Reframing Perspectives of Classroom Interactions

Recently, I observed a kindergarten class after a cold-induced inside recess. It was hard for Mallory, a novice teacher, to help kids settle into the phonics lesson. There were multiple transitions, and kids seemed to make the most of these as opportunities to get up and about and to check in with each other. They were most engaged during parts of the lesson that included gestures, and they loved the opportunity to vote on the right word that she incorporated into each slide.
 
I took a few notes during the lesson, and, before getting too far, I added the words, “JOY” and “ENERGY” in caps and with exclamation points at the top of the page. I could tell Mallory was getting annoyed, and I sensed she worried she was being judged. So I wanted to capture my own delight in these 5-year-olds, hoping it could be a productive anchor for our post-observation conversation.
 
After students left for specials, we sat down together at the kidney table, “They aren’t usually that bad,” Mallory said. “They were just so off-task, we didn’t even make it through the lesson!”
 
“Inside recess is hard,” I said. “They did have a lot of energy,..and so much joy!” I pointed out the words scrawled across the top of my page and told her I could just sit there and soak up their happiness! Reframing students’ energy and social interaction as joy gave us a more-positive perspective and helped us identify, together, what had worked well and how Mallory could build in more of that. I did eventually give a recommendation about how to have fewer transitions in their phonics routine, but only after we’d talked about students’ energy and sociability as a resource for learning.
 
Reframing is a cognitive strategy for shifting perspectives, helping us to see a situation in a more constructive or empowering way. Reframing can help teachers reinterpret experiences and find opportunities for growth. As a coach, you can nudge a teacher to a new interpretation by introducing an alternative perspective that is easier to align with teaching objectives.
 
Shifting from a perspective of threat to one of opportunity reduces stress and fosters resilience. Changing the explanation for an event can help a teacher manage emotions and respond more thoughtfully. Reframing opens the door to more effective teaching strategies.
 
For Mallory, reconsidering her students’ off-task behavior as positive energy helped her recognize ways to harness that power for learning! She also created more positive energy for herself. Rather than feeling depleted, she had momentum.
 
When you feel a challenge coming on, practice reframing it in a positive way. The more you practice this yourself, the better you’ll be at helping teachers rename and reframe the experiences that they, and their students, have in the classroom.
 

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

Helping students recognize and handle cognitive overload:
 
https://www.edutopia.org/article/cognitive-overload-elementary-school
 
 
Guiding students with goal setting:
 
https://www.middleweb.com/51861/help-students-set-goals-in-all-subject-areas/
 
 
Mentor texts for teaching endings (plus a chance to reminisce about your favorites):
 
https://www.stylist.co.uk/books/the-best-100-closing-lines-from-books/123681#
 
 
Who are the quiet powerhouses in your classroom? Check out this Ted talk about the power of introverts for ideas:
 
https://www.ted.com/talks/susan_cain_the_power_of_introverts
 
 
Be still and learn what teachers need:
 
https://ccira.blog/2019/02/19/teacher-coach-and-everything-in-between/
 
That’s it for this week. Happy Coaching!
 
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! You can use the code: FEB2025 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!