Difficult Conversations Worth Having - and How to Have Them

 

Some difficult conversations are worth having. 
 
When faced with a difficult conversation, there are many reasons we may want to avoid it: It’s uncomfortable, it could be awkward, confrontational, or contentious, and it might harm relationships. And since relationships are at the heart of coaching, we need to safeguard them. We have to ask ourselves, which difficult conversations are worth having?  And how do we move forward when a difficult topic needs addressing?
 
For me, conversations about equity are worth having, even when they have the potential to be difficult. Recently, a comment that seemed to reflect a deficit mindset toward students was made as a group of teachers wrapped up their team meeting. I was taken aback, because I’d never before heard a whisper of such negativity at this school, which serves predominantly Latino/a students from under-resourced communities. When a teacher described a recent experience she’d had at a district GT (gifted and talented) competition and said, “I’ll never see that kind of high-level thinking at this school,” I had to catch my breath.  I felt an immediate and intense need to respond, and I recognized that how I did so was important. I became so zeroed in on that teacher that I have no idea how the other teachers responded, but I knew my answer would be heard by all of them, too.
 
When I replied, I mentioned the research about emerging bilingual students that suggests that, by 3^rd grade, children typically are proficient in both languages and so they have a big, flexible language resource to draw from. “Well, I haven’t seen that,” the teacher responded. I pushed again, gently, as the teachers packed up to head back to their classrooms. And I was left with an empty feeling in the pit of my stomach, knowing I had not been a strong enough advocate for students. I knew I needed to do more.
 
I needed to better educate myself about these students’ assets so that I would have a ready answer. I found an article, “The Potential and Promise of Latino Students,” and drilled down to the section, “Primed for ‘Deeper Learning’ and Bridge Building,” which highlights assets of first- and second-generation immigrants. The explanation provided was helpful for me, and I decided to share it with the teachers, too. But I was nervous about returning to the previous conversation. I couldn’t let the teacher’s negative comment stand, but if I was too direct, relationships might be damaged. So I stewed about it.
 
I stewed about it, and I talked with a group of trusted colleagues (at a DEI meeting of folks with like-minded purpose). They asked questions and offered suggestions and helped me think through the upcoming conversation from multiple perspectives, imagining what turns the needed conversation might take. We considered causes that might have elicited the teacher’s problematic comment (upcoming testing, for example). They thought with me about how teachers might reply and prepared me with appropriate responses. One of my friends suggested I start with a fact: the number of students at the school identified for the gifted and talented program (which was woefully low), and a question, “Why do you think that is?” She suggested that I take some possible responses off the table right off the bat so they didn’t get any airtime. With the article and my colleagues’ coaching, I felt (mostly) prepared for the conversation.
 
The next time we met, I asked about the GT-program numbers, I immediately said, “I know we don’t believe for a minute that because someone has more melanin in their skin or fewer dollars in their bank account, they have less brain cells.” The conversation that ensued was far-reaching, including not only GT identification and services, but also concerns about curriculum and instruction. At a comfortable spot in the conversation, I directly addressed the teacher whose previous comments had provoked this conversation and asked her about the district GT experiences she’d referenced. Her answer this time revealed a deeper commitment to enriching instruction for all students. It will take more thinking together to get to the specifics of what that might look and sound like, but at least the negativity wasn’t left to stand and the team seems ready for further constructive conversation.
 
As I’ve reflected on this experience, I realized several important steps that helped me broach the difficult conversation, and I want to keep these steps in mind in the future:

·       Take a deep breath and pause to think before responding.

·       Respond so that a deficit mindset does not linger as somehow okay.

·       Do some research; find a good resource.

·       Talk with trusted colleagues.

·       Rehearse the conversation internally.

·       Create a safe space for conversation; do not point a finger of blame.

·       Start with a fact.

·       Ask a question.

·       State and negate problematic assumptions.

·       Listen and support an open conversation.

·       Circle back to concerns.

·       End the conversation with action or forward momentum.

You may not need all of the steps above when faced with a difficult conversation. I am not an expert on coaching for equity, so I had to be introspective and seek guidance from research and colleagues as I thought my way forward. I was so nervous about the conversation!  However, afterward I felt gratified; destructive comments had been addressed, potential plans were brainstormed, and relationships seemed intact – maybe even improved because of our honest conversation.

This week, you might take a look at:
 
This podcast episode about a pathway toward equitable schools:
 
https://www.cultofpedagogy.com/street-data/
 
 
4 reasons American teens are so sad:
 
https://www.theatlantic.com/newsletters/archive/2022/04/american-teens-sadness-depression-anxiety/629524/
 
 
Instant mood-boosters:
 
https://aestheticsofjoy.com/2020/10/17/8-quick-things-you-can-do-right-now-to-boost-your-mood/
 
 
3 Ways to More “Aha” Moments in Coaching: 
 
http://www.growthcoaching.com.au/articles-new/3-ways-to-more-aha-moments-in-coaching
 
 
The ABC’s of giving feedback to a colleague:
 
https://www.teachingchannel.com/blog/giving-feedback-colleague
 
That’s it for this week.  Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com
 
 

Ask

In last week’s post, I talked about why we should give teachers grace and accept a “no” answer. This week’s partner post suggests how to make a “yes” more likely when it’s warranted. We want teachers to mindfully choose their yes’s, to assent to participate when it’s in their own best interest and the best interest of their students and colleagues. So let’s think about how to increase the likelihood of a “yes.” It’s not a trick, it’s a hope for a win/win situation.
 

As coaches we make a lot of requests:

      ·       Can we meet?
·       Can I observe?
·       Will you observe?
·       Will you share?
·       Will you join?
·       Will you attend?
·       Would you read (this book or article?
·       And so on…

Here are some things we can do to increase the chance of “yes.”
 
A Heart-Felt Ask
 
Before you ask someone to join or respond, think about why you’re asking.  Do you sincerely believe this opportunity will be good for someone?  Does it align with your values?
 
Make a Match
 
Once you’ve determined that the request is worthwhile, you’ll consider who to ask. Who is a good fit for the ask? If you need just one person to answer the call, make sure your ask includes why that teacher is the right one for the task. What is it about them that makes it a good fit? Show that they are uniquely placed to participate. Interestingly, requests that reflect identity are more likely to be accepted than those that reflect an action (“be a presenter” rather than “to present”).*  When working with others, creating a group identity helps:  Simply saying the work, “together” can have an effect.**
 
The Right Context
 
Think about the setting for your request – especially the when. Catching a teacher five minutes before the morning bell, when they’re gathering those last supplies for the day, is not likely to be a good time. The beginning of planning period is probably better than the end. The end of the day, after the halls clear, could be a good time – unless you know that teacher is always rushing out the door for daycare pickup. The “right” context depends on the teacher.

Decisions are influenced by context.  The situation plays a large role in guiding our actions, so consider the circumstances before making a request. Find a time when you’ll have the teacher’s full attention.  

A Clear Request
 
Be clear about the ask. The more direct and specific you can be, the better.  Sometimes, we let a statement (It’s cold in here!), stand in for a request (Will you turn up the heat?). Implying that something needs to be done is less likely to get a positive response than making a specific request. Include where, when, and for how long. “Our next book study is Mindfulness for Teachers. We’ll meet on Thursdays in April after school for 30 minutes. Would you be interested?”
 
A Reason Why
 
Another word that cues acceptance is “because.” “I’d like to have Sharla observe this lesson when you teach it because…”   Saying what the benefits will be – for the teacher and for others, provides purpose.  Feeling effective is a human motivator, so knowing the expected effects will make a difference. Project the impact of the requested action.
 
Positive Assumptions
 
If you’re expecting a “no,” it can show in the words you use, the tone of your voice, and your body language. So expect a “yes.” Don’t ask and then layer in words that imply the teacher doesn’t want what you’re offering.  Assume that they would be excited to participate, that they want exactly what you have to offer and have just been waiting for you to ask!  So ask – and then pause, giving them space to consider. Don’t fill the silence with extra words. Speaking up too quickly can push someone into a “no.”
 
When coaches make a clear, heart-felt ask to the right person at the right time, teachers are in the position to make a thoughtful decision.  Understanding the potential benefits, for themselves and for others, makes an affirmative response likely when you ask, “Would you be willing?”

*https://hbr.org/2018/05/how-to-get-the-help-you-need

**Carr, P. B., & Walton, G. M. (2014). Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology, 53, 169-184.

This week, you might want to take a look at:
 
EdCamp for your own school:
 
https://blog.teachboost.com/facilitate-teacher-centered-pd-with-edcamps
 
 
Books to build empathy: Sharing refugee stories:
 
https://ccira.blog/2022/04/12/sharing-the-stories-of-refugees/
 
 
A podcast episode about cultivating STEM identity through creative problem-solving:
 
https://www.pebc.org/podcast/cultivating-stem-identity-with-creative-problem-solving-featuring-wendy-ward-hoffer/
 
 
Making time for students’ (actual!) voices during writing workshop:
 
https://choiceliteracy.com/article/are-your-writers-talking-during-writing-workshop/
 
 
A reason to smile:
 
https://www.youtube.com/watch?v=9EZpq2sD6wE

That’s it for this week.  Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

Letting the Dust Settle

I’ve been getting a lot of no’s lately, and I think I’m okay with that.  I’ve reached out for panelists, presenters, summer-school teachers – and even just someone to bring the muffins on Monday – with a larger-than-usual proportion of turndowns.  I’ve probed a bit and people really do have a lot on their plates. But I’m starting to think there’s more to it than that. I see teachers mindfully choosing their yes’s, safeguarding some space in their lives.
 
This week, I attended my first maskless conference since January 2020. We’ve been through a lot these past two years, responding flexibly and immediately because we had to – because we cared about our students and because the situation demanded it.  Now, maybe, it’s time to let the dust settle – or you might choose the more poetic metaphor of letting the glitter in a snow globe float to rest.  A little stillness is needed to see where things will fall. A few no’s might give teachers (and ourselves) a needed respite.
 
Many places in the country were facing teacher shortages before the pandemic – and now the exit from the profession is its own pandemic. If we are going to hold on to great teachers, and give ourselves the energy to go on, we need some mindful moments, some soothing sanctuaries, some restorative retreats. I wonder how you could create these at your school?
 
If you have an office or classroom space, could you turn off the florescent lights and open the blinds or turn on a lamp? Could you have a playlist of bird sounds or a crackling fireplace or an ocean tide whispering in the background, and pause before a conversation long enough to notice it?
 
When you meet in a teacher’s room after school, could you settle in a chair and take a breath, giving an affirming smile before you launch into a conversation? Teachers will benefit from your abiding, calming presence if you can rouse it – but you’ll have to make some quiet for yourself so that you exude serenity rather than weariness.
 
Be okay with a few no’s from others, responding empathetically when they decline a request. And please, take care of yourself. “Put on your own oxygen mask before assisting others.” Reflect on the glitter that has settled around you.  Choose the jewels to keep, and those to let go of, even if it means saying a few no’s yourself.

This week, you might want to take a look at:
 
Transcribing as a coaching tool:
 
https://choiceliteracy.com/article/a-coachs-toolbox-transcribing-talk/
 
Scroll down for the section on coaching and SEL:
 
http://buzzingwithmsb.blogspot.com/2022/02/sel-for-all-with-haley-oconnor-ep-91.html
 
 
Getting specific about reading like writers:
 
https://choiceliteracy.com/article/supporting-talk-around-writers-craft/
 
 
Leveraging teacher leaders to boost coaching impact:
 
https://blog.teachboost.com/leveraging-your-teacher-leaders-as-peer-mentors
 
 
This 4-minute video about trauma-informed practices:
 
https://www.turnaroundusa.org/video/edutopia-presents-how-learning-happens-getting-started-with-trauma-informed-practices/
 
That’s it for this week.  Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

Credibility

In my previous post, I encouraged authenticity and vulnerability – dropping the weight of perfectionism in order to build true connection and trust with those we coach. This is a valuable stance – but best coupled with moves that build others’ confidence in our knowledge and skill. Like most things in life, it’s not black and white; to be effective coaches, we can’t focus only on our own weaknesses or emphasize only our strengths. Moderation wins again.
 
In addition to showing our vulnerability, we must demonstrate our credibility – we can’t be seen as a nincompoop (yes, that’s a real word – it doesn’t even get a blue line!). I’m sure that’s no surprise, but it’s worth thinking about how to achieve a balance between extremes that engenders trust.
 
Our professional knowledge and experience are relatively tangible. However, credibility is built not only by our content knowledge, but also how we enact that knowledge. How do we present it as we act, react, and talk about the content? And all of this depends upon the receiver’s perceptions. We have to not only be credible, but also be perceived as credible.  “We must illustrate, not assert.”*  There are at least two things to illustrate that will build our credibility. Here’s an equation for it:
 
Competence + Experience = Credibility
 
When I walk into one of my teacher-friend’s rooms, I can’t miss the wall above the cubbies where she has a class photo from every one of her 30+ years of teaching. This literally illustrates her experience. As educators, we tend not to post our credentials (diploma and teaching license) the way doctors do, but that could be another way of showing, not telling, that builds credibility. At the same time, we create credibility in a direct way, by modeling practices that work, by making recommendations that prove effective, by noticing and affirming potent parts of an observed lesson.
 
Credibility is earned through both rational and emotional perceptions. As coaches, our facts must line up, and we must also exude energy, make eye contact, and show quiet confidence to support an emotional perception of credibility. Credibility is both what we know and how we show what we know. And of course, if we love our work, that will show, too.

*Maister, D. H., Galford, R., & Green, C. (2021). The trusted advisor. Free Press, p. 95.

This week, you might want to take a look at:
 
It’s April! National Poetry Month is a good reason the include a poem about whatever content you’re teaching. Here’s a list of non-fiction poetry picture books where you might find just the thing:
 
https://readingpowergear.wordpress.com/2016/04/12/nonfiction-picture-book-10-for-10-nonfiction-poetry/
 
 
This poem, “Bullets,” is composed by a 4-year-old Preschool Poet and animated by Ukranian filmmaker Stas Santimov:
 
https://vimeo.com/254732533
 
 
Interview questions for an instructional coach:
 
https://www.edutopia.org/article/9-questions-youll-be-asked-instructional-coach-interview
 
Asking and listening to students during at-the-desk coaching (this post talks about a writing conference, but the principles apply broadly):
 
https://choiceliteracy.com/article/conferring-questions/
 
 
The importance of positive feedback when coaching:
 
https://simplycoachingandteaching.com/blog/2018/08/28/2018-8-27-fostering-strong-relationships-through-positive-feedback/
 
 
That’s it for this week.  Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

Letting Ourselves Be Seen

Trustworthiness is an important foundation for coaching work. Our words, actions, and motives create safety and focus.*  Let’s drill down to consider how to build credibility though truthfulness and vulnerability.
 
I used to think that to be a credible coach I had to always exude confidence and capability.  Having studied literacy since I was a freshman in college (earlier if you count teaching my little brother to read!), I felt I had the know-how to create confidence in my ability. I had advanced degrees and experience and was up-to-date on my professional reading. All that mattered, but guess what? Recognizing and acknowledging my own weaknesses added a new dimension to my credibility. It also took a big weight off my shoulders.
 
I’ve found that sharing a story or two about personal failures and opening myself for observation not only models my own growth path, it opens others to pursue theirs.
 
I often share the story of the time I modeled a lesson in my daughter’s classroom during her first year of teaching. In September, as the school year was just getting underway, I got a tearful, frustrated phone call during her recess break. We decided that having me model a lesson might be helpful, so I put on my super-cape and drove 700 miles to visit her classroom. Mom to the rescue! I felt pretty good about the vocabulary lesson I taught, especially considering that it was early in the school year and she had several students with special needs in her classroom.
 
Recess was right after my modeled lesson, and my daughter had recess duty, so we walked together out to the playground. Sara broke the silence with a quizzical look and asked, “Mom, you won awards for your teaching, right?” From the tenor of her voice, I knew the implications behind her question: You won awards, but your teaching’s not perfect; the students weren’t perfect; maybe I don’t have to be perfect!” Modeling gave my daughter new strategies to try, but more importantly, it let her know that perfection is not required or possible! She set more realistic expectations for herself and her students and everybody learned more.
 
Social worker Brené Brown tells us that connection is a result of authenticity. By letting go of who we think we should be, we can more fully be who we are – a necessity for connection. Being vulnerable – having a “Share your stuff – I’ll go first” attitude, opens the door for others to be vulnerable, and that is a necessary step for growth and change. Let’s let ourselves be seen. Whether it’s modeling in a teacher’s classroom or talking about a time when a lesson went horribly wrong, opening ourselves as the imperfect people we necessarily are bolsters connection, trust, and instructional improvement. Plus I’ve found that lifting the weight of perfectionism is incredibly freeing and makes walking through life more joyful.

 
*Maister, D. H., Galford, R., & Green, C. (2021). The trusted advisor. Free Press.
***https://www.ted.com/talks/brene_brown_the_power_of_vulnerability?language=en

This week, you might want to take a look at:
 
A podcast episode about the power of student interest (and more):
 
https://www.classroomcaffeine.com/guests/massey-and-vaughn
 
 
The importance of a good feeling:
 
https://davestuartjr.com/credibility-booster-freds-best-line/
 
 
The next time you need a little boost, dial 707-998-8410 for a pep talk from a kindergartner.
 
 
Keeping the classroom library current:
 
https://choiceliteracy.com/article/keeping-the-classroom-library-current/
 
3 Ways to more “aha” moments in coaching:
 
https://www.growthcoaching.com.au/resource/3-ways-to-more-aha-moments-in-coaching/
 
That’s it for this week.  Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

Circles within Circles

Circles within circles…That’s what I was envisioning as I prepared for a debrief conversation with Leslie. There were some specific things I hoped to talk about (directions and procedures), but I didn’t want to jump right to those topics. I wanted to provide a comfortable context before digging in. So I thought about nested circles.
 
It was a Thursday, so I began by asking how the week was going, establishing a broad context – painting a big outer circle for our conversation. The week was going better than expected, Leslie said. After three snow days with remote learning last week, she had anticipated that classroom routines might be off, but students, for the most part, came back ready to learn. That positive start gave our conversation solid footing.
 
Next, I asked about the day. What was something she wanted to celebrate? I added a caveat – I wanted to hear about something I hadn’t observed, so we weren’t zeroing in yet. Leslie gave some highlights of a math lesson that she felt went well.
 
Now that we were well-grounded in positive aspects of the day and week, it felt comfortable to ask the rather pointed question I’d prepared about the lesson I’d observed. After she and I both commented about a few of the positive aspects of the lesson, we were ready to drill down to an area ripe for growth. So I glanced at the question I’d rehearsed in advance and said, “As you reflect on the transitions before and during the lesson, what tweaks might you have made – now that you’ve seen how it all played out?”
 
Leslie told me how she’d been reflecting on the need to give more of the directions while her first-grade students were still seated on the carpet together. I agreed, telling her I’d noticed that she ended up repeating some instructions as she moved from student to student after they began working, so giving those directions while they were all attentive could have been more efficient.
 
When I asked, “Anything else? Do you have other ideas for smoothing out transitions?” Leslie came up dry. Because I felt that retrieval of materials had caused some confusion and delayed students’ ability to get started on the project, I retraced the time students spent with this task. “It seemed like during that delay in getting started, some students forgot their task,” I said, so having smoother choreography for getting the needed materials could give them a stronger start for their project, too. Communicating instructions and choreographing retrieval of supplies impacted each other and the work students did.
 
Our brief conversation had ranged over many ideas, so I wanted to make sure we got specific before concluding. I gave Leslie a 3X5 card and asked, “Of all the ideas we’ve talked about, what’s something you want to hold on to?” Leslie jotted a thought on the card that she could put on her desk as a reminder. She read it aloud to me, and I made a note so I could ask her about it next time we met. Giving complete instructions before students moved was, for Leslie, the core of our conversation.
 
Started broad and open laid a safe foundation for what ended up being a very specific conversation. The circles-within-circles image kept me patient as we narrowed our way to a topic that I wanted to be sure we considered together.

This week, you might want to take a look at:
 
Instant mood-boosters:
 
https://aestheticsofjoy.com/2020/10/17/8-quick-things-you-can-do-right-now-to-boost-your-mood/
 
Teaching students to decode media and become truth seekers:
 
https://www.ascd.org/blogs/how-media-decoding-can-teach-students-to-be-seekers-of-truth
 
 
A podcast episode about self-care for instructional coaches:
 
https://buzzingwithmsb.blogspot.com/2021/02/self-care-for-instructional-coaches-ep.html
 
Making feedback to students manageable:
 
https://choiceliteracy.com/article/consistent-feedback-in-writing-workshop/
 
3 mantras for a solid coaching foundation:
 
https://blog.teachboost.com/three-mantras-for-a-solid-coaching-foundation
 
That’s it for this week. Happy Coaching!
 
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

Hard Conversations

When I have the chance to sit around the table with coaches, there’s a lot of wisdom tossed around. These meetings sometimes include productive problem-solving conversations, where one of the coaches brings forward a challenge she’s been having and others brainstorm possible solutions. Often these proposals begin with, “When I had a similar situation…” and we hear both problems and positive outcomes that ultimately lead the coach to a next step in addressing the situation.
 
This week, Tracy expressed a challenge faced by Alissa, a teacher she is coaching. Tracy’s story came from a place of concern, not complaining (which is how most productive problem-solving begins). Alissa does many things well, and Tracy frontloaded her description to us with these things. But then she described the challenge. “Alissa teaches from the front of the room,” Tracy said. “She doesn’t move around the classroom to check in with students and see how they’re doing.
 
“Have you talked with her directly about it?” one of the coaches asked? 
 
“I have,” Tracy said. “I told her she needs to get up and move around the room. But it hasn’t happened.”
 
“Have you asked her why?” I questioned.
 
“I hate to have those kinds of conversations!” Tracy said, and she slumped in her chair.
 
“You’ve got to do it!” one coach said.
 
“She’s counting on your feedback!” another said.
 
“Yes, she’s expecting it,” another agreed.
 
Tracy still looked like the sky was falling. She was dreading a hard conversation. So I gave her some words to try on for size. “What if you said, ‘What do you think might be some of the reasons you stay near the front of the room while you teach?’”
 
Tracy sat up straighter and grabbed a pad of sticky notes. She wrote a prompt for herself so she’d be ready to launch a hard conversation.
 
I haven’t heard yet how it went, but I hope the nudge she got from friends gave Tracy the courage she needed. Courage might seem a strong word for a situation that seems expected: a coach giving feedback to a teacher. But because it was a follow-up conversation about a change that hadn’t been made, the prospect felt dreadful to Tracy. We had suggested a next step.
 
Later, I realized another step that could be helpful, so I emailed Tracy suggesting that she offer to track Alissa’s location in the room during an upcoming lesson – to divide the room into thirds and mark when Alissa was in the middle and back third and for how long. Such a data-gathering step could be helpful once they had delved deeper into why there hadn’t been a change yet. Once Alissa knew Tracy was seeking to understand the context, she might welcome having another set of eyes in the room to remind her of the need.
 
Having a follow-up conversation when the hoped-for change has not occurred can feel weighty. But if we’re confident the change will make teaching and learning better, we shouldn’t shirk the conversation. Asking, “What might be some of the reasons why…” helps the teacher reflect on her own habits and intentions, rather than pointing a finger of blame. Offering to gather information about the hoped-for action shows you are willing to be an active participant in the change process. Framing hard conversations with authentic inquiry and collaborative invitations puts the coach and teacher on the same side.

This week, you might want to take a look at:
 
Centering students and bringing joy – a podcast episode with Pernille Ripp:
 
https://cciraliteracyconversations.simplecast.com/episodes
 
 
What Wordle can teach us about phonics instruction:
 
https://www.ascd.org/blogs/what-wordle-reminds-us-about-effective-phonics-and-spelling-instruction
 
 
Building a culture of appreciation:
 
https://www.edutopia.org/blog/teacher-appreciation-day-going-beyond-elena-aguilar
 
 
Using a whole-class notebook for whole-class read aloud:
 
https://choiceliteracy.com/article/interactive-read-aloud-and-the-whole-class-notebook/
 
Careful words for coaching:
 
https://barkleypd.com/blog/coaches-words-and-questions/
 
That’s it for this week.  Happy Coaching!
 
Was this helpful?  Please share!
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com