Teacher Does Not Understand Why She Needs to Practice

Teacher does not Understand Why She Needs to Practise

Teacher Samantha has been given two techniques and practices to apply improvement and mastery. According to observations and student data, she needs to improve in effective transitions between activities and improve the practice of having a correct desk arrangement that allows for movement while teaching and monitoring students. Although Samantha thinks she does fine in all areas, her instruction coach has modelled ways to implement smooth transitions and has even provided her with several different desk arrangements that will maximise her teaching.  

Samantha rarely implements the techniques of attention signals and cues for students to transition. She does not understand why she needs to practise these and does not think it will have any impact on her student scores. Also, Samantha displays her value of coaching by not rearranging her student desks.