused on critical areas of mathemat-

n Students are provided with a variety ics instruction: learning processes,

of opportunities to communicate math- conceptual knowledge and skills,

ematically. During a lesson, students instructional practices and materials,

should have many opportunities to and teachers and teacher education W eb Resou rc es

communicate their ideas. They may (National Mathematics Advisory Panel Information provided on the NCTM

draw a picture to represent their 2007). Web site includes the council’s focal

ideas or write them in mathematics For teachers and others responsible points by grade as well as questions and

journals. Whole-class discussions for ensuring our students receive the answers about the focal points.

should provide opportunities to hear best possible mathematics education, www.nctm.org/focalpoints.

about and perhaps challenge other ongoing efforts to stay informed about aspx?ekmensel=c580fa7b_10_48_

students’ ideas in an environment of current research findings will be as btnlink

respect and understanding. important as the frameworks provided

n Students are using manipulatives and by state standards. As principal, your “Mathematical Understanding: An

other tools. The long-term use of role in ensuring that happens in your Introduction,” a chapter from the book

mathematics manipulatives is posi- school is critical. P How Students Learn: History, Mathematics,

tively related to student achievement and Science in the Classroom, can be

and attitudes about mathematics. It Nancy Protheroe is director of special accessed at the National Academies

is not enough, however, to simply research projects at the Educational Press Web site.

provide students with manipulatives; Research Service. Her e-mail address is www.nap.edu/catalog.php?record_

they must be taught how to use these [email protected]. id=10126#toc

materials. Several steps can be taken

to ensure students benefit from a References

The K-12 Mathematics Curriculum

Bush, G. W. Executive Order: National

lesson involving manipulatives. First, Mathematics Advisory Panel, 2006. Center, funded by the National Science

the teacher should use manipulatives Retrieved from www.whitehouse.gov/ Foundation, provides information on

that support the lesson’s objectives. news/releases/2006/04/20060418- textbook adoption and a downloadable

Next, before allowing students to 5.html. guide to several mathematics curriculum

handle the materials, the teacher Grouws, D. A. “Chapter 7. Mathematics.”

programs.

In Handbook of Research on Improving

should demonstrate how to use the Student Achievement, 3rd ed., edited by www2.edc.org/mcc/default.asp

manipulatives and the procedures G. Cawelti. Arlington, Va.: Educational

for handling them. And finally, the Research Service, 2004.

lesson design should encourage the National Council of Teachers of

active participation of all students Mathematics (NCTM). Principles and

Standards for School Mathematics,

(Ross and Kurtz 1993). 2000. Retrieved from http://standards.

nctm.org.

An Ongoing Dialogue National Council of Teachers of

Conversations about math instruc- Mathematics. Curriculum Focal Points

tion will continue. Parents, educators, for Prekindergarten through Grade

8 Mathematics, 2006. Retrieved

policymakers, and future employers are from www.nctm.org/focalpoints.

all concerned about what—and how aspx?ekmensel=c580fa7b_10_48_

well—our students learn mathematics. btnlink.

54 Principal n September/October 2007 www.naesp.org

port students’ abilities to solve word of the topic, a National Mathematics Preliminary Report, 2007. Retrieved from

problems. Advisory Panel was recently estab- www.ed.gov/about/bdscomm/list/

mathpanel/pre-report.pdf.

n Students are sharing their mathemati- lished within the U.S. Department Reys, R. E., M. N. Suydam, M. M. Lindquist,

cal ideas while working in pairs and of Education. Its charge is “to foster and N. L. Smith. Helping Children Learn

groups. Research shows that students greater knowledge of and improved Mathematics, 5th ed. New York: John

who work in groups on problems, performance in mathematics among Wiley and Sons, 1999.

assignments, and other mathemati- American students … with respect to Ross, R. and R. Kurtz. “Making

Manipulatives Work: A Strategy for

cal investigations display increased the conduct, evaluation, and effective Success.” Arithmetic Teacher January

achievement. Such opportunities use of the results of research relating (1993), 254-57.

appeal to the social nature of most to proven-effective and evidence- Shellard, E. and P. S. Moyer. What Principals

children, while thinking through based mathematics instruction” (Bush Need to Know about Teaching Math.

problems collaboratively makes 2006). Members of the panel have Alexandria, Va.: National Association

of Elementary School Principals and

it less likely that a student will get been assigned to four task forces Educational Research Service, 2002.

caught in a procedural dead end. focused on critical areas of mathemat-

n Students are provided with a variety ics instruction: learning processes,

of opportunities to communicate math- conceptual knowledge and skills,

ematically. During a lesson, students instructional practices and materials,

should have many opportunities to and teachers and teacher education W eb Resou rc es

communicate their ideas. They may (National Mathematics Advisory Panel Information provided on the NCTM

draw a picture to represent their 2007). Web site includes the council’s focal

ideas or write them in mathematics For teachers and others responsible points by grade as well as questions and

journals. Whole-class discussions for ensuring our students receive the answers about the focal points.

should provide opportunities to hear best possible mathematics education, www.nctm.org/focalpoints.

about and perhaps challenge other ongoing efforts to stay informed about aspx?ekmensel=c580fa7b_10_48_

students’ ideas in an environment of current research findings will be as btnlink

respect and understanding. important as the frameworks provided

n Students are using manipulatives and by state standards. As principal, your “Mathematical Understanding: An

other tools. The long-term use of role in ensuring that happens in your Introduction,” a chapter from the book

mathematics manipulatives is posi- school is critical. P How Students Learn: History, Mathematics,

tively related to student achievement and Science in the Classroom, can be

and attitudes about mathematics. It Nancy Protheroe is director of special accessed at the National Academies

is not enough, however, to simply research projects at the Educational Press Web site.

provide students with manipulatives; Research Service. Her e-mail address is www.nap.edu/catalog.php?record_

they must be taught how to use these [email protected]. id=10126#toc

materials. Several steps can be taken

to ensure students benefit from a References

The K-12 Mathematics Curriculum

Bush, G. W. Executive Order: National

lesson involving manipulatives. First, Mathematics Advisory Panel, 2006. Center, funded by the National Science

the teacher should use manipulatives Retrieved from www.whitehouse.gov/ Foundation, provides information on

that support the lesson’s objectives. news/releases/2006/04/20060418- textbook adoption and a downloadable

Next, before allowing students to 5.html. guide to several mathematics curriculum

handle the materials, the teacher Grouws, D. A. “Chapter 7. Mathematics.”

programs.

In Handbook of Research on Improving

should demonstrate how to use the Student Achievement, 3rd ed., edited by www2.edc.org/mcc/default.asp

manipulatives and the procedures G. Cawelti. Arlington, Va.: Educational

for handling them. And finally, the Research Service, 2004.

lesson design should encourage the National Council of Teachers of

active participation of all students Mathematics (NCTM). Principles and

Standards for School Mathematics,

(Ross and Kurtz 1993). 2000. Retrieved from http://standards.

nctm.org.

An Ongoing Dialogue National Council of Teachers of

Conversations about math instruc- Mathematics. Curriculum Focal Points

tion will continue. Parents, educators, for Prekindergarten through Grade

8 Mathematics, 2006. Retrieved

policymakers, and future employers are from www.nctm.org/focalpoints.

all concerned about what—and how aspx?ekmensel=c580fa7b_10_48_

well—our students learn mathematics. btnlink.

54 Principal n September/October 2007 www.naesp.org

5.
TECHNIQUES Would your job as a

school administrator be

easier if your teachers…

THAT MAKE … made fewer office referrals

for discipline?

ALL OTHER … possessed skills that enabled them

to stay out of un-winnable power

struggles with students?

… knew how to build and maintain

great relationships with parents?

WORK BETTER! … spent less time expecting you

to fix the kids and more time

delivering instruction?

800-338-4065 If you answered yes to one or more

www.loveandlogic.com of these questions, you need the

9 ESSENTIAL SKILLS FOR THE LOVE

AND LOGIC CLASSROOM professional

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This step-by-step turn-key curriculum

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• Building cooperative relationships

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• Avoiding power struggles and

arguments

• Helping students develop problem-

solving skills and self-control

• And much, much more!

Regardless of your district’s choice of behav-

ior management, curriculum or instructional

models, Love and Logic is what makes them

all work better!

Why spend thousands of dollars hiring

high priced consultants when someone on

your staff can provide on-going

staff development for a fraction

of the cost?

For more information, or

to order the 9 Essential

Skills for the Love and Logic

Classroom teacher training

curriculum, call 800-338-4065 or

visit www.loveandlogic.com.

(Mention this ad and get 10% off

any Love and Logic product.)

www.loveandlogic.com

school administrator be

easier if your teachers…

THAT MAKE … made fewer office referrals

for discipline?

ALL OTHER … possessed skills that enabled them

to stay out of un-winnable power

struggles with students?

… knew how to build and maintain

great relationships with parents?

WORK BETTER! … spent less time expecting you

to fix the kids and more time

delivering instruction?

800-338-4065 If you answered yes to one or more

www.loveandlogic.com of these questions, you need the

9 ESSENTIAL SKILLS FOR THE LOVE

AND LOGIC CLASSROOM professional

development curriculum.

This step-by-step turn-key curriculum

teaches the following techniques:

• Preventing disruptive behavior

• Building cooperative relationships

with tough students

• Avoiding power struggles and

arguments

• Helping students develop problem-

solving skills and self-control

• And much, much more!

Regardless of your district’s choice of behav-

ior management, curriculum or instructional

models, Love and Logic is what makes them

all work better!

Why spend thousands of dollars hiring

high priced consultants when someone on

your staff can provide on-going

staff development for a fraction

of the cost?

For more information, or

to order the 9 Essential

Skills for the Love and Logic

Classroom teacher training

curriculum, call 800-338-4065 or

visit www.loveandlogic.com.

(Mention this ad and get 10% off

any Love and Logic product.)

www.loveandlogic.com