Reflections from the field : how coaching made us better teachers

The coaching metaphor first entered the educational literature over twenty-five year ago when Ted Sizer urged classroom teachers to model the pedagogical relationship between coaches and athletes. Yet, since then, educators have rarely drawn direct lessons from the athletic arena for their practice....

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Bibliographic Details
Main Authors DeMeulenaere, Eric J. (Author), Cann, Colette N. (Author), Malone, Chad R. (Author), McDermott, James E. (Author)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, [2013]
Subjects
Teaching.
Coaches (Athletics)
Classroom management.
Education > Teaching > General.
Teaching skills and techniques.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806613908
DOI10.1108/978-1-62396-270-8
Physical Description1 online resource (xii, 112 pages)

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Table of Contents:
  • Format and methods of the book
  • How to read this book
  • Winning has little to do with the score / James E. McDermott
  • Commentary on coach McDermott's narrative
  • Affirming students' resistance
  • Aligning with youth
  • Risk-taking
  • Creatively embracing conflict
  • Forging new norms in spaces of trust
  • The lie is more sinful than the score / Chad R. Malone
  • Commentary on coach Malone's narrative
  • Direct, explicit instruction
  • Concept attainment, automaticity and focus
  • Engineering failure
  • Learning to detrack on the volleyball court / Colette N. Cann
  • Commentary on coach Cann's narrative
  • Lessons from the soccer field / Eric J. DeMeulenaere
  • The first practice
  • Building a team
  • Game time
  • From the field to the classroom
  • Conclusion
  • Commentary on coach DeMeulenaere's narrative
  • The "classroom management" framework
  • The classroom community framework
  • New models of leadership
  • Reconciliations
  • Does the score matter?
  • Stars in our midst
  • The dynamic coach at the center of the team?
  • Reflections from the field and classroom
  • Caring
  • Meaningful, reciprocal relationships marked by listening
  • Acknowledging, discussing, and acting against institutional oppression
  • High expectations and support structures
  • Teaching as praxis
  • Teacher/coach as a social scientist
  • Socratic disposition
  • Implications.

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