1. Have you modeled a lesson for a teacher? What was the result? If you have not yet modeled a lesson, what are your reservations? Do Tricia's suggestions seem helpful?
2. "Learning how to give direct, specific, nonatributive feedback is a skill that every IC should develop, and one that can be practiced and developed daily until it becomes a habit of thought (Pg. 125)." How have you been practicing this skill in your daily professional and personal lives? Have you found this type of feedback to be effective?"
3. Which one of the strategies for Promoting Dialogue do you find to be most important?
4. Knight states that "the best way around resistance" is to address teachers' core concerns. This will increase the likelihood that teachers welcome us into their classrooms. Do you agree that teachers' five Core Concerns are Appreciation, Affiliation, Autonomy, Status, and Fulfilling Role?
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3 comments:
1. No (unless you count with my team teaching situation). My reservations with this: what do I do in my classroom that is a)new b)useful in other content areas and c)I am truly an expert in? I was talking with my principal after my most recent observation and he was impressed by the Anita Archer-style method I used for introducing vocabulary and reading informational text, so maybe I will look into that.
2. Direct and specific, yes. Nonattributive, not as much. I need to ponder on this one some more.
3. This is a difficult choice. They seem to all focus on the same idea: listening to and working with teachers. Becoming an IC does not mean that you are suddenly a brilliant goddess-o-teaching who spews wisdom with every breath. We have some expert knowledge to share, but we are partner-style coaches, not go-run-some-laps coaches, and we need to remember this when we are communicating with teachers.
4. I think each teacher has different concerns, and teachers at different schools have different concerns based on the school's culture and their previous relationship with the instructional coach. Each "reluctant" teacher has different concerns and needs a different approach before they are reassured. That being said, I think you could categorize most concerns under one of these categories.
I have not modeled a lesson for a teacher, but I have modeled Six Minute Solutions in two classrooms. It was an easy way to enter the classroom without threat to anyone. It was also a great way to teach the program to both the students and the teacher at the same time. I fgiure it is a start to getting in the classroom, anyway!
I have helped in a lesson with a couple of teachers. The result was great. It helped open up dialoge between the teacher and myself.
This is tricky. I think about myself and what I would want to hear from others and try to phrase it in that tone.
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