About LL Teach Inc.
What we are about
The LLTeach Inc. family of employees is committed to excellence and dedicated to quality. We believe that all students can learn math. Our company provides materials to help teachers promote crystal-clear understanding, boost retention and contribute to every student's ability to apply concepts in everyday, problem-solving situations.
Most importantly we want to help students believe in themselves, to provide them with an “I can” attitude and to raise the self-esteem of every student.
After navigating our website and reviewing the materials offered by LLTeach Inc., you will see that we are continually striving to make this happen.
In the classroom, teachers often wonder how they will be able to reach all of the children for whom they are responsible. Some youngsters come to school ready to learn, but many do not. Some are well dressed, well fed, and well loved. Many are not. Some love school, and some find it the only refuge from hectic lives, but many do not. Some learn quickly and easily, but many struggle, and many are not able to persevere.
So how is it possible for us to really believe and act on the philosophy that , “All children can learn?” At LLTeach Inc., we think it is the only ethical answer we can provide. Humans are programmed to learn. The problem for educators is that we may not yet know the best ways to teach.
It is the search for the best ways to teach that energizes and drives us.
The advantage to educators today is that over the last fifty - and certainly the last twenty - years, there has been a great deal of very good educational research that we can use for guidance. As teachers, grounded in years of classroom experience, we believe that the ability to translate theory and research into actual in-class practice is the keystone of materials offered by LLTeach Inc. Our materials demonstrate - show in good practice - the best of current educational theory, including:
- active participation,
- monitoring learning and adjusting teaching,
- using motivational techniques for both classroom management and engaged learning,
- addressing various learning styles,
- scaffolding and spiraling of concepts,
- an educationally sound approach to “test prep,”
- structures for differentiation of instruction,
- closing the achievement gap, and
- teaching English language learners.
Hands-on, standards-based, discovery-oriented mathematics can and should include all of the above. It is our current best effort to ensure that all children we touch learn mathematics effectively. Fortunately, the results of districts using the LLTeach Inc. approach testify to the success of these efforts. But do we know, right now, everything possible about how to help all children learn? No, but we continue to strive to attain that goal.
That's what LLTeach is all about.
Meet Paul Lawrence
"I am a fortunate individual. Ever since I was in elementary school, I wanted to be a teacher. Now, at the age of 62, I have no regrets about choosing teaching as a career. It has given me a lifetime of opportunity to meet the daily challenges of engaging all students in meaningful activities that foster understanding, retention and the ability to apply learning in new situations. I am convinced the challenge will stay with me until the end of my career. As long as there is one student who still just doesn't "get it", there is an opportunity to think outside the box, create a different way to look at concepts, add excitement to learning and share these approaches with colleges. The ultimate reward is hearing students say they understand when they never thought they could."
Paul Lawrence Biography
Believing that ALL students can learn mathematics, Paul Lawrence is widely known for both his lively workshops for teachers of kindergarten through college and for the innovative teaching materials he has prepared. His hallmark is practical ideas and lessons which can be implemented in all classrooms.
Paul has been involved in mathematics education for over forty years. He has taught high school mathematics and has been a math supervisor, K-12 as well as a visiting part time lecturer at Rutgers University and a past President of the Association of Math Teachers of New Jersey (AMTNJ). In addition, he has been a member of New Jersey committees on the state tests in mathematics and has served as a member of the New and Experienced Teacher Institutes for Excellence in Teaching Mathematics since their inception in 1986. He is often a presenter at local, state and national conferences and has conducted hundreds of workshops throughout the United States. Paul was named by AMTNJ as the Max Sobel Outstanding Mathematics Educator for 2000.
His most recent passion has been to work on closing the achievement gap and is very proud that his Grade 3-6 Communicator Mathematics® program and team of outstanding coaches were chosen by a large urban school district in New Jersey. The results of this effort are that after just three years of implementation, there has been a gain of over 50% in the passing rate on the state assessments in grades 3 and 4. In addition, the district has been named by the Broad Foundation as one of the five outstanding urban districts in the US, in part because it has been able to show improvement in closing the achievement gap in literacy and mathematics.