Friday, December 6, 2013

Learning to Ride

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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