Modeling is a coaching practice that fosters a learning culture where everyone’s practice is put forth for analysis, including the coach’s. Beginning our one-on-one work with teachers by modeling in their classrooms helps to establish credibility.
· Why did you
choose to start with that video? (and how did you find it)
· How did you
decide who would work together during the small-group activity?
· Why didn’t you
use the worksheet included in the lesson resources?
· Do you think
Table 1 would have done better if they’d been given a sentence frame?
· How did you decide which student work to show as examples?
Questions
like these lead to fruitful discussion and may incite changes in practice. Even
veteran teachers appreciate seeing the strategies they’ve been thinking about
in action; it’s helpful to view instruction from the outside looking in. When
coaches model, teachers value the coach as demonstrator to support reflection. A
principal said that modeling allowed teachers “to evaluate and talk about
instruction in a non-threatening situation.”* Being an observer gives teachers
a valuable new perspective.
As coaches model, teachers can be encouraged to both look at the big picture and also to lean in to look more closely. They can note how the choreography of the lesson is playing out, then zoom in to focus on the work of one group or one student. These are the benefits of being an observer.
Because classrooms offer so much to consider, teachers’ wonderings may be wide-ranging. As coaches, we honor the teacher’s expertise when we nudge teachers to determine their own questions or wonderings related to a focus they’ve chosen, When we honestly say, “I’m really interested to see what you notice about this,” we view coaching as a reciprocal learning relationship.
Recently, I was talking with an experienced coach who said her modeling became more effective when the teacher she was working with had something specific to watch for. “It was like she had that purpose. It was that accountability.” She said it was “like we tell the kids – ‘I’m going to call on you in a minute and I want you to have something to say.’” Asking the teacher to come with questions enriches the post-modeling conversation.
*Matsumura, L.C., Sartoris, M. Bickel, D.D., & Garnier, H.E. (2009). Leadership for literacy coaching: The principal’s role in launching a coaching program. Educational Administration Quarterly, 45(5), p. 674.
---------------------------------
Hooray!!! My new book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner is a fall release from Teachers College Press! I’m so excited to share it with you! During September, you can use the code: SEPTA2022 for 15% off plus FREE SHIPPING. Click here and I’ll email you the free Book Group Study Guide that includes questions, prompts, and activities you can use as you share the book with colleagues. I hope you’ll love this book as much as I loved making it for you!
----------------------------------
This week, you might want to take a look at:
https://choiceliteracy.com/article/room-for-beliefs-linking-classroom-design-and-what-we-value/
Reading & writing “to sustain happiness”:
http://link.brightcove.com/services/player/bcpid3671211724001?bckey=AQ~~,AAABlTNHE7k~,oIicl_E-tmhDtDkfwzKAp9yYvfvdcIPK&bctid=5037418095001
As coaches model, teachers can be encouraged to both look at the big picture and also to lean in to look more closely. They can note how the choreography of the lesson is playing out, then zoom in to focus on the work of one group or one student. These are the benefits of being an observer.
Because classrooms offer so much to consider, teachers’ wonderings may be wide-ranging. As coaches, we honor the teacher’s expertise when we nudge teachers to determine their own questions or wonderings related to a focus they’ve chosen, When we honestly say, “I’m really interested to see what you notice about this,” we view coaching as a reciprocal learning relationship.
Recently, I was talking with an experienced coach who said her modeling became more effective when the teacher she was working with had something specific to watch for. “It was like she had that purpose. It was that accountability.” She said it was “like we tell the kids – ‘I’m going to call on you in a minute and I want you to have something to say.’” Asking the teacher to come with questions enriches the post-modeling conversation.
*Matsumura, L.C., Sartoris, M. Bickel, D.D., & Garnier, H.E. (2009). Leadership for literacy coaching: The principal’s role in launching a coaching program. Educational Administration Quarterly, 45(5), p. 674.
---------------------------------
Hooray!!! My new book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner is a fall release from Teachers College Press! I’m so excited to share it with you! During September, you can use the code: SEPTA2022 for 15% off plus FREE SHIPPING. Click here and I’ll email you the free Book Group Study Guide that includes questions, prompts, and activities you can use as you share the book with colleagues. I hope you’ll love this book as much as I loved making it for you!
----------------------------------
This week, you might want to take a look at:
https://choiceliteracy.com/article/room-for-beliefs-linking-classroom-design-and-what-we-value/
Reading & writing “to sustain happiness”:
http://link.brightcove.com/services/player/bcpid3671211724001?bckey=AQ~~,AAABlTNHE7k~,oIicl_E-tmhDtDkfwzKAp9yYvfvdcIPK&bctid=5037418095001
Layering texts with Padlet to build
background knowledge:
A
good description of the “Stop & Think” comprehension strategy:
https://www.edutopia.org/article/promoting-active-reading-skills
Keys
to productive struggle:
https://www.smartbrief.com/original/2019/09/productive-struggle-elementary-mathematics
That’s it for this week. Happy Coaching!
Was this helpful? Please share!
Want to know about new posts? Click “Follow” (bottom right)
Follow on Facebook at: facebook.com/mycoachescouch and Twitter and Instagram @vscollet for more coaching and teaching tips! You can also find me at VickiCollet.com
https://www.smartbrief.com/original/2019/09/productive-struggle-elementary-mathematics
That’s it for this week. Happy Coaching!
Was this helpful? Please share!
Want to know about new posts? Click “Follow” (bottom right)
Follow on Facebook at: facebook.com/mycoachescouch and Twitter and Instagram @vscollet for more coaching and teaching tips! You can also find me at VickiCollet.com
