Coaching is Teaching at its Best! is a quick, easy-to-read guide that can help any youth sports coach be a better teaching coach. This guide is a pivotal step to making youth sports in America even better.

The mark of a great coach is a constant desire to learn and grow. A hunger to use whatever can make them better. The best-selling author of Teach Like a Champion and Reading Reconsidered brings his considerable knowledge about the science of classroom teaching to the sports coaching world to create championship caliber coaches on the court and field. What great classroom teachers do is relevant to coaches in profound ways. After all, coaches are at their core teachers. Lemov knows that coaches face many of the same challenges found in the classroom, so the science of learning applies equally to them. Unfortunately, coaches and organizations have a mixed level of understanding of the research and study of the science of learning. Sometimes coaches and organizations build their teaching on myths and platitudes more than science. Sometimes there isn’t any science applied at all. While there are thousands of books and websites a coach can consult to better understand technical and tactical aspects of the game, there is nothing for a coach to consult that explicitly examines the teaching problems on the field, the court, the rink, and the diamond. Until now. Intended to offer lessons and guidance that are applicable to coaches of any sporting endeavor including everyone from parent volunteers to professional coaches and private trainers, Lemov brings the powerful science of learning to the arena of sports coaching to create the next generation of championship caliber coaches.

Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips

This book expands on the framework established in the original volume of Quality Teaching in a Culture of Coaching. It provides many examples that can be incorporated into any educational environment. It outlines the why, who, what, and how of a sound coaching program. The new edition adds sections on the impact of learning styles on coaching, extends the connections between coaching, mentoring, and supervision, and includes instructional coaching. It contains updated examples of various coaching models in place, including international examples.

Effective and practical coaching strategies for new educators plus valuable online coaching tools Many teachers are only observed one or two times per year on average—and, even among those who are observed, scarcely any are given feedback as to how they could improve. The bottom line is clear: teachers do not need to be evaluated so much as they need to be developed and coached. In Get Better Faster: A 90-Day Plan for Coaching New Teachers, Paul Bambrick-Santoyo shares instructive tools of how school leaders can effectively guide new teachers to success. Over the course of the book, he breaks down the most critical actions leaders and teachers must take to achieve exemplary results. Designed for coaches as well as beginning teachers, Get Better Faster is an integral coaching tool for any school leader eager to help their teachers succeed. Get Better Faster focuses on what's practical and actionable which makes the book's approach to coaching so effective. By practicing the concrete actions and micro-skills listed in Get Better Faster, teachers will markedly improve their ability to lead a class, producing a steady chain reaction of future teaching success. Though focused heavily on the first 90 days of teacher development, it's possible to implement this work at any time. Junior and experienced teachers alike can benefit from the guidance of Get Better Faster while at the same time closing existing instructional gaps. Featuring valuable and practical online training tools available at http://www.wiley.com/go/getbetterfaster, Get Better Faster provides agendas, presentation slides, a coach's guide, handouts, planning templates, and 35 video clips of real teachers at work to help other educators apply the lessons learned in their own classrooms. Get Better Faster will teach you: The core principles of coaching: Go Granular; Plan, Practice, Follow Up, Repeat; Make Feedback More Frequent Top action steps to launch a teacher’s development in an easy-to-read scope and sequence guide It also walks you through the four phases of skill building: Phase 1 (Pre-Teaching): Dress Rehearsal Phase 2: Instant Immersion Phase 3: Getting into Gear Phase 4: The Power of Discourse Perfect for new educators and those who supervise them, Get Better Faster will also earn a place in the libraries of veteran teachers and school administrators seeking a one-stop coaching resource.

What is ultimate? -- Principles of throwing -- Principles of catching -- Offense : individual skills -- Offense : team skills -- Defense : individual skills -- Defense : team skills -- Ultimate fitness -- Psychological preparation for competitive performance -- Starting a program.

The need to train high school graduates specifically to become teachers was recognized in the early 1800s. Over the next century, "normal schools" turned into teachers' colleges which became state universities, and these entities changed from teacher training schools to liberal arts colleges and then into research universities. The focus reasonably shifted from the practical to the theoretical as a result of this evolution. Many colleges and universities have attempted to recalibrate their approach to preparing prospective teachers for the profession, but it is evident that teacher preparation must continue to evolve with more emphasis on teaching experiences that provide opportunities for feedback and reflection on a continuous basis.It's not just our postgraduate teaching preparatory programs that struggle with this mission; the field of K-12 education owns a big part of this dilemma as well. Once teacher candidates enter the system, we continue to miss the target by not providing opportunities for them to improve their instruction. The structure and methods for such approaches are absent from the field. Often quality professional development is sparse and may seem more like a current fad rather than a change in practice for overall teaching improvement. Early on in our approach, we were convinced the answer could be found in the realm of coaching. One of us had some experience with peer coaching where colleagues meticulously "scripted" each other's lessons and provided feedback within carefully agreed-upon parameters. The other had experience as a student-athlete through college, varsity coach, and physical education teacher who recalled an expression repeated by a football coach: "The eye in the sky doesn't lie." The football coach was referring to video-recording. That's when we experimented with the notion of recording a teacher's instruction. A curious and willing classroom teacher had video-recorded a number of his lessons and allowed us to view them. Then we sat down together to discuss exactly what we were seeing. The teacher was energized by the undeniable evidence of his own actions, both those that were effective and those that were not. We discovered that the teacher, who was seeing himself teach for the first time, was very capable of identifying those teacher actions that needed to be altered to produce more desirable results, but the lightbulb went off when we realized that the experience could be enriched with the guidance of an instructional expert. We started small with "slow is fast" as our mantra. In the first year, we worked with about a half dozen volunteer teachers. Fourteen teachers benefitted from video coaching the next year. Within four years, the number of schools participating had increased dramatically. We know the video coaching approach is working as part of systemic change because we are now training cadres of coaches instead of only working with individual classroom teachers. Part of our journey has been understanding how important quality control at every juncture is in maintaining credibility and building trust. In this book, we are offering a pragmatic approach to the implementation of a video coaching model in your school. We have successfully worked through our model on a small scale in a small school, then on a larger scale in a small school, then in nine different school districts, and now on a larger scale in a large school district. The most direct route to improved instruction is to refocus and support teachers on their teaching by having them reflect on their own practice in a safe environment with a trained coach in response to incontrovertible video evidence of the instruction they deliver in their own classrooms. We're excited about helping you to chart your own course.