Good Things Happening! Coaching to Boost Teacher Efficacy

This year, I am working with student-teaching interns who are more novice than any I’ve ever mentored before. Because of the COVID pandemic, these interns have had only one practicum experience. Practicums provide preservice teachers opportunities to observe and try out practices in a school setting, gradually preparing them for their student-teaching experience. Because of school closures, remote teaching, and safety protocols, these interns’ first and last practicum was fall 2019, two years ago. As their university liaison, I have worried and wondered about how the missed experiences will play out. As I met with them during the first weeks of school, I noticed understandably less confidence as they approached their first teaching opportunities. Finding ways to boost their feelings of efficacy seemed important! So I decided it was time for the “Good Things Happening” strategy.
 
When I walked into my 2021 interns’ classrooms for the first time, I was intentionally looking at the world through rose-colored glasses. The lens through which I was viewing instruction allowed me to find opportunities for affirmation. When I walked into a room, I stood quietly to the side. Sometimes I immediately noticed something I could affirm. So I made a quick exit, stepped into the hall, and used my phone to record a memo to myself about what I wanted to applaud. Then I stepped into the next room and repeated the process. Sometimes I told myself, “Wait for it…wait for it…” And with a little patience and the right attitude, I found something encouraging in each classroom.
 
Below are some examples from the first round of “Good Things Happening” emails that I sent to interns this week. Since their focus at the beginning of the year is on the classroom environment (building relationships, managing procedures, and establishing routines), many of my comments focused on these aspects.
 
Each email started with a friendly salutation and an introduction such as, “It was fun to stop by your room Thursday!” This was followed by an affirmation like one of these:

·       I was impressed with the firm teacher voice you used when you redirected an individual student. You were also clear about consequences. And it worked!

·       One thing I noticed is that when a child asked a question during the phonological awareness practice, you listened and responded. That might not seem like a big deal, but often interns are so intent on their part in a lesson that they aren't tuned in to students. I love that you were paying attention. Responsiveness is an important teaching attribute!

·       I noticed that you were checking in with individual students. What a great way to build relationships and get to know their needs!

·       I was impressed with the firm, calm teacher voice you used when giving directions to students. It was helpful, too, that you let them know how much more time before cleaning up. Setting their expectations supports smoother transitions.

·       I was really impressed with the quiet noise level in the classroom. The calm music was floating through the room, and it just felt like things were rolling along as they should be. The culture felt inviting. I felt glad to be there, and I bet the kids did, too!

Soon after I sent the emails, interns responded appreciatively:  “You made my day!” “Thanks for noticing!” “Your ability to see something positive happening has been so appreciated!” Not only that, but their mentors, whom I’d copied on the emails, began replying with their own intern affirmations. It was a chain of efficacy-building assertions – just what these less-experienced interns needed!
 
My “Good Things Happening” routine takes little time but yields big benefits. Mentors and coaches can usually have deep interactions with only a small percentage of the faculty at any given time, so it’s helpful to continue nurturing relationships with the others in an ongoing way. “Good Things Happening” is one of my favorite ways to sustain these important relationships, a method that is especially helpful for preservice and early-career teachers who need a boost.

This week, you might want to take a look at:
 
How veteran teachers can help new teachers this year:
 
https://www.edutopia.org/article/supporting-new-teachers-year
 
 
The role of two-way trust in coaching:
 
https://simplycoachingandteaching.com/blog/2021/08/25/trust-in-coaching/
 
Tips for listening:
 
https://choiceliteracy.com/article/from-hearing-to-listening/
 
 
“Naughty” behaviors that are developmentally appropriate:
 
https://www.psychologytoday.com/us/blog/joyful-parenting/201705/not-naughty-10-ways-kids-appear-be-acting-bad-arent
 
 
During lesson closure, ask students to reflect – fist to five:
 
https://www.teachingchannel.org/videos/getting-instant-student-feedback
 
 
That’s it for this week.  Happy Coaching!
 
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