The Importance of Regular Practice in Building Strong Concepts - A Study on Student Performance Improvement- Faizan Ahmad

Introduction

Regular practice is one of the most important habits that helps students build strong

concepts and improve their academic performance. When students practice regularly, they

develop a better understanding of topics, remember information longer, and become more

confident in solving problems. In this assignment, we will explore how regular practice

helps students learn better, what stops them from practising, and what methods work best

for improvement.

Background of the Study

In Indian schools, especially for Class 9 and Class 10 students preparing for board exams,

many students struggle with weak concepts and poor marks. A big reason for this is that

students do not practice enough during the learning process. They often wait until exams

are near before starting to study seriously. This habit creates stress and anxiety.

Students today face many distractions like mobile phones, social media, and games, which

take away their study time. Teachers and parents see that students who practice daily score

better marks and understand topics more clearly than those who study only before exams.

However, many students don't realise the true power of regular practice. They think

studying for long hours just before exams is enough.

But research shows that when students practice a little bit every day, they learn better and

remember longer. This method is called "spaced learning" or distributed practice. Students

who follow this method get better results in exams, feel less stressed, and develop a real

interest in the subjects they study.

What is Regular Practice and Why Does It Matter

Regular practice means studying and solving problems a little bit every day, not just

studying hard once or twice a week. It means doing homework on time, solving extra

questions, and reviewing what you learned in class regularly.

Regular practice matters because:

• It helps the brain store information in long-term memory

• It builds confidence when solving questions

• It reduces exam anxiety and stress

• It helps students find weak areas and improve them

• It improves thinking skills and problem-solving ability

How Regular Practice Helps Students Learn Better

When students practice regularly, many good things happen. First, practising the same

concept many times helps the brain understand it deeply. Second, when a student practices

daily, they spot their mistakes early and can correct them. Third, regular practice builds a

learning habit and makes studying feel normal, not boring. Finally, students who practice

daily often feel ready for exams and score better marks.

Teachers have noticed that students who solve practice questions every day perform much

better in exams compared to students who don't practice regularly. Regular practice also

helps students become faster in solving questions, which is very important in timed exams.

Common Problems That Stop Students from Practising

Several things stop students from practising regularly:

• Laziness and lack of motivation: Many students feel too lazy to study every day

• Too much distraction: Mobile phones and games take away study time

• Feeling bored: Solving the same type of questions feels boring to many students

• Lack of proper guidance: Some students don't know which questions to practice

• Pressure and fear: Some students fear making mistakes and avoid practice

Ways to Make Practice Better and More Effective

Here are some simple but powerful methods that help students practice better:

• Make a study schedule: Plan fixed times for study every day

• Start with easy questions: Begin with simpler questions and gradually move to

harder ones

• Keep mistakes in a notebook: Write down your mistakes to learn from them

• Take short breaks: Study for 25–30 minutes, then take a 5-minute break

• Practice different types of questions: Don't repeat only one type of question

• Ask teachers for help: When stuck, ask teachers instead of giving up

• Review what you learned: Read through your notes again after some days

[Results and Benefits of Regular Practice]

Students who follow the habit of regular practice see clear results. Their marks improve,

they understand concepts better, and they feel more confident. They also report feeling less

stressed during exams. Moreover, regular practice helps students develop good learning

habits that help them throughout their lives, not just in school.

Suggestions for Teachers and Parents

Teachers and parents can help students practice regularly by:

• Giving homework that is meaningful and not too much

• Praising students when they practice regularly

• Creating a study-friendly environment at home and school

• Helping students understand why practice is important

• Making practice sessions fun and interesting

Conclusion

In conclusion, regular practice is very important for learning and improving marks. When
students practice every day, even for a short time, they learn better, remember longer, and
feel more confident. By understanding the benefits of practice and removing the obstacles
that stop them, students can develop strong concepts and achieve better results. Regular
practice is not just about passing exams—it's about building a foundation for lifelong
learning.

By Faizan Ahmad

Sunbeam School Varuna

From Struggle to Concept : Implementing Manu Kapur's Productive Failure for Class 3 Division - Debika Laha

As a Class 3 Mathematics teacher, I aimed to move beyond the traditional 'direct instruction' approach for teaching Division. This case study details my classroom application of Manu Kapur's Productive Failure (PF) framework, where I intentionally allowed students to struggle with complex division problems before teaching the standard method. My goal was to investigate whether this initial, guided struggle could lead to deeper conceptual understanding and improved retention of division concepts among my Class 3 students.

Introduction and Objective

This research details the application of Productive Failure (PF) in a Class 3 Math class, aiming to move students beyond rote procedure to a deep conceptual understanding of division as equal sharing and grouping. The core objective was to allow students to generate and explore their own representations and solution methods for a division problem before receiving formal instruction.

Phase 1: Exploration and Productive Failure

I began the first phase by challenging my students with a complex problem designed to activate their prior knowledge (like addition and multiplication) and expose the inherent need for a new concept.

 Step 1: I presented my students with a word problem: "We have 36 candies. Share them equally among 6 friends. How many candies does each friend get?" I gave them absolutely no instruction on the standard division method, urging them to use any math they knew to solve it.

Step 2: As my students worked in small groups, I observed them struggling to find an efficient solution. Most resorted to time-consuming methods like drawing 36 objects and distributing them one by one, or using long lists of repeated subtraction (e.g., 36−6=30, 30−6=24, and so on). This clear inefficiency and the occasional errors served as the productive failure—it highlighted the limits of their current methods and successfully generated internal discussion and curiosity.

Phase 2: Consolidation and Conceptual Mastery

Following the phase of productive struggle, my instruction phase was dedicated to organising their student-generated ideas into a formal, efficient, standard concept.

Step 3: I facilitated a class discussion where groups shared their different (and often incorrect or slow) solution methods. Crucially, I focused the discussion on the process—how they tried to make equal groups or how many times they subtracted 6—without correcting their final answers. This reflection helped the students recognise that all their generated methods pointed toward the same underlying idea: splitting a whole into equal parts.

Step 4: I then formally introduced the Division (÷) concept. By directly linking the student-generated repeated subtraction lists to the formal division procedure, and their multiplication trial-and-error attempts to division's inverse relationship (6×6=36 ⟹ 36÷6=6). I consolidated their diverse, failed methods into a single, efficient and established method. This approach ensured my students understood why division works, not just how to do it.

Step 5: Finally, for the post-task assessment, I presented a transfer problem with a different structure (a 'grouping' problem): "We have 40 apples to put into bags. If each bag holds 8 apples, how many bags do we need?" I found that my students accurately and efficiently applied the new division concept, demonstrating superior conceptual understanding and transfer. The clear and uniform improvement shown in the student data table validated my use of the Productive Failure approach.

Student Performance Summary

To quantify the impact of the Productive Failure technique, I measured my students' performance across two phases.

The results showed a consistent improvement across the sample group:

Initial Struggle: Many students are demonstrating significant inefficiency (time-consuming drawing or long lists of repeated subtraction) or errors.

Post-Instruction Mastery: Students accurately and efficiently applied the new division concept, demonstrating superior conceptual understanding.

Improvement Metrics: The improvement varied between students. For example, students like Raghav and Virat, who initially struggled more, showed a better understanding of the concept, demonstrating the potent effect of the initial struggle in preparing them for the formal concept. Students who scored higher initially, like Manaswi and Innaya, still showed solid growth.

Observation and Analysis

My observations and the quantitative data confirmed the efficiency of the Productive Failure approach. Initially, my students struggled significantly, reverting to slow, error-prone counting and subtraction methods. However, the peer collaboration phase was crucial, which made them realise the shared challenge and the inadequacy of their self-generated methods. It clearly shows a marked improvement, indicating that the initial struggle was indeed productive. The students who struggled the most (e.g., Raghav and Virat) showed the largest point improvement, suggesting that the cognitive effort required during the initial failure effectively prepared them to grasp the formal concept when I presented it. The process successfully nurtured active participation, curiosity, and confidence in tackling complex mathematical problems.

Conclusion

This case study strongly affirms that implementing Productive Failure in my Class 3 Math class allowed my students to construct knowledge through personal experience and guided reflection, rather than passive reception. The intentional design of the division lesson ensured that the initial cognitive struggle created a strong foundation and a need for the actual solution. Ultimately, the use of PF shifted the lesson from rote memorisation to a deep conceptual sense-making of division, proving that initial failure can be a powerful catalyst for effective and long-lasting learning outcomes.

Debika Laha

Sunbeam School, Lahartara

Quality and Love - Sukhpreet Kaur

A student who does a shoddy job with classwork and homework

Quality is a parameter to check the excellence of a child. It varies with age. At a certain level, we expect quality work from our students. It is essential to check the well-being of the child instead of the perfection and quality of their work. I am a grade mentor of class 5, a transitional phase in every respect. 

Every year I meet with different souls. This year, my interaction is with a student who is a reasonable observer and a kinesthetic learner. He is blessed with silence and calmness. He is excellent at analyzing and synthesizing. During winter, he came to me and discussed the issue of improvement in his handwriting. He shared that he needs to present his work well due to his shoddy writing. I listened to him patiently and gave him a remedy for his problem. I discussed the matter with his parents too. I told my student to write one paragraph every day without fail. He religiously followed the same. His parents are supportive, and he worked together. The sincere effort of the student gave him a positive feeling and confidence. 

Two underage students in a romantic relationship

Spring is the season for spreading Love in every living being after the harsh winter climate. Love is in the air. Love is in our thoughts, in emotions, and in every gesture. In grade 5, students do talk about crushes rather than romantic relationships. But yes, the pandemic changed the behaviour of grade 5, and they tend to behave and interact like teenagers. Recently, one student came and asked me about my first crush, my first Love and at what age. It was an indicator for me. I asked my students what Love is to them? Many students explained Love to me like– getting a new dress is Love, getting a hug from the grandparents is Love, meeting friends is Love, dancing is Love, and few were only giggling. I thought we teachers inculcate values and passion for learning something through Love. So I thought the Love of learning could be developed and cultivated using simple strategies. They are as follows:

• Help children discover interest and passion

• Help them to visualize and imagine

• Find the child’s learning style

• Help to develop skills in them

• Have more healthy discussions every day

• Be supportive and encouraging

• Give more hands-on work/experiment

Talking to students regularly is Love.

Sukhpreet Kaur

Gyanshree School

Quality and Love - Jaspreet Kaur

“Quality is not an act; it is a habit.” 

A student who does a shoddy job in classwork and homework: - During the teaching-learning process, we face several problems. In grade V, one student came from a government school. Initially, he needed to understand the culture of the school. He is an introvert too, who never shares his worries with anyone. He needed to understand  English properly. At the beginning of the session, he never did his homework and classwork. Even teachers can’t understand his handwriting. We worked on his script. As a teacher, I counselled his mother to buy a notebook to improve his writing. Every day the language teachers gave him one page daily. Gradually,  he improved his handwriting. I usually appreciated him when he gave wrong answers to boost his confidence. I also counselled the students of Grade V not to laugh at him, even if he gave wrong answers or could not make proper sentences. Now, at the end of the session, he improved a lot. He provided answers confidently. I am delighted and thankful to all the subject teachers who played an essential role in his improvement. 

Two underage students in a romantic relationship: - If I will face this kind of situation, Firstly, I would love to talk to the students individually, but not in front of other students. I will handle the situation with great patience and love. I will suggest the students concentrate on their studies. I will also take the help of my parents to counsel them with love, not by scolding them.  

Jaspreet Kaur 

Kamla Nehru Public School, Phagwara

Reading is a good habit - Nikita Rajpurohit

Reading is a very good habit that one needs to develop in life. Good books can inform you, enlighten

you and lead you in the right direction. There is no better companion than a good book. Reading is important because it is good for your overall well-being. Once you start reading, you experience a whole new world. When you start loving the habit of reading you eventually get addicted to it.  It is important to read a good book at least for a few minutes each day to stretch the brain muscles for healthy functioning.

Following are the benefits of reading:

1. Self Improvement: Reading helps you develop positive thinking. It is important because it develops your mind and gives you excessive knowledge and lessons of life. It keeps your mind active and enhances your creative ability.

2. Communication Skills: Reading improves your vocabulary and develops your communication skills. It helps you learn how to use your language creatively. Not only does it improve your communication but it also makes you a better writer.

3. Increases Knowledge: Books enable you to have a glimpse into cultures, traditions, arts, history, geography, health, psychology and several other subjects and aspects of life. You get an amazing amount of knowledge and information from books.

4. Reduces Stress: Reading a good book takes you in a new world and helps you relieve your day to day stress. It stimulates your brain muscles and keeps your brain healthy and strong.

5. Boosts your Imagination and Creativity: Reading takes you to the world of imagination and enhances your creativity. Reading helps you explore life from different perspectives. While you read books you are building new and creative thoughts, images and opinions in your mind. It makes you think creatively, fantasize and use your imagination.

6. Develops your Analytical Skills:  It involves questioning what you read. It helps you develop your thoughts and express your opinions. New ideas and thoughts pop up in your mind by active reading. 

The habit of reading is one of the best qualities that a person can possess. So it is very important to develop a good reading habit. We must all read on a daily basis for at least 30 minutes to enjoy the sweet fruits of reading. It is a great pleasure to sit in a quiet place and enjoy reading. Reading a good book is the most enjoyable experience one can have.

Nikita Rajpurohit

The Fabindia School

nra@fabindiaschool.in

Express Your Appreciation For Your Teachers

Learning Forward India Foundation

Section 8 not-for-profit company

We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources.

Learning Forward India Professional Learning Program - Focuses on building professional learning communities. The program leverages the best in adult learning, research on organisational change, and practical experience to create capacity for sustained improvements in educators. #HappyTeachers

Mr RP Devgan, our Chairman, leads the growth of the Foundation and himself helps mentor and train Educators all over the country. He will be delighted to have you connect with him to strengthen the mission of the LFIN Foundation. You can share your time, your resources and even money to strengthen the Foundation.

We are committed to building a sustainable organisation for Happy Teachers and will value your professional capital, at no stage will you feel that this is pro bono, our association assures you of transparency and equity, we value every individual who cares to help schools deliver better. We have a committed set of advisors from all over the world, with 400+ years of total experience. 
www.LearningForward.Org.IN

Yes, we will much appreciate your contributions, it only takes Rs.1100.00 for one teacher to experience the Joy of Learning.

Express your love for your teachers.
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#HappyTeachers

Experience the Joy Of Learning from your home

Learning Forward India Professional Learning Program (PLP)

PLP1 The Joy Of Learning

We live in a society consumed by materialism and the desire for more. Does this mean our next generation of children will grow up being literate and numerate greedy consumers whose lives are judged by the size of their houses and the latest model BMW on the drive? Or can our society, along with the desire of educators, teach our children the values they need to take responsibility for living and learning? It's simple; the children are our future, it's our moral duty in schools to provide a Values-Based curriculum.

The future of education will be built on immutable values alone. 

Appreciation, Caring, Co-operation, Courage, Freedom, Friendship, Happiness, Honesty, Hope, Humility, Love, Patience, Peace, Quality, Respect, Responsibility, Simplicity, Thoughtfulness, Tolerance, Trust, Understanding & Unity.

The Joy Of Learning (JOL) explores twenty-two values that can be taught through schools. This program will inspire you by using examples of where the costs are already being used by children and adults in schools and share practical tools to stimulate discussion and philosophical debate. It will also help people to take stock of their values and how they wish to lead their life. On successful completion, the individuals receive a certificate of participation.

The Joy Of Learning (11 Sessions) The teachers collaborate and work in groups to explore the 22 values and discover how the values help in the personal and social development of an individual. The benefits come alive at their school and enhance learning at the classroom level.

JOL is an extensive and profound learning experience that immerses members in a model of inquiry and problem-based learning. Staff members work collaboratively to gain knowledge to solve significant student learning problems in their schools. We seek to understand individual members' needs and then assist them in meeting objectives through a collaborative learning environment and with the support of experienced coaches.

Outcome and Certification: The educators are recognised for their effort with a Certificate Of Appreciation for every level of the Progam, a Gold Badge is awarded on completion of the three levels.

The PLP offers a great challenge and rewards the educators for the extra effort. The Certificates are awarded at the Graduation Ceremony/Annual Day of the school.

Register for the April 2020 Cohort
Experience the Joy Of Learning at Rs. 1100.00 (Rupees Eleven Hundred) only, delivered exclusively as an eLearning Program using ZOOM (Video Conferencing) & Telegram Messenger.

Honesty and Respect - Parivartan SHS

THE ARRANGEMENT

“Triiiinnngggg!”, the bell chimed announcing the commencement of a new academic session. Mr Rohit, as nervous as he was, was prepared to face the challenges of being appointed as the new classroom teacher for the 8^th grade. He had already planned ways to involve new ideas in his classroom and he was extremely excited.

As soon as he entered the class, he noticed the disorganized seating arrangement and so he decided to bring about more harmony and equality among the students. He planned the seating arrangement according to the physical attributes of his students, focusing on their heights. At the end, he was quite impressed with his managing skills.

As the days went by, he noticed that some of the back-benchers had frequently begun disrupting the class by constantly giggling, and disturbing the fellow classmates.

One day, Mr. Rohit decided to take up a class test, and he expected everyone to excel, but the outcome was quite contradictory. The back-benchers had failed to grasp the concept of his lessons, this disappointed him.

He decided to confront them in the class

“Anup, Soraj, and Raj”, Mr. Rohit said sternly,” Why have you not studied properly?”

The three boys kept quiet.

“Answer me!”,  Mr. Rohit ordered, sensing a surge of anger swelling inside him, “Did you not understand what was being taught?”

The three boys didn’t reply.

Mr Rohit took a deep breath, collected himself and asked in a softer tone, “I am sorry if I am being harsh. I just want all of you to be involved in the class and gain as much as you can. If you had some problem with my teaching method, you should have told me beforehand.”

Then suddenly, one of the boys- Aditya who was sitting at the front, answered. “Sir, they weren’t able to see, and hear you properly. They have some shortcomings of their own.”

This revelation disappointed Mr Rohit as he understood his impulsive mistake. He smiled and replied, “I apologize for my ignorance and quick judgment, and I am grateful to Aditya for being truthful and helping out your friends.” And then addressing the three back-benchers he said, “I apologize to you three as well, it was my mistake that paved the way to your bad performance, but you should have been honest from the beginning. Honesty is an important asset that needs to be learnt and followed. If your friend wouldn’t have pointed out my mistake and your difficulty, then I would have never known and this would have hampered your performance in your academic career. Please don’t ever forget this and the next time if you have any problem, please be bold and honest with me.”

The back-benchers realized their mistake and apologized to their class and vowed to be sincere and truthful after that incident.

The seating arranged was then changed as per the requirements of the students. This change shifted the progress of the students to another level and the entire class performance improved tremendously.

LIFE LESSONS

Sarla was the epitome of what is known as the ‘Average Student’. Her overall performance during her school life was neither too good nor too bad, but the most remarkable attribute she had was her sincerity and her heart of respecting everyone around her.

The other children used to criticize her for being mediocre, calling her ‘meek’ and ‘naïve’, but she never reacted to their odd comments, she was always polite and sincere under all circumstances.

A few years later, after she had completed her studies, Sarla ran into her old English teacher, Miss Jasmine. By then, Sarla had already accomplished many goals and was doing marvellously well in her career. She was known as the Woman of great Honour, but even then she never forgot her old values and integrity.

At first, Miss Jasmine thought that like her other old students, Sarla too would ignore her but to her surprise, the latter quickly recognized her from a distance and came up to her.

“Ma’am!”, Sarla exclaimed with a smile, “Good evening! I am so glad to see you!”

Miss Jasmine was taken aback and she smiled back saying, “Good evening, Sarla. I thought that you would never recognize me.”

“How can I not recognize you, ma’am!” Sarla said, “If it wouldn’t have been for you, I would be nowhere right now. Whatever I know, I learnt from you.”

“From me?” Miss Jasmine asked, “What did I teach you? I was only an English teacher.”

Sarla smiled saying,” Ma’am, to me you aren’t just an old English teacher, but you are also my role model. I learnt great life lessons from you, and all that has shaped me into who I am today. The way you listened to each and every one of us, and the way you respected our ideas have helped me grow so much as an individual. I am so grateful to you! Thank you, ma’am”

This made Miss Jasmine very pleased, her role as a teacher had become a medium of inducing inspiring development in a student. She felt like she had done her part and played her role successfully, she felt a deep sense of satisfaction grow inside her heart.

-Anand Acharya hianand2008@gmail.com for Parivartan at Sacred Heart School Siliguri

Happiness and Tolerance - Parivartan SHS

THE SOUND OF HAPPINESS

Rahul was a genius boy studying in the seventh grade, he would have achieved many accolades by then had he not poured out all his energy in being pessimistic. He took unusual satisfaction in disputing classes, vandalizing school properties and self-loathing.

It was on one such evening, as he sat on his bed, planning new tricks for the next day, that he heard something at a distance. Against the stillness of the night, he heard the harmonic rhythm of a guitar and it attracted him towards it.

He left his room and followed the strumming, which led him to Akash (his senior)’s room. He sat quietly beside Akash and forgot all the mischief in his mind due to the melody of the song ‘Stairway to Heaven’ what Akash was playing. Hours passed in the midst of the midnight tune.  This incident led him to kindle a new inspiration in his heart.

The very next day, Akash introduced Rahul to the music teacher of the school and the experienced senses of the music teacher immediately identified Rahul’s natural interest and inherent talent. The teacher gave basic knowledge of playing the guitar to Rahul and he picked up rapidly. After the music class, Rahul borrowed a guitar from the teacher and spent all his spare time practising the guitar.
After a week, people around Rahul could not believe, it was the same Rahul who was the brain behind all the mischiefs in the school as he started playing  guitar instead of planning to disturb everyone around him. This behavioural change was prominent in Rahul since then. He started focusing more on studies and started participating in sports as well.

There was an overall improvement in him, he became a different person and a happy individual, a true genius in all sense. Thus he made his teachers and parents happy too and passed the ICSE exam after three years with a satisfactory percentage

THE COLOUR OF TOLERANCE

Ms Anupama had just joined a new school as a mathematics teacher, it was her first job and it made her very anxious and excited as well. The moment she entered her supposed class, she knew that her students would be a difficult bunch to handle. No matter, how hard she tried to teach and make them interested in mathematics using all her efforts, her students kept on chattering and misbehaving. In the end, she got tired and humiliated, so she left the class abruptly.

On her way out, she met one of her colleagues who asked her about her day and she poured out about her horrible experience in class. Her colleague encouraged her to be more tolerant and innovative in her class.

The very next day, the students were expecting Ms Anupama to be incapable of handling them, but she had a surprise planned for them. Instead of using the same old method of teaching, she took them out on the school field and solved the problems in mathematics by using practical and relatable examples involving the whole class. The students immediately started enjoying the subject like never before and started appreciating Ms Anupama and her classes.

- Anand Acharya  <hianand2008@gmail.com> for Parivartan at Sacred Heart School Siliguri

School Improvement Coach

A school coach—sometimes called a school-improvement coach—is typically an individual hired to advise a school on how to improve its academic program, instructional effectiveness, and student performance. While a school coach acts much like a consultant, the use of the term “coach” is usually intentional—i.e., it’s meant to distinguish the school coach’s role from those of other professional educational consultants. While the specific role and responsibilities of school coaches may vary widely from school to school, there is some degree on consensus on what a school coach is, and is not, within the education community. For example, school coaches are usually mission-driven or expertise driven, as opposed to project driven, in the sense that they bring a particular educational perspective, belief system, instructional expertise, or advocacy role to their job. School coaches are often hired specifically for this reason: they are committed to helping schools achieve a specific goal, such as increasing educational equity (an ethical or social-justice goal) or expanding and improving the use of new learning technologies in the classroom (an instructional or programmatic goal).

While school coaches may be independent contractors, many are employed by nonprofit organizations or universities, and they may be hired by a state agency, school district, or school or by an outside organization or foundation. In many cases, school coaches are employed as part of a school improvement project. School coaches may work on a fee-for-service model—i.e., they provide narrowly defined services on a short-term contract that may be renewed annually or every few months. Yet it is also very common for school coaches to be contracted for a multiyear commitment as a school undertakes a comprehensive restructuring of its academic program.

In some cases, school coaches are described as “critical friends”—a common education term that refers to fellow professionals who are understanding, supportive, and empathetic but who are not hesitant to speak candidly about problems and provide constructive criticism about what needs to change. In this way, school coaches are similar to athletic coaches: they are experienced professionals with specialized expertise who advise, train, and mentor the team and who is not hesitant about making individuals put in the practice and hard work necessary to succeed.

School coaches are often former educators and school administrators who can understand the workings and internal politics of a school from an educator’s perspective, although some have previously worked in other professions outside education, such as psychology, business, or communications. Coaches typically have expertise in skills such as group facilitation, interpersonal dynamics, public speaking, and conflict resolution, and they often help educators communicate, collaborate, and solve problems more productively and cooperatively. In some cases, though, a school coach will provide “coaching” on a specific issue, such as training teachers in specialized instructional techniques.

Another variation on the school-coach role is the on-staff coach—a full-time or part-time school employee who provides coaching services to educators in a local school system. While on-staff coaching may take many different forms, and job descriptions may vary widely, these positions are often created for educators with highly specialized experts who are tasked with delivering professional development to teachers. Two common positions, for example, are literacy coaches and learning-technology coaches; the former helps teachers improve the quality of reading and writing instruction in all subject areas, and the later trains teachers in how to use new technological devices and products as instructional assets.

While there are no formal credentialing organizations for school coaches, many organizations around the country offer training, resources, and support networks for school-coaching professionals.

Sandeep Dutt

As School Coach, he focuses on school transformation with an emphasis on culture as a service. 30 years of experience as a trainer and mentor, he has been involved with schools across the country, working with teachers and students across the socioeconomic environment. Sandeep is the Founder of Learning Forward India, you can support your teams to design the Future of Learning – which could be focused on the level of the classroom and transformation in organizational culture.

Email lf@ebd.in

Reference: The Glossary of Education Reform by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

SchoolEducation.Com

SchoolEducation.Com:
Fun is the beginning of anything fundamental. Fun even exists as the first three letters in the very word 'fun-da-mental' itself! For anything mentally stimulating 'fun' must be the essential ingredient. This is how learning begins and also learning ends. The day you miss out the 'fun' element in education delivery, learning will come to an end. For beginners at school, the teachers' biggest challenge is how to make learning fun.
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