I am currently reading a book entitled Get Better Faster: A 90-Day Plan for Coaching New Teachers by Paul Bambrick-Santoyo. While a more detailed review will come later, there is one point that is of particular interest. The author suggests that, when monitoring student work, the monitors (in my case myself and the TAs) should go to the fastest groups first. At first glance, this seems counterintuitive: shouldn’t the in-class assistants spend the most time with those groups who struggle the most? Bambrick-Santoyo, however, points out that going to the fastest groups first has two benefits:
- The in-class assistants get a good sense of where the students are likely to struggle and what alternative conceptions students have. While I always encourage my TAs to work the problems in advance and while we discuss them in our weekly meetings, these efforts are not always sufficient. By attending to the fastest groups first, TAs in particular get a in-the-trenches sense of where students are likely to stumble.
- Attending to the fastest groups first gives those groups who need a little more time the time they need to progress to the point where they are in a position to ask a question or get feedback.
Again, I am sure there will be more to come from this book, but I wanted to share that out.