July 3

5 Reasons I’m Heading Back to the Classroom (After Instructional Coaching)

This year I have the opportunity to transition back to the math classroom after two years of instructional coaching, and I’m taking it!  While the decision was not easy, I felt a longing to return to the classroom since the day I left. I wondered if the feelings stemmed from a lack of experience and transitioning from being a veteran teacher to a novice coach.  I had shared with my team 

and administration that I wanted to return after the first year, but after listening attentively to me, they encouraged me to stay saying they felt I was well-suited for the role and perhaps with more experience and confidence, I might feel differently.  However, my administration said they’d support my decision to return, if that’s what I wanted.I decided to spend another year serving my school as a coach.  There were MANY things I enjoyed about instructional coaching, and I plan to share them in another blog post.  But, let me share the key reasons I’m returning to the classroom.

  1. Kids  Without a doubt, the number ONE reason I want to return to the classroom is my desire to work with kids.  When I walk down the hallway, I well up with the empathy I feel for students whose eyes reveal their insecurities.  I want to engage in their conversations; speak truth and encouragement into their lives. But, I’m always one step removed.  Even when working in classrooms, I was the lady who came into their class for a day, and at most, a few days. It’s hard to build drive by relationships.  After being out of the classroom for two years, the number of students with whom I had relationships had significantly dwindled and the thought of getting to a point where there were none was devastating to me.  
  2. Party Planning  While I’m no Angela Martin (Office reference), I love planning the party and watching the magic of learning happen.  In coaching, you help to plan someone else’s party for someone else’s students. I miss designing creative ways to engage MY students and watching the joy of MY students as they learn.  It’s entirely selfish, I know. Perhaps a person who is more selfless would be more comfortable riding in the sidecar, but it was a tough transition for me.
  3. Focus I LOVE to learn, and coaching allowed me to open up my learning to include all content areas.  I have an increased passion for literacy strategies, the NGSS practices, best practices in co-teaching and other content areas as well.  But, I miss being able to have one focused passion.  I LOVE MATH! A colleague once shared with me how she remembered when I was in the classroom, I had made students love math, too.  Yes! That’s what I want–for them to love it with me; to build their confidence in a content area that opens countless lucrative opportunities for them.   
  4. A Full Toolbox While I am nowhere close to being a perfect teacher, I’ve spent the last two years building my toolbox of strategies.  You know what’s no fun? Having a lot of tools without being able to use them. In coaching, I’d share the strategies I’d learn and watch other people use them.  That always brought me joy. But, I’d like to give them a whirl myself. Again…selfish, I know…
  5. Beginnings and Endings  Yes.  In coaching we have a beginning and end to each year and there are timely PD opportunities we like to offer teachers.  But, there is nothing like a brand new class list, planning for community building, and getting excited for a first day.  Likewise, there is no greater relief for a teacher than closing the books on the year, knowing you’ve poured yourself out as best you could for students.  I love a clean slate. I missed it in coaching.

All this being said, I hope my school knows that I have loved serving them as an instructional coach the past two years and am so grateful to have had the opportunity.  I appreciate my administration’s encouragement and the confidence they’ve had in me. I’ve grown so much as an educator and I hope to share my experience as a coach in my next blog post.  

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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.

 

 

 

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January 1

6 Steps for a Second Semester Reboot

Okay, it’s time to face reality.  Your winter break is just about over and in a few days you’ll be looking into the faces of your sweet students.  If you’re like me, you’ve been dreaming about how you might do things differently next semester.   Ah, where to start…

  1. Reflection is one of the most difficult but helpful practices for teachers.  Nonetheless, a teacher who wants to make positive changes towards growth, should make it a regular practice.  If you’re looking for a second semester change, ask yourself a few reflective questions about the first semester.          Reflect on WHAT?   How about… 
    • Classroom Management–This is easy!  Ask yourself: what behavior is the most annoying?  Is  it students distracted by cell phones?  Is it language?  Is it off task behavior?  Can you get students undivided attention when you need to?  Do you have a “quiet signal?”
    • Classroom Climate–Does your room have a positive or negative vibe?  Do students want to or even look forward to coming to your class?  Are students kind to one another?
    • Student Collaboration–Are they really collaborating or just seated closely?  Is there individual and group accountability?  Do students hold each other accountable?
    • Instruction–Are you bored by your own lessons?  Is your instruction teacher or student- centered?  Do your lessons require students to go beyond note taking?  Are students invested enough to debate and argue?   Are students given the opportunity to grapple with tough questions and space to problem solve?
    • Assessments–Are your students given opportunities to think critically?  Do your tests reflect higher order thinking?  Is everything on your test “Googleable?”  For more advice on creating questions that are not “Googleable,’ click here.  Do your assessments give students opportunities to demonstrate what they really do know and understand?  Are your assessments tightly aligned to your standards/targets/objectives?
    • Curriculum–Are you “covering” too much?  Does it feel like your students are only getting a superficial understanding instead of a rich understanding?  Is it time to consider removing content that you’ve typically covered?
  2. NEWSBENJIVERTS.  I’m not even sure how that’s spelled.  I was introduced to this acronym while watching this episode of  the Middle where Brick, the little brother, tries to coach his sister, Sue, for her audition for the school newscaster position.  Brick starts with this small acronym to help her to remember key newscaster skills:  NEWS; Natural, Eye contact and Winning Smile. But, Sue needs so much help it grows to NEWSBENJIVERTS.  During her audition, she is so overwhelmed by her the huge acronym that she performs with huge eyeballs, an awkward smile and, frankly, looks ridiculous!  All this to say we often look ridiculous to our students when we tackle more than we can handle.  We end up back-tracking on our commitments, which only breeds a lack of confidence in our words and actions.  Choose ONE, maybe two, things to tackle.  Larger, sweeping adjustments can come next year.  
  3. Ask yourself probing questions to problem solve.  After you determine what you’d like to change, ask yourself how this student behavior, instructional approach, classroom culture, etc.  has become a pattern in your classroom?  What is the root of those behaviors?  Come up with at least several causes beyond student motivation or administrative mandate to these problems. After all, you have no control over them.  Look for causes within your circle of influence.  Make a plan to address them.  This is where the internet and your colleagues are great resources.  If you have instructional coaches in your building like I do, you might want to elicit their help in brainstorming solutions or processing root causes.
  4. Everyone needs a pep talk.  Okay, it’s your first day back.  Imagine your classroom is a locker room full of athletes and they are looking eagerly to you, their coach, as you prepare to give them an inspirational half time pep talk.  Don’t let them down, Coach!  Remind students that you are there for them, care for them, and want them to be successful.  Tell them what they, as a class, did well last semester and point out areas where they are growing but aren’t quite there yet. Tell them second semester offers a fresh slate. Tell them that you expect that second semester will be challenging, but that you’ll get across the finish line together.  However you word it, speak it from your heart.  Kids can smell insincerity a mile away.
  5. Take a moment to reconnect.  Show pictures of how you spent your break.  Give them an opportunity to share about their adventures.  When we do this, we are creating a safe space for students and communicating that we care about them.  It also allows them to open the doors of communication with a topic that is comfortable for them.  This will make it easier when you ask them to engage in content related discussions.
  6. Honesty is the best policy.  Okay, time to get real.  It’s time to make a change.  You don’t have to pretend with students.  Unlike administrators they are there every day and know exactly what it is like to be in your classroom — for real!  Share how you’ve reflected over your break and your plan to reset for second semester.  One caveat:  if you say you are making a change, you have to stand by it.  Telling your students means they WILL hold you accountable–as they should.  When choosing a solution to your problem, choose a plan that you can carry out. Avoid developing systems that will be difficult to manage.  You’re too busy for that!

Who doesn’t love a fresh start?  Let’s make a resolution to keep making resolutions.  After all, the key to our growth as educators (and people) is reflection, plan, change, REPEAT.  Keep fighting the good fight, my friend!  The fruit of growth is always joy.  

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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 :).

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