Piling on Praise

Last week, I met with a coach, Amber, who talked about her work with both frustration and compassion. There is a teacher she really wants to work with, but, she said, “I don’t even know what her students’ writing looks like. I can’t get in there to model. We schedule something, and then when I show up, she says she forgot or she’s got something else planned.”  She paused. Then, as Amber continued talking about this teacher, I saw her stance shift. “She’s just got so much going on,” she said. “There’s so much being asked of her. It’s a mess.” As Amber thought compassionately about the teacher, Elise, her desire to help was obvious.
 
Since Elise had seemed reluctant to have her coach model in her classroom, I talked with Amber about other ways she could get to know students’ abilities and needs. She could review the recent writing assessment. She could ask to observe. I suggested that Amber let Elise decide when and what she could observe so that Elise felt in control of this aspect of her teaching life. “Say, ‘Let me know when you’ll be doing something you think I’d be interested in seeing – or something you’d like me to see.”* That idea seemed to resonate with Amber, so I suggested a next step. “Then, when you’re in her room, just look for things to affirm and praise. It sounds like that’s what Elise really needs right now.” Leave a sticky note with a few positives, and then layer on the praise when you talk to her,” I suggested.
 
Of course, to be effective, the praise would need to be sincere and specific. When praise is general, it doesn’t have power. As you look for things to praise, here are a few questions you can ask yourself:*

·       Do students take risks and seem comfortable asking for help?

·       Does the teacher have a good sense for when students need more examples?

·       Are they good at giving instructions?

·       Do they ask challenging questions?

·       Do they have good wait time after asking a question?

·       Do they include interesting activities in the lesson?

Questions like these could uncover positive aspects of teachers’ coaching, both small and large, that are worthy of praise.
 
When teachers perceive criticism (overt or implied), they are sapped of the energy needed for success in our challenging profession. When teachers don’t get feedback about what they are doing right, they feel discouraged and undervalued.

In situations of stress and overwhelm, praise provides a positive push to keep going. Piling on praise in a coaching conversation builds the teacher’s confidence and reduces her anxiety. It strengthens the teacher-coach relationship and opens the door for ongoing collaboration.

* https://www.cultofpedagogy.com/your-teachers-need-a-win/

This week, you might want to take a look at:

Carol Dweck on the value of struggle:

https://www.teachingchannel.com/free-videos/

Slow down student writing during the drafting process:
 
https://choiceliteracy.com/article/story-maps-for-reflection-in-the-midst-of-drafting/


Suggestions for making grades more meaningful:
 
https://pernillesripp.com/2017/06/23/tools-for-changing-the-grading-conversation/

Classroom arrangements and the social brain:
 
https://www.edutopia.org/video/social-classroom


Ways to support the development of executive functions:
 
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-executive-functioning-issues

That’s it for this week. Happy Coaching (and Happy Thanksgiving)!

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Want more coaching tips? Check out my book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner, available from Teachers College Press!  I’m so excited to share it with you! TODAY you can use the code: NOV2023 for 20% off. 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!