August 1

4 Reflections from a Classroom Teacher on Restorative Practices

For the last two days I engaged in a voluntary training on restorative practices.  Let me first say, that my pool of friends in the world of education is not small. I’ve heard all the opinions on restorative practices ranging from complete buy in to full on skepticism.  I appreciated the first words from the presenters mouth, “Whatever you’ve googled or heard about restorative, put those out of your mind.”   I wrestled with how to frame what I had learned in those two powerful days.  

I think perhaps, restorative practices are best described by what they are NOT:

Used Exclusively by Dean’s for Conflict Resolution  The presenters suggested that we think of restorative practices on a Restorative Practices Continuum that begins with using Affective “I” Statements all the way to formal conferencing for conflict resolution.  

The International Institute for Restorative Practices (IIRP) also suggests that we spend 80% of our time in practices working proactively and 20% reactively.  How do we do that? Restorative practices start and end with relationships. I recently wrote a blogpost on the importance of building relationships and followed up with an additional post on helpful relationship building strategies. 

One powerful tool that IIRP recommends is the use of Circles.  Circles are simple to practice.

  1. Place your students in a circle and join them.
  2. Ask a question.
  3. Have a talking piece that you pass around the circle to students to signify whose turn it is to speak and whose it is to listen.

While we spent a great deal of time talking about a lot of the nuances:  the importance of starting with a low risk question, facilitation rules, setting norms, etc. These are the key steps.

Like sitting around a campfire, circles create a safe and intimate place for each student to have a voice.  It removes barriers like tables and corners of the room, which are ideal for hiding. While often used for conflict resolution among a smaller group, when used consistently with agreed upon norms it can be a powerful force for relationship building in the classroom.

Everyone Gets a Trophy  IIRP recommends that you separate the child’s behavior from the child.  That is “I like you, but I do not accept your behavior.” The power here is that students need to feel loved and accepted for who they are.  When they do, they often change their behavior to be acceptable to those who love them most.

Recently I saw Will You Be My Neighbor at the movie theater.  According to the film, there was a backlash from groups who decided that Mr. Rodgers was preaching an empty self-esteem message by saying to that children that they “special.”  What a sad paradigm. The truth is that everyone has inherent value and is special because they are people, God’s creation.  So often we say that students are “bad,” “naughty,” etc. When we label students, we forget their inherent value and worth as human beings and leave all hope for any positive change in them at the door.  

Rejection of Consequences I have to admit that I was surprised by the general appearance of the two facilitators.  They were not school psychologists equipped with data and little in the trenches experience.  Rather, they were two men, one black one white, who had physiques similar to WWF wrestlers. Both had a background as deans and had worked in one of the most difficult schools outside the city of Chicago, Maywood, IL. These men knew how to transform the behavior and culture of a school and they had seen it first hand.  They were tough guys.  Tough guys who believed in the message they were preaching.  

They shared story after compelling story.  One particular story I found extremely convincing was related to two students who were fighting.  In the past, they would have each received a suspension and would have returned 5 days later still fuming and ready to go another round.  Now, while students might still receive a suspension, they are required to face one another and walk through a series of restorative practice questions that lead to reconciliation so that when they returned there would be a change in behavior.   One consequence certainly more work and more fruitful than another.  

Later we watched a video about a student who had been bullied.   The headmaster explained how the two students were able to talk through their difficulties and the students had decided on an agreed upon consequence by working through the “Affective/Restorative Questions.  One teacher in our training asked, “Would the parents of the offended boy be angry that there was not a more punitive response?” Another teacher in our training responded with a genuine and heartbreaking story about a time when her daughter had been bullied.  While the offender had received a consequence, he never had to apologize to her or think through the damage he had caused. She said she would have found that much more satisfying to her and her daughter. Interesting…

Lowering of Behavioral Expectations  One framework that I found particularly helpful related to expectations and supports related to student behavioral  is called the Social Discipline Window.  On the vertical axis, is the level of expectations and on the horizontal, the level of support we provide students to meet the expectations.  We want to work WITH students to improve the behavior to meet high standards. To be honest, I can excuse behaviors at times. Rather, I want to work with students to reach a high standard of behavior that will be expected of them in life beyond my classroom doors.

What now?  Personally speaking, I left with a renewed commitment for building relationships and plans to practice using “I” statements and implement circles.  I’m not sure what that will look like really, but I’m excited to try.  I’m thrilled to have the support of our entire administration, who not only participated in this training on a different date, but included the practice in our District Strategic Plan.  

At the end of the two day training spent entirely sitting in a circle, all 40 of us felt a unique warmth and intimacy with people who had been either strangers or acquaintances to us before we began.  We had practiced circles to learn how to implement restorative practices and it had a powerful effect on a group of people with different perspectives and ideas. We closed by sharing something we had appreciated about each person in the room.  I felt feeling more hopeful for our country. After all, working through differences hasn’t been our strength lately. But, if we could teach the next generation to work through conflict respectfully…we might just have a bright future and grow in our ability to have a healthy debate and exchange of ideas.  Ahhh…hope.

Sources:

International Institute of Restorative Practice Website; https://www.iirp.edu/schools

January 3

5 Simple Questioning Techniques that Transform Classrooms

“Anyone? Anyone? Bueller?!”  That iconic line from the movie Ferris Bueller’s Day Off demonstrates the futile nature of asking unanswered questions to a group of disinterested students.  But, we’ve all been there, haven’t we?  We wonder if it’s the question, our instruction, the students?  Whatever it is, it is not the Dead Poet’s Society classroom we had envisioned when choosing teaching as a profession.  We’d like to craft the questions that draw students to engage in lively debate.  How do teachers do that?  What is the magic spell they cast over their students?

While I can’t promise to make your classroom performance Oscar worthy, there are some strategies that WILL get your students talking.  Here are five:

  1.  Ask questions worth asking.   Oftentimes our questions aren’t that interesting or just rote drill.  Ask questions that require students to explain concepts, their thinking or personal connection to the content.  Questions that include verbs at a higher Depth of Knowledge level typically are “discussion worthy” and will lead to greater debate, discussion and engagement.   Also, asking more open ended questions, for example, instead of asking “What is the first step here?” you might ask “How might you solve this problem?” which provides students the opportunity to make their thinking transparent to the class.
  2. Prime the pump.   After asking a question, require ALL students to respond to the question with a partner, on paper, or in some way in order to commit to a response, and THEN pose the question for class discussion.  You’ll find that your students will be MUCH more eager to respond.
  3. Declare a minimum.  Wait time is important for students to formulate an answer (6-10 seconds is ideal), but saying something like “I need at least 8 hands” OR “Raise your hand when you know,” which implies that everyone should raise their hand at some point, often yields great results.
  4. Catch and release.  When a student responds to a question, avoid the urge to either approve or disapprove of the response.  When a teacher declares something right or wrong, the conversation is over.  Rather, ask the rest of the class if they agree or disagree with that student’s response and explain their reasoning.  You can also ask, “Does anyone want to add on to that or amend it?  If so, in what way and why?”  That keeps the discussion flowing and engages the class.
  5. Declare no student off limits.  We want all students to formulate an answer to our questions, not just a select few.  If it’s worth asking during class time, then it is a valuable exercise for all students.  One of the areas that new teachers, in particular, struggle philosophically is calling on students who don’t volunteer.  Often they share that they are worried that they might embarrass a student who doesn’t know the answer.  I will encourage them with this, “If you allow students to prime the pump and ask open ended questions worth asking, students will be much more comfortable responding.”  If you find a student answers, “I don’t know.” You can respond with, “What did you and your partner discuss?” or “Tell me what thoughts you had when thinking about the question.”  If we create an environment that only tolerates correct answers and does not make transparent the conceptions and misconceptions around ideas, then students won’t risk sharing ideas at all.  It’s up to teachers to make sure students know that it is natural part of learning to process to expose and refine ideas.

Like all new routines in classrooms, these questioning shifts will take a few days to a week to hone.  But, if you are faithful in implementing them, you WILL transform your classroom discussions!  If you have an instructional coach in your building, invite him/her to observe you and help you tweak your mad questioning skills.  A second set of eyes always helps.

Let’s do it, “O Captain, my Captain!”  Get them talking!

As always, I’d love to hear what works for you (and might for me 🙂 ).

Resources:

Depth of Knowledge Wheel Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006.

 

 

 

June 3

3 Simple Suggestions: Growing as a Team–without derailing it!

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning.”  – Benjamin Franklin

Growing isn’t easy.  Thus, the phrase “growing pains.”  Yet, we work in a field that is a highly interpersonal, social experiment in learning.  In fact, teams of teachers are assembled to improve teaching and learning, creating opportunities for students to live their best lives possible.  It is noble and important.  That being said, teachers certainly don’t walk out of our teacher training programs and into the classroom as the best version of our teacher selves.  We have to grow!  But, as I mentioned early, growing is painful–especially for groups.  There are several reasons why this is the case.

In the last 10 years, the greatest decisions for change were legislated at the state and federal level  (No Child Left Behind, Response to Intervention, CCSS, NGSS, C3, PBIS, etc).   These sweeping changes cannot be simply adopted overnight.  After all, in order for meaningful change to occur, teachers need to understand the desired change, believe it is what is best for students,  and then be provided time and training to implement the change.  This is no easy feat!

While many districts do their best to provide what is necessary to accomplish those things, what often is not addressed however, is how the stress of change affects a group.  Studies show that people will respond to change in different ways.  A select few will be “Innovators” or “Early Adopters,”  also a small number will be considered “Laggards.”  Most likely your personality will determine where you’ll land.

Imagine now, that these people are all in the same room tasked with change.  The Late Majority and Laggards are often traditional and skeptical.  It takes time to for them to internalize the need for change and make important shifts.  That being said, if they adopt them, they will do so judiciously.  Innovators and Early Adopters are often frustrated with the apparent “unwillingness” to change on the part of Late Majority and Laggards.  This will influence their Image result for early adopted cbamperceptions towards one another negatively and add to the stress of group change.

Innovators and Early Adopters will most likely be eager to get the ball rolling.  After all, why not?  However, to the Late Majority or Laggards, Innovators and Early Adopters can appear “rash or daring.”  The (often necessary GENTLE) pressure to adopt change can be a great source of anxiety to this group, and can manifest itself in anger towards or negative judgments against their colleagues.

Think about it, you can probably graph the faces of your colleagues on this graph right now!  Reflect on how it influences your opinions of one another and how you interact.  So, what now?  How can your group survive the next change that comes their way (Face it!  You’re a teacher–the faster you realize it’s part of the gig, the happier you’ll be!)?  A few things:

Acknowledge it!  Before the next curriculum review or district initiative, admit that change is hard and have a chat about being sensitive to people on both extremes.  After all, we can all understand being frustrated by someone who refuses to budge OR being pushed into something we weren’t comfortable doing, right?  This would be a great time for a pep talk, “Our goal is for all of us to understand, be comfortable with and implement this change–not just a few of us.  We’re in this together!”

Recognize the feelings behind the behavior.  If teachers seem angry or frustrated, there is a reason behind it.  Is it because the teacher is not convinced that the change benefits students?   Are teachers avoiding work because they hope the pressure to change will just disappear if they ignore it?  Are they just overwhelmed by the stress of change?  All of these are normal reactions, but certainly need to be addressed for a group to work effectively and move collectively towards the goal.

Provide time and training to reduce group stress.  As mentioned before, teachers need to understand and believe the innovation is good for students.  I don’t know any teachers who, when convinced that there is a better way to serve students, refuse to do so.  To be convinced, teachers will need to see the innovation in practice and data that supports the need for change.   Meaningful professional development will clearly outline the innovation, rationale for change, and practical strategies towards change.  Also, instructional coaching can play a role in group change.  Instructional coaches can partner with teachers, making the innovation feel less intimidating as teachers bring the change into their classrooms.  Without time and training, the pressure associated with change can feel like a turning vice for a group.

Change in education is inevitable, and need not break your group.  Acknowledging personality differences and group dynamics will help you all to keep your sanity in the pursuit of a better way to serve students.  At the end of the year, take some time to acknowledge all you accomplished and, though difficult, discuss how you are all better for it!

For more information and resources for dealing with stress of change on your PLC, see this fabulous Learning Forward newsletter.

 

 

September 22

4 Reflections on Authenticity in Instructional Coaching

Always growing.  One of my favorite things about teaching is that it NEVER grows old.  Each year you’ll meet new students, new colleagues, perhaps teach a new course.  Circumstances aren’t the only things that change with each passing year, our thoughts about teaching and learning change, too.  That is, if we continue to grow and learn.  I have a ravenous appetite for new ideas.  Thanks to the internet (predominantly Twitter) there is no end to the creative ways I can teach students.  If it was something that worked well in class, I would burst if I didn’t share them.  As a classroom teacher, I’d like to think I was generous with my findings, but as a coach it’s my job.  The luxury to scour the internet and think systemically on how to best encourage and support good teaching school wide is not lost on me.  I feel blessed.  

img_4503I LOVE to talk shop!  I find most teachers do.  Even teachers who might not admit it if you asked them.  If you start bringing up issues related to teaching and learning (growth mindset, PBL, etc), the ideas and opinions will fly.  Mixed in those opinions are arguments for pedagogy and philosophy that influence practice.  This sharpening of irons spurs growth.  Ironically, at least in my building, there is precious little time for productive teacher talk.  

Coaching lets me talk teaching all day.  The only difficult thing is that by nature people (including yours truly) are reluctant to change and can be initially defensive when their regular practice is challenged in anyway.  However, I’m hoping most teachers ruminate on constructive criticism and come back willing to try new ideas.  I love this quote from Elena Aguilar, “The art of coaching is the art of nudging without leaving bruises.”  So true. I want to push to the point of “cognitive dissonance” but without closing relational doors.  I do believe this is an art and I’m hoping to master it.  I’m nowhere near an artist.  Right now, I’m a two year old with crayons.  

LOVE is my quintessential core value.  “Above all, put on love which binds us together in perfect unity,” Colossians 3:14.  My hope is to be loving and kind in every interaction, to believe the best, seek the best for and encourage the whole teacher.  My motto this year has been “teachers are people, too.”  We have personal battles, health crises, families that need our attention and, let’s face it–teaching is hard!  I hope that teachers feel as though I’m on their team–even when they resist change–I’m FOR them!  Coaching gives me the time to listen and empathize with their concerns.  As a teacher who tried to do that for students all day, I often didn’t have time to stop and give undivided attention to my colleagues.  I can and do make time for that now.

A Unifying Force.  I love how Colossians 3:14 says that love “binds us together in perfect unity.”  As a coach, I can be an agent for positive change.  We can help to resolve relational conflict and find systemic gaps.  The goal–a healthy learning community.  This is the messiest part of coaching.  People and relationships are a mess.  I once read a book entitled Relationships:  A Mess Worth Making.  Isn’t that so true?  We are better when we join forces, but only if we can move in the same positive direction.  We won’t always agree and we’ll be better for it.  I often think of Hegel’s Dialectic:  how the debate of thesis and anti-thesis bring us closer to the truth. We’re better together if we can debate these things in a loving, self-less, humble way.  “Love binds us together in perfect unity.”

September 18

Blogging and My Reflections of the First Month as an #instructionalcoach

One of the best things I’ve ever done as an educator was join Twitter.  I really didn’t understand it at first, but the connections I made over time have impacted my classroom more than any other face to face professional development.  The teachers of the #mtbos (Math Teacher Blog-O-Sphere) have had the greatest impact.  They’ve recently started a blogging initiative and I thought I’d participate, which might be challenging consider that I’ve moved to an instructional coaching position this year.  But, I’ll try to do my best to adapt the questions to my new role.

Blogging helps teachers to be reflective–honestly, a luxury for which few teachers have time.  Nonetheless…important for teacher growth and satisfaction.  If you haven’t started a blog–maybe now is the time!

1) Teachers make a lot of decisions throughout the day. Sometimes we make so many it feels overwhelming. When you think about today, what is a decision/teacher move you made that you are proud of?  What is one you are worried wasn’t ideal? 

In my new role, the most important thing is for me to grow in listening and helping teachers to reflect on their own practice.  My temptation is to say “what I would do” is…  I’m working on that.  At times this week, I’ve done a good job of keeping this is the forefront of my mind.  Other times, I’ve failed.  I am praying that the wonderful teachers I work with will remember I’m a rookie at this and extend grace when necessary while I work to hone my skills.

2) Every person’s life is full of highs and lows. Share with us some of what that is like for a teacher. What are you looking forward to? What has been a challenge for you lately? 

Transitioning to this role was a risk.  After all, I KNOW I LOVE teaching.  Will I enjoy coaching?  I’ve second guessed myself quite a bit in this first month.  Teachers, who I considered my friends, are starting to treat me differently.  While I was told this would be true and would be hurtful, the fact that it was expected doesn’t make it any less hurtful.  If they knew my heart and my intentions, they would never question that they are for the good of all teachers and all students.  I am here for support and encouragement.  I want teachers to love their job, love their school and feel so supported and encouraged that there is no other school they’d rather serve.  None the less, people question my motives and it makes me sad–flat out sad.

3) We are reminded constantly of how relational teaching is. As teachers we work to build relationships with our coworkers and students. Describe a relational moment you had with someone recently.

This has been the biggest challenge for me–relationships are messy!  I have to admit I don’t have the best “filter” when it comes to sharing my thoughts.  What I do have going for me is that I am well-intentioned.  A proverb says “Out of the heart the mouth speaks.”  Since I know I have very little control over my mouth, I’ve committed to work on the nature of my heart.  Are there issues of conflict that are unresolved?  I best resolve those lest something dangerous sneaks right out of my mouth.  Ugh!  For that reason, I’m quick to fix things with others.  I’ve had one misunderstanding this week that I was quick to resolve with a co-worker face to face (I’ve also learned to be careful with e-mail and that some conversations are meant to be face to face).  Another co-worker, where I asked for grace and a second shot.  Both were received gracefully and I’m so grateful that I work with people who can extend forgiveness so generously.

4) Teachers are always working on improving, and often have specific goals for things to work on throughout a year. What is a goal you have for the year?

I have several goals.  Probably my greatest goal professionally is to learn my new job.  I am reading a book called the Art of Coaching by Elena Aguilar.  This has been a great inspiration.  I want to help teachers reflect on their beliefs about students, learning and innovation and not just coach teachers to do “what I would do.”  This is definitely an ART and I am only an apprentice.

My personal goal is to achieve a greater work/life balance.  My daughter left for college this fall.  She isn’t far but she isn’t here either.  I have only three years left with my youngest and I want to make those years count.  In addition, my husband and I will be empty-nesters in 3 years.  I want to pour into us as we reinvent this relationship post-kids in the home.  These are without a doubt my MOST precious priorities.

5) What else happened this month that you would like to share?

I am a person who thrives when given positive feedback.  While I am definitely open to constructive criticism, especially in my new position, the words of encouragement I’ve received from a few teachers has helped to keep me going through this transition.  Perhaps I have made the right move.  Ask me in January :).