Are
you working with a teacher who is desperately hanging on to old ways of doing
things? Jennifer
Schwanke calls these teachers “Pumpkin Patch Teachers,” referencing a
social studies teacher she knew who, every year around Halloween, made each
student buy a pumpkin and dress it up as a character from American history…..even
after American history was no longer part of her grade level standards. The
project should have disappeared, but didn’t, because it was fun, easy, and enjoyed
by both the teacher and her students.
Working
with Pumpkin Patch teachers can be discouraging. Over the years I’ve noticed a
few coaching strategies that encourage reluctant teachers to embrace innovation—or
at least try something new! Here are
a few ideas you might consider when working with reluctant teachers:
I
frequently espouse the merits of modeling, and this coaching move can
encourage change with teachers who are highly-invested in the status quo. Seeing
a strategy work, especially in her own class with her own students, can nudge a
teacher in a new direction.
Providing
opportunities for peers to share ideas with one another about implementing a new
strategy can also be helpful. Sometimes hearing about something in a slightly
different way makes it resonate. And colleagues often share similar contexts
and concerns, making their insights especially helpful.
Finding
a way to provide resources can also move the change process along. What teacher
doesn’t like new stuff for her classroom? Beg, borrow, and reallocate to get
materials into the hands of reluctant teachers. Then review the new resources
with the teacher so they don’t end up gathering dust on a shelf.
Offer
time.
That is one thing teachers never have enough of. For hard-to-reach
teachers, covering her class (by teaching yourself or, better yet, arranging
for a sub) can give the teacher time to plan for implementing new ideas. If you
are not able to be with the teacher during this released time, provide
structures that will support planning, and then follow up.
Asking
questions
can provide a segue into non-threatening suggestions. If you observe, ask
questions afterward about instructional decisions. The teacher’s responses will
give you insight about her purposes and open opportunities for offering recommendations
in ways that are more likely to be welcomed.
Offer
support. “Would you like me to look
for resources for you?” “Do you have a unit coming up that you’d like help
revising?” Specific offers of help are less likely to be turned away than more
general overtures.
Pumpkin
patch teachers may require some extra effort on the front end, but with support
they’re likely to become just as loyal to the new ideas as they were to the
old!
This week, you might want to
take a look at:
Praising the process and goal-setting to
develop a growth mindset:
This long but
important article about how educators talk to parents. Scroll down to the “we
have to” section that starts with the bolded: Drop the Educational Lingo. Share #1, #2, & #4 before parent
teacher conferences. Please!
Reports and blogs on the
National Day on Writing will inspire you to inspire others:
Better services for ELLs
under ESSA?
Making sure asking: “Does it make
sense?” makes sense:
That’s it for this week. Happy
Coaching!
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