In talking with a teacher/colleague/friend today, I shared some thinking about the Framework for Change. Here is a link:
Framework For Change
We discussed that when you notice a feeling or outcome, the "problem" is the missing link that is to its left on the flow chart. We discussed some strategies for approaching each; in doing so, I found that I kept revisiting the power of relationships. It is so difficult to repair a broken trust or even an unintended slight or misunderstanding. We can only do our best each day, building on what we know, challenging ourselves to live, teach, and coach in ways that align to our beliefs.
There is a careful balancing act between listening, understanding, and commiserating. The latter can be tempting but never really has a place in leading or helping. Especially in these rather woeful times in education, we need to trust ourselves to be able to find the answers inside ourselves, inside our work with children, and always in each other.
I read a quote today about how communication is most needed, most effective when offered while work is in progress or during the process of implementation. It is then that people see its purpose in sustaining strategies that work or in problem solving what isn't. So the key is to lead them into this discovery: communicating about what we are actually doing is where our learning and improvement hides... Lives.
Sunday, July 12, 2015
Diving In: Book Studies and No More "Sit-n-Get"
We have had one round of meetings with all of the book studies. My role varies from serving as a facilitator for discussion in three buildings to which I am assigned to after-school consulting with teachers who act as facilitators in the buildings to which I am not assigned.
I am continuing to learn more and more about adult learners and how to keep them motivated for sharing and talking in a collaborative setting. In three of our buildings, the K-2 staff is reading one text while the 3-5 staff is reading another--though they are related texts, they are different. I am finding, however, that regardless of the text(s) read, it is generally helpful to use varied strategies so that teachers have time to talk with their own grade-level colleagues and across grade levels. This seems to help with building deeper thinking as we consider how our professional decisions impact our students now and in the future.
One text that has proven particularly useful is Marcia L. Tate's "Sit and Get" Won't Grow Dendrites: 20 Professional Learning Strategies to Engage the Adult Mind (Corwin Press, 2004).
Here is a link to Marcia Tate's own summary of this book:
http://www.acacamps.org/campmag/0601dendrites
Here is a link to Marcia Tate's website, "Developing Minds":
http://www.developingmindsinc.com/
Here is a link to the related Facebook page, which contains some dazzling photos of some of the strategies in use:
http://www.facebook.com/pages/Sit-and-Get-Wont-Grow-Dendrites/142420002437187
Every meeting has included activities that allow staff members to work/think independently, with partners, and with small groups--all in 45 minutes (or less). I have been receiving a lot of positive feedback from teachers, saying that they enjoy the activities and the structured purposes for thinking and talking about the texts. It's clear that the more "global" learners appreciate activities like "musical shares" and "whip shares" while the more analytical learners appreciate activities like completing comprehension constructors (reading/thinking graphic organizers) to summarize their thinking before discussing.
Reading Cris Tovani's work with comprehension constructors has been helpful. In grad school, I spent time creating some tools like these to assist readers in holding their thinking during reading. Since then, I am getting better at finding these tools online, as well, and modifying them to meet the needs of the learners with whom I am working.
http://tovanigroup.com/
A few of the ideas for activities during workshop that I have put to use so far have included:
--Whip Shares:
Each person jots a word, phrase, or sentence from the text on an index card. (This brings focus, as the writer must carefully consider what s/he thinks is most important; it also prevents last-minute additions/deletions, which can happen if they are to read from the text itself). Then everyone stands in a circle, facing in. Be sure to direct everyone to read in a loud voice and to emphasize words as they see fit. We cannot ask you to repeat if you reading is too fast to process or too soft to hear! Moving around the circle, one person at a time takes turns sharing his/her card with the group. No one is allowed to comment--it's simply a listening time. As you hear the ideas, you hear themes developing about interests, concerns, strategies, etc. When the sharing is complete, have the learners turn and talk to a person beside them to share what they've noticed about what the GROUP had to say. Then they can turn back to face the inside of the circle and share their thinking. This often causes us to deeply consider others' thinking and to see a bigger picture of how the group is processing the subject. When discussion seems ample (or time for the activity has expired), thank everyone and send them back to their seats.
--Timed Shares:
After completing a comprehension constructor (a graphic organizer that holds thinking about reading), tell the learners that they will have a set amount of time (generally 1-2 minutes) during which one person from the group will share ONE thought (one line, one box) from their organizer and dives deeper into his/her thinking about this topic. (They may refer to the text, teaching experiences, concerns, etc.) During this time, no one else from the group speaks/shares--they listen. When the set amount of time for this individual's sharing time has expired, signal that it is time for the group to share their thoughts on this same topic, responding to what the individual has said. Again, there is a set amount of time for this group share (generally 2-5 minutes). When time has expired, signal for the individual who started the share to thank the group for their responses. Then move on to the next individual and repeat this cycle.
Timing can be controlled by how much time you have for the activity, group size, number of turns in sharing, and how much time you give individuals/groups for talking. Planning ahead with time is what keeps this activity interesting and moving! It gives everyone equal time to talk, so that the conversation doesn't bog down with one or two people's interests. It always leaves them wanting more!
Board Games:
Like the activities above, this was a hit! I bought blank boards from our local school supply store (about $7 each); however, if you're not pressed for time, you can order them online from places such as:
https://www.barebooks.com/gameboards.htm
I programmed the boards so that the staff could have fun with each other while playing--there were some blank boxes, while there were boxes with directions, such as:
For the actual game, I asked teachers to copy a statement from the book (something that they highlighted or underlined during reading and that they thought was important to remember). They could leave the statement as it was or subtly change it to make it false. Either way, they had to cite the page number for evidence. They each had 5-10 index cards (I bought "pretty" cards with borders/lines) to complete before playing. (This caused them to revisit the text, decide on what was most important to remember, and then to consider whether to leave it as is or to change it. Believe me, discussion would ensue when someone missed something!)
When play commenced, the person whose turn it is would turn to the person to their right who would read a statement from one of their cards. The player had to say whether the statement was true or false. If s/he missed it, the reader would show them where it was in the book and explain why it was true/false. Then the player's turn ended. If the player guessed correctly, s/he would roll one die, move his/her token, and then follow the directions (if any) on that spot on the board. Then play would move to the next player. This cycle was repeated until someone won by reaching the "goal" at the end. Winners won prizes from the teacher section at our local Dollar Tree store (Target's $1 - $3 area is great for prizes, too).
What we really noticed was that this promoted looking back into the text, re-reading and discussing key points, and having old-fashioned fun with our colleagues. While there was a lot of book review (from our book study texts) going on, there was also friendly competition and laughter--something much-needed in our meetings! Remember, emotion while learning helps it to "stick." :)
I am continuing to learn more and more about adult learners and how to keep them motivated for sharing and talking in a collaborative setting. In three of our buildings, the K-2 staff is reading one text while the 3-5 staff is reading another--though they are related texts, they are different. I am finding, however, that regardless of the text(s) read, it is generally helpful to use varied strategies so that teachers have time to talk with their own grade-level colleagues and across grade levels. This seems to help with building deeper thinking as we consider how our professional decisions impact our students now and in the future.
One text that has proven particularly useful is Marcia L. Tate's "Sit and Get" Won't Grow Dendrites: 20 Professional Learning Strategies to Engage the Adult Mind (Corwin Press, 2004).
Here is a link to Marcia Tate's own summary of this book:
http://www.acacamps.org/campmag/0601dendrites
Here is a link to Marcia Tate's website, "Developing Minds":
http://www.developingmindsinc.com/
Here is a link to the related Facebook page, which contains some dazzling photos of some of the strategies in use:
http://www.facebook.com/pages/Sit-and-Get-Wont-Grow-Dendrites/142420002437187
Every meeting has included activities that allow staff members to work/think independently, with partners, and with small groups--all in 45 minutes (or less). I have been receiving a lot of positive feedback from teachers, saying that they enjoy the activities and the structured purposes for thinking and talking about the texts. It's clear that the more "global" learners appreciate activities like "musical shares" and "whip shares" while the more analytical learners appreciate activities like completing comprehension constructors (reading/thinking graphic organizers) to summarize their thinking before discussing.
Reading Cris Tovani's work with comprehension constructors has been helpful. In grad school, I spent time creating some tools like these to assist readers in holding their thinking during reading. Since then, I am getting better at finding these tools online, as well, and modifying them to meet the needs of the learners with whom I am working.
http://tovanigroup.com/
A few of the ideas for activities during workshop that I have put to use so far have included:
--Whip Shares:
Each person jots a word, phrase, or sentence from the text on an index card. (This brings focus, as the writer must carefully consider what s/he thinks is most important; it also prevents last-minute additions/deletions, which can happen if they are to read from the text itself). Then everyone stands in a circle, facing in. Be sure to direct everyone to read in a loud voice and to emphasize words as they see fit. We cannot ask you to repeat if you reading is too fast to process or too soft to hear! Moving around the circle, one person at a time takes turns sharing his/her card with the group. No one is allowed to comment--it's simply a listening time. As you hear the ideas, you hear themes developing about interests, concerns, strategies, etc. When the sharing is complete, have the learners turn and talk to a person beside them to share what they've noticed about what the GROUP had to say. Then they can turn back to face the inside of the circle and share their thinking. This often causes us to deeply consider others' thinking and to see a bigger picture of how the group is processing the subject. When discussion seems ample (or time for the activity has expired), thank everyone and send them back to their seats.
--Timed Shares:
After completing a comprehension constructor (a graphic organizer that holds thinking about reading), tell the learners that they will have a set amount of time (generally 1-2 minutes) during which one person from the group will share ONE thought (one line, one box) from their organizer and dives deeper into his/her thinking about this topic. (They may refer to the text, teaching experiences, concerns, etc.) During this time, no one else from the group speaks/shares--they listen. When the set amount of time for this individual's sharing time has expired, signal that it is time for the group to share their thoughts on this same topic, responding to what the individual has said. Again, there is a set amount of time for this group share (generally 2-5 minutes). When time has expired, signal for the individual who started the share to thank the group for their responses. Then move on to the next individual and repeat this cycle.
Timing can be controlled by how much time you have for the activity, group size, number of turns in sharing, and how much time you give individuals/groups for talking. Planning ahead with time is what keeps this activity interesting and moving! It gives everyone equal time to talk, so that the conversation doesn't bog down with one or two people's interests. It always leaves them wanting more!
Board Games:
Like the activities above, this was a hit! I bought blank boards from our local school supply store (about $7 each); however, if you're not pressed for time, you can order them online from places such as:
https://www.barebooks.com/gameboards.htm
I programmed the boards so that the staff could have fun with each other while playing--there were some blank boxes, while there were boxes with directions, such as:
- trade places with someone else's token on the board
- have two other players trade places with their tokens
- move forward/back ___ spaces
- go back to start
- have everyone else move back ___ spaces
For the actual game, I asked teachers to copy a statement from the book (something that they highlighted or underlined during reading and that they thought was important to remember). They could leave the statement as it was or subtly change it to make it false. Either way, they had to cite the page number for evidence. They each had 5-10 index cards (I bought "pretty" cards with borders/lines) to complete before playing. (This caused them to revisit the text, decide on what was most important to remember, and then to consider whether to leave it as is or to change it. Believe me, discussion would ensue when someone missed something!)
When play commenced, the person whose turn it is would turn to the person to their right who would read a statement from one of their cards. The player had to say whether the statement was true or false. If s/he missed it, the reader would show them where it was in the book and explain why it was true/false. Then the player's turn ended. If the player guessed correctly, s/he would roll one die, move his/her token, and then follow the directions (if any) on that spot on the board. Then play would move to the next player. This cycle was repeated until someone won by reaching the "goal" at the end. Winners won prizes from the teacher section at our local Dollar Tree store (Target's $1 - $3 area is great for prizes, too).
What we really noticed was that this promoted looking back into the text, re-reading and discussing key points, and having old-fashioned fun with our colleagues. While there was a lot of book review (from our book study texts) going on, there was also friendly competition and laughter--something much-needed in our meetings! Remember, emotion while learning helps it to "stick." :)
Writing Resources--The 411
Lucy Calkins has published units of study by grade level for reading and writing workshops. They can be electronically downloaded by grade level and subject (reading or writing) for $10 each at the bottom of the page on this link:
Lucy Calkins's Core Curriculum Units of Study
I think these solve some problems with teaching deep, meaningful units of study as part of the implementation of core curriculum. That said, our timeframe for teaching these units (which are in a logical order) may differ in Indiana, so we might need to re-sequence somewhat; I'm not sure which ones or when! Any ideas?
The All Write!!! Consortium's coaches are beginning to consider writing specific lessons to support Lucy's work and our teachers who are interested in teaching through these units. We would welcome your lessons that you have already developed. Does anyone have some? We have posted some units on the All Write!!! website at:
All Write Web Site
We are hoping to post more very soon so that teachers can begin accessing even more helpful ideas. We are currently focusing on the nonfiction, informational, and persuasive writing units because we believe that many teachers have reasonably mastered narrative writing (or certainly had more exposure to it) over the years. With the impending PARCC assessments coming soon, we are thinking we would be doing well to be sure that students are taught with spiraled units across the curriculum--with this focus on nonfiction/informational and persuasive writing. How is your district handling this?
We have several teachers who are trying out the units of study mentioned above (in informational/nonfiction/persuasive writing, as well as the 4th and 5th grades' units on writing on demand [prompts]). We are hoping to find more touchsone texts and interesting ways to approach these units and embedded lessons. All sharing is welcome!
Other texts that I have found to be most helpful in writing nonfiction include Linda Hoyt and Tony Stead's book, CRAFTING NONFICTION .
A new book for intermediate grades is due out this winter; I am looking forward to it! The CD-Rom alone is priceless; this book is written into specific lessons that are well thought out and involve deep teaching over time.
Hoyt and Stead develop these even more in their grade-level specific units that are published by Heinemann. These are a little pricey but are well worth it, I think!
Explorations in Nonfiction, Kindergarten
Explorations in Nonfiction, Grade 1
Explorations in Nonfcition, Grade 2
What else is helpful with nonfiction, informational, and persuasive writing?
Lucy Calkins's Core Curriculum Units of Study
I think these solve some problems with teaching deep, meaningful units of study as part of the implementation of core curriculum. That said, our timeframe for teaching these units (which are in a logical order) may differ in Indiana, so we might need to re-sequence somewhat; I'm not sure which ones or when! Any ideas?
The All Write!!! Consortium's coaches are beginning to consider writing specific lessons to support Lucy's work and our teachers who are interested in teaching through these units. We would welcome your lessons that you have already developed. Does anyone have some? We have posted some units on the All Write!!! website at:
All Write Web Site
We are hoping to post more very soon so that teachers can begin accessing even more helpful ideas. We are currently focusing on the nonfiction, informational, and persuasive writing units because we believe that many teachers have reasonably mastered narrative writing (or certainly had more exposure to it) over the years. With the impending PARCC assessments coming soon, we are thinking we would be doing well to be sure that students are taught with spiraled units across the curriculum--with this focus on nonfiction/informational and persuasive writing. How is your district handling this?
We have several teachers who are trying out the units of study mentioned above (in informational/nonfiction/persuasive writing, as well as the 4th and 5th grades' units on writing on demand [prompts]). We are hoping to find more touchsone texts and interesting ways to approach these units and embedded lessons. All sharing is welcome!
Other texts that I have found to be most helpful in writing nonfiction include Linda Hoyt and Tony Stead's book, CRAFTING NONFICTION .
A new book for intermediate grades is due out this winter; I am looking forward to it! The CD-Rom alone is priceless; this book is written into specific lessons that are well thought out and involve deep teaching over time.
Hoyt and Stead develop these even more in their grade-level specific units that are published by Heinemann. These are a little pricey but are well worth it, I think!
Explorations in Nonfiction, Kindergarten
Explorations in Nonfiction, Grade 1
Explorations in Nonfcition, Grade 2
What else is helpful with nonfiction, informational, and persuasive writing?
Paving the Road to Success: Supportive Colleagues
A recent conversation with a couple of dear friends/trusted colleagues has me thinking (again) about the importance of relationships in our professional learning communities.
Of course, as a coach, I know that most of my work hinges on establishing and actively sustaining positive working relationships with staff members. But how important to successful coaching are the relationships between colleagues? I'm thinking they are critical.
These friendly colleagues pointed out that they were able to accept scaffolding to independence with their coaching/new learning because they work directly with supportive colleagues who encouraged them and understood that mistakes are part of learning and becoming even better.
This caused me to pause and think about the inverse; indeed, those who take longer to build independence do seem to lack a support system with trusted colleagues. (I'm hitting myself on the forehead with my palm.) I think the result is, at times, a desire to work together longer so that the coach provides the extra support that leads to independence--support that, in the best or luckiest learning communities, comes from a network of colleagues.
Now I am revisiting my quest of helping teachers find, build, and sustain their own learning communities. This is a process; I think this is especially true because the nature of our day-to-day work involves working in isolation with 20-40 students--no other adults in sight. We are amazing, self-sufficient workers with an intrinsic motivation for work that often requires working alone to do our amazing teaching... Colleagues who are doing the same thing never really see each other in action, not to mention providing intentional feedback and learning from each other.
I have begun facilitating round table discussions, short-term instructional learning and coaching cycles, staff book studies, and other collaborative sessions for large and small groups of teachers. In addition, I continue to offer longer-term coaching cycles for individual teachers with particular instructional goals. I think all of these help with building learning communities for safe risk taking for our educators seeking job-embedded opportunities to practice new teaching strategies.
Now I'm thinking about ways to add colleagues to these coaching opportunities. Perhaps we should add classroom visitations to short and longer-term cycles? Could we get teachers to make professional videos to share with colleagues? Could we Skype into a classroom, watching and listening from another location? What other ideas do you have?
Of course, as a coach, I know that most of my work hinges on establishing and actively sustaining positive working relationships with staff members. But how important to successful coaching are the relationships between colleagues? I'm thinking they are critical.
These friendly colleagues pointed out that they were able to accept scaffolding to independence with their coaching/new learning because they work directly with supportive colleagues who encouraged them and understood that mistakes are part of learning and becoming even better.
This caused me to pause and think about the inverse; indeed, those who take longer to build independence do seem to lack a support system with trusted colleagues. (I'm hitting myself on the forehead with my palm.) I think the result is, at times, a desire to work together longer so that the coach provides the extra support that leads to independence--support that, in the best or luckiest learning communities, comes from a network of colleagues.
Now I am revisiting my quest of helping teachers find, build, and sustain their own learning communities. This is a process; I think this is especially true because the nature of our day-to-day work involves working in isolation with 20-40 students--no other adults in sight. We are amazing, self-sufficient workers with an intrinsic motivation for work that often requires working alone to do our amazing teaching... Colleagues who are doing the same thing never really see each other in action, not to mention providing intentional feedback and learning from each other.
I have begun facilitating round table discussions, short-term instructional learning and coaching cycles, staff book studies, and other collaborative sessions for large and small groups of teachers. In addition, I continue to offer longer-term coaching cycles for individual teachers with particular instructional goals. I think all of these help with building learning communities for safe risk taking for our educators seeking job-embedded opportunities to practice new teaching strategies.
Now I'm thinking about ways to add colleagues to these coaching opportunities. Perhaps we should add classroom visitations to short and longer-term cycles? Could we get teachers to make professional videos to share with colleagues? Could we Skype into a classroom, watching and listening from another location? What other ideas do you have?
Find What You're Looking For: Beauty
Life really is full of beauty. It's easy to see in the eyes of my children, husband, and dear family and friends who grace my life day in, day out. I have come to believe that there are no coincidences, at least as far as people and relationships go. Though everyone is different in how and when they respond to loving, caring actions and words, it seems like this is the only way to live, the only way to work. If you are consistent in your words and actions, and if they are borne of sincere caring and love, people will notice, appreciate, and often reciprocate--which adds even more beauty to your life because you were just living in the Light, not expecting anything in return.
Literacy coaching has opened my mind as I constantly seek a broader understanding of people's motivations and how to link new learning to what they know, believe, and do well. When I first assumed this role, one of my favorite songs was Amy Grant's "Find What You're Looking For".
"Find What You're Looking For"
Lyrics:
What would they find if they uncovered all my tracks
Of roads I’d snuck down and darkness and never turn back
Well they’d find what they’re looking for
Secrets and so much more
What would they find if they searched for a heart of gold
They’d find sacrifices of time and money never told
Yeah they’d find what they’re looking for
Kindness and so much more
Cause there’s so much good in the worst of us
So much bad in the best of us
It never makes sense for any of us
To criticize the rest of us
We’ll just find what we’re looking for
We’ll find it and so much more
What would I find if I turned back the time on your face
Could I piece together the memories that have made you this way
I might find what I’m looking for
Understanding and so much more
Haven’t we all learned the best life lessons
By falling and falling down hard
If we’re looking for somebody’s failures
We won’t have to look very far...
****
My favorite is the verse that begins, "What would I find if I turned back the time on your face?" I think that piecing together the memories that made someone a certain way does give us "understanding and so much more."
This is true in life and has become an essential part of what I carry in my heart and mind as a literacy coach. I need to understand your teaching memories so that I can understand the beliefs that brought you to this point and then use that understanding--"and so much more"-- to assist you in finding what you're looking for as a teacher. That is the true beauty of coaching work with teachers.
Indeed, beauty is everywhere, especially in the eyes, hearts, minds, and spirits of teachers.
"Find What You're Looking For"
Literacy coaching has opened my mind as I constantly seek a broader understanding of people's motivations and how to link new learning to what they know, believe, and do well. When I first assumed this role, one of my favorite songs was Amy Grant's "Find What You're Looking For".
"Find What You're Looking For"
Lyrics:
What would they find if they uncovered all my tracks
Of roads I’d snuck down and darkness and never turn back
Well they’d find what they’re looking for
Secrets and so much more
What would they find if they searched for a heart of gold
They’d find sacrifices of time and money never told
Yeah they’d find what they’re looking for
Kindness and so much more
Cause there’s so much good in the worst of us
So much bad in the best of us
It never makes sense for any of us
To criticize the rest of us
We’ll just find what we’re looking for
We’ll find it and so much more
What would I find if I turned back the time on your face
Could I piece together the memories that have made you this way
I might find what I’m looking for
Understanding and so much more
Haven’t we all learned the best life lessons
By falling and falling down hard
If we’re looking for somebody’s failures
We won’t have to look very far...
****
My favorite is the verse that begins, "What would I find if I turned back the time on your face?" I think that piecing together the memories that made someone a certain way does give us "understanding and so much more."
This is true in life and has become an essential part of what I carry in my heart and mind as a literacy coach. I need to understand your teaching memories so that I can understand the beliefs that brought you to this point and then use that understanding--"and so much more"-- to assist you in finding what you're looking for as a teacher. That is the true beauty of coaching work with teachers.
Indeed, beauty is everywhere, especially in the eyes, hearts, minds, and spirits of teachers.
"Find What You're Looking For"
The "X" Factor in Coaching (x = Human)
I used to see best practices in instruction as a "one size fits all" prescription for teaching. After 20 years of teaching across grades 1-4, I knew that best practices were so powerful that they were extremely portable; if more teachers believed this, perhaps more might be willing to try teaching different grade levels.
But as a coach, I've come to not only see the uniqueness in each grade level but in each teacher--indeed, in unique circumstances each year. Even when you teach the same grade level, each year is always different from the rest. The obvious reason is that you have different students. Most years are impacted by changes of standards and/or book adoptions that alter the materials primarily used to teach a given content area...some are teacher- and student-friendly while others leave us yearning for something better. Parents are different in how they interact with their children and teachers each year, sometimes supporting us in amazing ways and sometimes moving us to tears or frustration. Even our colleagues change over time. Evaluation procedures change, and ridicule from politicians adds to our stress. But what is constant is the idea that best practices can help us to become more effective while appreciating and addressing the unique learning needs of our students.
Even so, what must remain unique is our implementation of best practices, the human factor in teaching. Even a teaching manual that is chalked full of scripted "best practice" cannot create a lifelong learners; nor can it make anyone into a great teacher. What is unique about those we deem as great teachers? I think it is a combination of attitudes, including:
--A willingness to take risks in instruction, understanding that education IS theory that begs us to use our unique teaching spirits to mold it into what works best in any given class or with certain students. We try new approaches, reflect on what did/did not go well, and then we tweak the next lesson to improve the learning experience--all in the framework of our own unique ways of viewing our teaching, our students, and success. Each teacher's uniqueness in how s/he delivers best practices with any given class or student is what makes a classroom and learning experience joyful and alive. There is no curriculum, no script that can plan or dictate this. Only living, breathing teachers with human minds have the capacity to reach other humans in this way. This is where working with an instructional coach can help: a coach can guide you into seeing ways to keep your instruction true to your unique strengths and beliefs while meeting the pressing demands of day-to-day life at school.
--Being actively engaged with students by planning and delivering instruction that builds on what is known, provides support only as much as needed and at the precise moment that it's needed so that it is timely. We stretch students while planning support that lifts them, enabling them to grow. This is true of instructional coaches, as well; we are there to help teachers stretch while providing timely support and feedback that only another person walking in your shoes can provide.
This leads to another concern: online schools for children. How do computers deliver instruction in a thoughtful, reflective manner, keeping the unique needs of each student in mind? How do computers (or online teachers) note the subtleties of a sigh, the flash of an eye, or a breakthrough moment on an individual's work or response? We know that one major key to learning is timely and specific feedback. Can a computer do that? How unique does our standardized world see our children? Where does quantitative meet qualitative instruction? Teaching more students as cheaply as possible doesn't make for creating an educated, democratic society.
But as a coach, I've come to not only see the uniqueness in each grade level but in each teacher--indeed, in unique circumstances each year. Even when you teach the same grade level, each year is always different from the rest. The obvious reason is that you have different students. Most years are impacted by changes of standards and/or book adoptions that alter the materials primarily used to teach a given content area...some are teacher- and student-friendly while others leave us yearning for something better. Parents are different in how they interact with their children and teachers each year, sometimes supporting us in amazing ways and sometimes moving us to tears or frustration. Even our colleagues change over time. Evaluation procedures change, and ridicule from politicians adds to our stress. But what is constant is the idea that best practices can help us to become more effective while appreciating and addressing the unique learning needs of our students.
Even so, what must remain unique is our implementation of best practices, the human factor in teaching. Even a teaching manual that is chalked full of scripted "best practice" cannot create a lifelong learners; nor can it make anyone into a great teacher. What is unique about those we deem as great teachers? I think it is a combination of attitudes, including:
--A willingness to take risks in instruction, understanding that education IS theory that begs us to use our unique teaching spirits to mold it into what works best in any given class or with certain students. We try new approaches, reflect on what did/did not go well, and then we tweak the next lesson to improve the learning experience--all in the framework of our own unique ways of viewing our teaching, our students, and success. Each teacher's uniqueness in how s/he delivers best practices with any given class or student is what makes a classroom and learning experience joyful and alive. There is no curriculum, no script that can plan or dictate this. Only living, breathing teachers with human minds have the capacity to reach other humans in this way. This is where working with an instructional coach can help: a coach can guide you into seeing ways to keep your instruction true to your unique strengths and beliefs while meeting the pressing demands of day-to-day life at school.
--Being actively engaged with students by planning and delivering instruction that builds on what is known, provides support only as much as needed and at the precise moment that it's needed so that it is timely. We stretch students while planning support that lifts them, enabling them to grow. This is true of instructional coaches, as well; we are there to help teachers stretch while providing timely support and feedback that only another person walking in your shoes can provide.
This leads to another concern: online schools for children. How do computers deliver instruction in a thoughtful, reflective manner, keeping the unique needs of each student in mind? How do computers (or online teachers) note the subtleties of a sigh, the flash of an eye, or a breakthrough moment on an individual's work or response? We know that one major key to learning is timely and specific feedback. Can a computer do that? How unique does our standardized world see our children? Where does quantitative meet qualitative instruction? Teaching more students as cheaply as possible doesn't make for creating an educated, democratic society.
Harmony in a Teaching Life
--“Living for something is the hard thing. Living for something extends beyond fashion, glory, or recognition. We live for what we believe.”
To be true to ourselves we have to know what it is that we believe and then live up to it… whether that is in our personal or professional/working lives.
Panache Desai talks about knowing our core selves—from where our souls resonate. In thinking about how this country seems to view education and teachers, I found myself wishing that more teachers could find a way, right NOW, to take it to heart. Desai says that we get so caught up in how others perceive us that we start to believe THEIR truth, not ours. In education in 2013, now more than ever, we need to define what OUR truth is. What is it we believe? Why are we here?
"Our job is the excuse through which we get to love people," Desai says. "We are put in exactly the place that we need to be to love the people that we are around. And so your fulfillment comes from within. But it comes from being open to allow that to happen through you. So your job is the excuse through which you get to love people or through which the Divine gets to love its creation.”
Thinking about Desai’s words, I know it’s true. No matter what job I have had, whether as a factory worker, cashier in a grocery store, secretary, researcher, teacher, literacy coach, I have been able to see that job as an impetus for getting to love others—and to feel loved by others. In the times that I was living for something different than what I believed in, that was when living was harder.
Taking this into today’s educational environment in America, I think many of my colleagues have been feeling swept under, drowned, by politicians’ and corporate America’s beliefs about teaching and learning. Living someone else’s beliefs, particularly what non-educators, non-believers in education try to force upon us is a large part of what is making our jobs so difficult; it’s why we are so stressed that it’s difficult to love your students, your colleagues, your work.
Many of my favorite teaching authors, such as Debbie Miller, Franki Sibberson, and Georgia Heard, encourage us to revisit our teaching beliefs and to align our instruction accordingly. In Franki’s latest book, THE JOY OF PLANNING: DESIGNING MINI-LESSON CYCLES, 3-6, one of the first things she models is thinking through her beliefs about mini-lessons so that she can re-align her work and find harmony between what she knows as a teacher and what her students must practice as readers. She discusses realizing that she should not be doing all of the modeling, all of the work; it’s the students who need the practice and discovery. I love her thinking about how you can’t just have a filing cabinet of materials or packets about teaching certain strategies or texts. She says, “Teach the reader, not the book.” Among other things, this requires mini-lessons that are:
*Designed by teachers who teach and know their students, not corporations.
To be true to ourselves we have to know what it is that we believe and then live up to it… whether that is in our personal or professional/working lives.
Panache Desai talks about knowing our core selves—from where our souls resonate. In thinking about how this country seems to view education and teachers, I found myself wishing that more teachers could find a way, right NOW, to take it to heart. Desai says that we get so caught up in how others perceive us that we start to believe THEIR truth, not ours. In education in 2013, now more than ever, we need to define what OUR truth is. What is it we believe? Why are we here?
"Our job is the excuse through which we get to love people," Desai says. "We are put in exactly the place that we need to be to love the people that we are around. And so your fulfillment comes from within. But it comes from being open to allow that to happen through you. So your job is the excuse through which you get to love people or through which the Divine gets to love its creation.”
Thinking about Desai’s words, I know it’s true. No matter what job I have had, whether as a factory worker, cashier in a grocery store, secretary, researcher, teacher, literacy coach, I have been able to see that job as an impetus for getting to love others—and to feel loved by others. In the times that I was living for something different than what I believed in, that was when living was harder.
Taking this into today’s educational environment in America, I think many of my colleagues have been feeling swept under, drowned, by politicians’ and corporate America’s beliefs about teaching and learning. Living someone else’s beliefs, particularly what non-educators, non-believers in education try to force upon us is a large part of what is making our jobs so difficult; it’s why we are so stressed that it’s difficult to love your students, your colleagues, your work.
Many of my favorite teaching authors, such as Debbie Miller, Franki Sibberson, and Georgia Heard, encourage us to revisit our teaching beliefs and to align our instruction accordingly. In Franki’s latest book, THE JOY OF PLANNING: DESIGNING MINI-LESSON CYCLES, 3-6, one of the first things she models is thinking through her beliefs about mini-lessons so that she can re-align her work and find harmony between what she knows as a teacher and what her students must practice as readers. She discusses realizing that she should not be doing all of the modeling, all of the work; it’s the students who need the practice and discovery. I love her thinking about how you can’t just have a filing cabinet of materials or packets about teaching certain strategies or texts. She says, “Teach the reader, not the book.” Among other things, this requires mini-lessons that are:
*Designed by teachers who teach and know their students, not corporations.
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