Today
I conferred with two teachers who had just led a wonderful writing camp for
students. I know it was wonderful
because I conferred with them every day, talking through plans and celebrating
successes. I know it was successful
because I reviewed the student feedback: All but one reported significant
increases in their confidence as writers (one started and ended with 10 J). Students said, “They should never stop doing
writing camp!” “It couldn’t be better,” and “I wouldn’t take back an instant!”
But
as I conferred, tears welled up in one teacher’s eyes, then the other. They were upset because one dad had expressed
concerns in the parent survey about the camp.
Never mind that 19 students had glowing reviews. One parent had a different perspective, and
never mind that that parent had a history of harassing teachers at the
school. These teachers felt worried that
perhaps one child’s heart had been hurt, that there had been a misstep or
oversight. These teachers cared about
the one.
When
I saw the tears, I went into protective mother-hen mode. We had already talked through the issues and
recognized where the concerns came from.
We had already discussed parameters to make future camps even more
successful. What was needed was
affirmation of successes, acknowledgment of work well done, and a hand on the
arm that expressed comradery. Because
the parent requested that I call him, I followed up with a message assuring him
the teachers were aware of his concerns and had themselves been concerned about
similar issues and worked hard to improve them.
My response wasn’t completely satisfying to the parent, but it lifted
the burden of a teacher who was wondering aloud whether she was in the right
profession.
Teaching
with the heart is wrenching work – but teaching without heart is unfulfilling
and futile. As coaches, we are teachers’
support system. We have their back. As confidants, we problem-solve together,
acknowledging needs but also affirming accomplishments. These two teachers will continue to put their
heart into their work. There will always
be dissenters who don’t acknowledge the complex nature of teaching, but as
coaches, we understand the complexity and sustain teachers in this worthwhile
work.
This week, you might want to
take a look at:
Podcast on how to change
your teaching based on brain research:
Which one
doesn’t belong: Mathematical argumentation in grades K & 1:
Hooking boy writers:
Try “lino” as a summarizing tool:
A brief video on teaching social and
emotional skills:
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