LEADER 01076cam0-22003731i-450- 001 990001186820403321 005 20060221095625.0 010 $a0-387-90748-3 035 $a000118682 035 $aFED01000118682 035 $a(Aleph)000118682FED01 035 $a000118682 100 $a20001205d1982----km-y0itay50------ba 101 0 $aeng 102 $aUS 105 $aa-------001yy 200 1 $aLinear operator theory in engineering and science$fArch W. Naylor, George R. Sell 210 $aNew York$cSpringer-Verlag$d1982 215 $aXV, 624 p.$cill.$d24 cm 225 1 $aApplied mathematical sciences$v40 676 $a515.7 700 1$aNaylor,$bArch W.$026284 701 1$aSell,$bGeorge Roger$026285 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990001186820403321 952 $aC-33-(40$b20898$fMA1 952 $a04 012-161$bDIC 4044$fDINCH 952 $a02 28 D 15$b4104$fFINBN 959 $aMA1 959 $aDINCH 959 $aFINBN 996 $aLinear operator theory in engineering and science$9332287 997 $aUNINA LEADER 02824oam 2200505 450 001 9910813502203321 005 20191126124511.0 010 $a1-947604-34-1 035 $a(OCoLC)1119517018 035 $a(MiFhGG)GVRL88TA 035 $a(EXLCZ)994100000008611971 100 $a20190123h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCoaching your classroom $ehow to deliver actionable feedback to students /$fGarnet Hillman, Mandy Stalets 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2019] 210 4$d?2019 215 $a1 online resource (x, 130 pages) 225 0 $aGale eBooks 311 $a1-947604-33-3 320 $aIncludes bibliographical references and index. 327 $achapter 1. Adopt a language of learning -- chapter 2. Coach every student -- chapter 3. Craft high-quality feedback -- chapter 4. Utilize feedback methods -- chapter 5. Ensure productive responses -- chapter 6. Employ self- and peer assessment. 330 $a"In Think like a coach, teach for success: delivering actionable feedback in the classroom, authors Garnet Hillman and Mandy Stalets offer a fresh perspective on implementing and delivering effective feedback in the classroom by examining the practices utilized by coaches. Although people would traditionally describe coaches and teachers as different professions that operate in separate spheres, the two share endless similarities. The responsibilities of both coaches and teachers include guiding their learners through the process of sharpening their skills while providing individualized feedback. In order to understand how teachers can ensure all students develop the skills necessary for success, Hillman and Stalets explore what purposeful coaching looks like on the athletic field and in the classroom. By reading Coaching the Classroom, educators will possess the tools and practices needed for creating a culture of student-centered learning and for becoming leaders of the feedback process in their classrooms"--$cProvided by publisher. 606 $aInteraction analysis in education 606 $aCommunication in education 606 $aFeedback (Psychology) 606 $aClassroom management 606 $aStudent-centered learning 615 0$aInteraction analysis in education. 615 0$aCommunication in education. 615 0$aFeedback (Psychology) 615 0$aClassroom management. 615 0$aStudent-centered learning. 676 $a371.1022 700 $aHillman$b Garnet$01700127 702 $aStalets$b Mandy 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910813502203321 996 $aCoaching your classroom$94082881 997 $aUNINA