Trim: 6⅜ x 9⅜
978-1-4758-0068-5 • Hardback • October 2012 • $75.00 • (£58.00)
978-1-4758-0069-2 • Paperback • October 2012 • $35.00 • (£27.00)
978-1-4758-0070-8 • eBook • October 2012 • $33.00 • (£25.00)
Bill Hanlon is Director of the Southern Nevada Regional Professional Development Program, is an author, consultant and coach for schools, and is a national presenter. He was the coordinator of Clark County School District's Math/Science Institute and was responsible for K-12 math audits. He served as vice president of the Nevada State Board of Education, Regional Director of the National Association of State Boards of Education (NASBE) and as a member of the National Council for Accreditation of Teacher Education (NCATE) States Partnership Board. He also hosted a television series, "Algebra, you can do it!” on PBS Las Vegas
Chapter 1Protocols and Expectations Needed for Student Success
Chapter 2Preparation Affects Everything
Chapter 3Instruction Really Matters!
Chapter 4Write It Down
Chapter 5Making Homework Assignments Worthwhile
Chapter 6Test Prep, the Light at the End of the Tunnel
Chapter 7The Test, Where the Rubber Hits the Road
Chapter 8Relationships Affect Performance
Chapter 9Now What? Next Steps
Chapter 10Closing—Summing It Up
About the Author
Hanlon (director, Southern Nevada Regional Professional Development Program) outlines how teachers and school administrators might help students achieve in mathematics. Hanlon's "components of an effective lesson" include introduction, daily review, daily objective, concept and skill development and application, guided/independent/group practice, homework assignments, closure, and long-term memory review. This model is similar to other models that the author neglects to attribute to past instructional designers such as Madeline Hunter and Robert Gagne and Leslie Briggs. Hanlon stresses the importance of protocols and high expectations for student success; lesson preparation; effective use of instructional time; student note taking; making homework assignments worthwhile; test preparation; test administration; and nurturing student, parent, and administrator relationships, which affect student performance. The book includes examples of exercises that would enhance student learning and discussions of the appropriate uses of technology, variety and balance in the delivery of instruction, and the need to consider how student characteristics influence assessment. The author puts forward the steps for developing a department improvement plan, effective teacher supervision, and strong student-teacher relationships. The book would be enhanced by including a bibliography of research citations that support the practices discussed and links to further readings. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections.— Choice Reviews
Teaching Struggling Students in Math by Bill Hanlon gives research-based best practices for beginning and experienced teachers. . . .This book is an easy-to-read, invaluable resource for both teachers and administrators.— Mathematics Teaching in the Middle School
This book outlines the author’s vision for quality mathematics instruction. . . .This book might be useful for mathematics supervisors looking for a model for how to summarize their own visions of mathematics instruction for their own schools and districts.— Mathematics Teacher
William Hanlon "get's the math." His descriptions of how teachers can and should develop students' deep mathematical understanding is in perfect harmony with the expectations of the Common Core State Standards.
— Eric Johnson, Director, K12 Mathematics,Clark County School District
It would be great to say I thought one chapter was the “most” valuable, but every chapter is filled with practical actions and strategies for teachers to use with their students along with why these practices are important and how they fit into an overall plan for professional preparation.
Bill Hanlon’s book is really a guide for effective teaching and the principles of planning, teaching, and establishing positive relationships with students can be applied to any discipline at any grade level. In addition to directly addressing how to change a teacher’s approach for struggling students, Hanlon’s book easily becomes a template for administrators or other evaluators to understand exactly what to look for during a classroom observation, what questions to ask of the teacher prior to the lesson and again, following the lesson. Perhaps more important, those guided conversations become rich with opportunities for improvement based on the hundreds of ideas, tips, and strategies that are outlined in every chapter.
Teachers of Struggling Students: Mathematics is a valuable tool for current teachers and administrators, but could easily be used as a text in a methods class for students at university studying to become teachers.
— Rebecca Johnson, Assistant Principal, Squalicum H.S, Bellingham, WA
What makes the recommendations in the Teachers of Struggling Students so beneficial is they are built on highly effective and accepted instructional and assessment strategies and refines them to meet the needs of struggling students.
It is clear that Bill Hanlon understands the distress struggling students and students living in poverty face in mathematics. His emphasis on student-teacher relationships, understanding the academic needs of students makes it very clear we are in people business and relationships matter. His emphasis on making students more comfortable in their knowledge, understanding and application of math ring throughout the book
The teach for understanding and linking new material to previously taught math and outside experiences has made my teachers very aware of how they can review, reinforce, and address student deficiencies as they teach.
The teaching recommendations connecting preparation and instruction to student notes, homework assignments, test prep and assessments in very observable ways really makes this book a must read for math teachers and their supervisors. The suggestions to administrators paralleled teacher recommendations were also very valuable as they continually reinforce positive learning experiences. These are very common sense recommendations that can be implemented very quickly.
— Rex Scott, Principal, Catalina Magnet High School, Tucson, AZ
Teaching Struggling Students in Mathematics is clear, informative, concise with concrete examples, ideas, and strategies for teaching rigorous and relevant mathematics instruction. Most books address generalities without linking to specific content...and rarely making an explicit connection among arithmetic, algebra, and trigonometry. Wish I had this book my first year as an 8th grade mathematics teacher.
— Karlene Lee, Vice President ALAS - CELT, Former Assistant Superintendent, Clark County School District
As a former elementary teacher and principal and someone who enjoyed math as a student and took math courses through calculus, I found the book to be very informative. I learned about math concepts in a way that I had never learned before. Your philosophy on math instruction is well-structured and sensible. The concept of linkage, I believe, is an aha moment for teachers. I shared one example from the book with grade 3-5 math teachers and a light went on! I am sure the same happens for upper grade math content specialists. Also, the idea of building student success by giving credit for what students already know is a positive approach to student learning. I can't wait to see our teachers implement your strategies over the next couple of years.
— Laura Hirsch, Ass’t Supt Instriction, Crete-Monee School District
In an era when teachers and administrators are confronted with more stringent standards, expectations, and potential consequences for coming up short, Bill Hanlon offers hope. Bill’s expertise in the field of math education is complimented by a keen understanding of today’s most challenging classroom populations. With this perspective, Bill Hanlon is offering teachers and administrators a principled and practical method for reaching and teaching pupils that may or may not care for the subject at hand. Readers of Bill’s book, along with those hosting Mr. Hanlon for professional development will readily recognize Bill’s unique ability
to refine scientifically research based best practices as he effectively applies each strategy to organize and focus staff and students on the goal of measurable growth. Mr. Hanlon will often challenge educators to realize that “what works is work”; however, Bill Hanlon is extraordinarily adept at helping staff and students
learn to work smarter. Finally, I would be remiss if I did not emphasize the practical value of Mr. Hanlon’s insights and instruction for those without a math background. The guiding principles of Bill’s methods are not restricted to mathematicians. Administrators will readily realize the validity and value of Mr. Hanlon’s ability to engage, equip, encourage, evaluate during on-site visits, but the greatest value in Bill’s work is his ability to enable administrators and faculty to share a common language and realistic, specific expectations for impacting the bottom line. I highly recommend Bill’s book as well as his personal presence on
school campuses. A purchase of Mr. Hanlon’s book, or securing Bill for job embedded professional development will pay dividends!
— Mike Rumsey, Former assistantt curriculum director, Cahokia public schools, IL, current high school principal