Posts Tagged: 14 Essential Elements of Tabor Rotation

The Extreme Value of Teacher-Guided Math/Teacher Time

In a recent conversation, dynamic math instructional coach, Chrystena Talamantez, shared the overwhelmingly positive response her teachers had to additional support in guided, small-group work with students at the Teacher Time Station. Since having this station was the primary reason why I created the Tabor Rotation Framework, I asked Chrystena to share her personal testimony to the extreme value of Teacher-Guided Math Instruction/Teacher Time.…

Supporting Guided Math Using Tabor Rotation

How can I support the implementation of balanced, small-group, guided math instruction in my school? How do I keep the momentum going after attending a Tabor Rotation Training? How do I share my enthusiasm and expertise in an effective way? These questions are asked quite frequently by teacher leaders, math coaches, administrators, and specialist who want to build the grass-roots movement of Tabor Rotation.…

How Can a Skills Specialist Support Tabor Rotation?

Part of the INCREDIBLE Tabor Team of Carter Academy   “Each person holds so much power within themselves that needs to be let out. Sometimes they just need a little nudge, a little direction, a little support, a little coaching, and the greatest things can happen.”     -Pete Carroll, Head Coach of the Seattle Seahawks Since she has done an absolutely AMAZING job of supporting the teachers at Carter Academy in Aldine ISD, AND they have had amazing results, I posed this question to skills specialist Amanda Rodriguez.…

Encouraging Simultaneous Interaction

Positive Group Interaction at Hambrick Middle School   “If you have a candle, the light won’t glow any dimmer if I light yours off of mine.”     -Steven Tyler, Aerosmith A participant in a recent Tabor Rotation Institute asked me this question, “Why is simultaneous interaction so important?” Jeff Sapp writes about the transformational power of simultaneous interaction in at-risk schools in the Electronic Journal of Science Education, Number 30: Fall, 2006.…

Objective Observation

“The cure for boredom is curiosity. There is no cure for curiosity.”     -Dorothy Parker One of the most powerful tools a teacher has available is objective observation. In a differentiated math classroom, especially one that makes use of math stations, observation is essential. I was reminded of this in a conversation with an administrator who had hired me to assist her school in the sophisticating the ways in which they instruct mathematics.…

More Tabor Rotation Trainer Tips

Yesterday’s blog gave the first half of tips and “aha” moments from participants in Tabor Rotation Training of Trainers Institutes. Here’s the second half. may they encourage you to try using small-group, differentiated instruction in your school. Tip #16: Every learner ‘s brain craves moving from the concrete to the pictorial to the abstract.…

Tabor Rotation Tips from Trainers

  The following tips and “aha” moments came from participants in Tabor Rotation Training of Trainers Institutes. They allowed me to share them with you in hopes that they might ignite your fire for sophisticating the use of guided math groups, math stations, and differentiated instruction in math using The Tabor Rotation Framework.…

Tip for Small Groups in Math: Use Leaders!

“The task of leadership is not to put greatness in to humanity, but to elicit it, for the greatness is already there.”     -John Buchan This summer I’ve had the honor of working with a great number of dedicated educators. These educators have come with a positive attitude and an open mind.…