When
a tennis player lofts the ball, she gets immediate feedback: it either stays in
bounds or it is out. Similarly, teachers get immediate feedback on their
instruction: whether or not their students are learning is an indication of
their success. Some teachers are very tuned in to this feedback, but others
need a nudge to shift their attention from what they are doing to what their students are doing.
Whether
it’s the little things (like a blank stare after new content has been
explained) or bigger things (like a masterfully-completed project), helping
teachers tune in to the tangible feedback given directly by students is more
important in the long run than the indirect feedback they might occasionally get
from us.
When
I’m observing a teacher, I’ve noticed that I have to remind myself, too, to
shift my focus regularly to what the students are doing. It’s easy to get
comfortable in the chair at the back table and take notes on what the teacher
is doing. But I don’t really know how effective the lesson is until I get up,
walk around the room, and see what the students are doing.
Lately,
I’ve taken to walking around the classroom with my phone, because a photo can
provide tangible evidence of instructional success. Looking at a few photos of
student work or students at work is tangible feedback that helps us focus on
whether the lesson’s objectives were achieved.
Encouraging
teachers to bring their pile of student work to our debrief conversation is another
way to put the focus on direct feedback from students. As we sift, sort, and
comb through the work, we learn a lot about the teaching, too.
As
clearly as a ball bouncing out of bounds, students are providing tangible
feedback about the effectiveness of instruction. Although at times it’s useful
to talk about the position of the racket, it’s always important to note the outcome.
This week, you might want to
take a look at:
Using humor and laughter to boost retention (for learners of all ages):
Have
you seen this TED talk about the power of introverts? Consider the assets they
bring to a classroom or staff:
And
speaking of TED Talks – Check out these ideas about creating TED Talks as a way
for students to share their thinking:
What
is coding? And should it have a place in the curriculum? Explore these
questions here:
Lessons about having a growth mindset from learning to code:
How
can art create synergy between subjects?
That’s it for this week. Happy
Coaching!
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