When
I’m talking with young students about improving their writing, I like the
analogy of riding a bike. They remember
when training wheels were removed and they took their first teetering ride,
usually with a parent or older sibling running alongside. We think together about how trying new things
in their writing may feel wobbly at first, but soon they’ll be writing with
style – doing the fancy stuff with a flourish (Look, Mom – no hands!).
The
same process happens when teachers are trying new instructional practices. They may make their first wobbly attempt with
you as a coach running along beside – co-teaching or providing support in
planning and refining lessons.
The
bike-riding analogy is a good fit for the Gradual Increase of Responsibility
Model for coaching. Modeling provides
the most support – like training wheels.
The lesson is not going to fall flat.
Making recommendations is running along beside; you’re right there
holding onto the bike, pointing out what to do.
When you ask questions that promote reflection and examination of
practice, you are still nearby, just not taking such an active role. And affirming and praising are cheering from
the sidewalk while the bike whizzes by!
As
you consider the coaching cycles you are working through now with teachers,
imagine yourself as the bike-riding assistant.
How much support do they need?
What coaching move will you use most?
With your support, before long your teachers will be navigating new
instructional territory with finesse!
This week,
you might want to take a look at:
Education
Week’s “Spotlight on Coaching” is a free download that contains 8 articles on
coaching:
A
blog post about student-centered professional development (including students
during the training):
A short
video about celebrating writers:
An
article about the importance of working within a child’s ZPD when conferring
about writing:
That’s
it for this week. Happy coaching!
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