PRECISION TEACHING: DISCOVERIES AND EFFECTS

Abstract

The only adult in the dassroom seems to be loitering.She is not standing in the front lecturing, or sitting at the teacher's desk reading to the dass, or grading papers.She is moving about the dass- room from student to student, answering a question with a whisper here, offering a quiet suggestion there, helping with a chart decision here, and giving a pat and a smile of appreciation there.Now and then, she calls for a dass one-minute practice ses- sion.The students are busy at their desks, in teams of two, timing each other's practice, jumping up to take a chart down from the wall, or to post new data.The students are noisy, shouting correct an- swers as fast as they can at 200 words per minute, several shouting at once at neighboring desks.It sounds more like an adult cocktail party, or a school recess, than a school dassroom.It is not the orderly dass that student teachers were taught to manage, with one student out of 30 responding at a time and only when called upon.The "precision teacher" performs like a coach, an advisor, and an on-line instructional designer.She arranges materials and methods for the students to teach themselves, induding self-counting, tim- ing, charting, and one-on-one direction and support.Many teachers are threatened by this change in their jobs.They entered teaching because they loved to lecture or entertain children.They looked forward to doing that at least 6 hours a day.In this precision teaching (PT) dassroom there is almost no lecturing.The entertainment is the thrill from students' visible performance gains.All the students are performing at once.It is noisy.It is mayhem.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 218 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.