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Coaching Question
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11 thoughts on “Coaching Question”
I saw a couple of peer coaching handouts on bethskelton’s website: bethskelton.com.
I think Karen Rowan has something on her site too, tprstories.com.
Ben’s Grab 5 blogs might be helpful too.
Susie Gross has a checklist on her website. It is for administrators, but it would work great for peer coaching as well.
I’m out of state right now and short on Internet time!! I looked on here and saw that I have missed a whole pile of posts!!! I’ll get back w/ some info in a few days!!
with love,
Laurie
Thank you for the responses. I like Beth Skelton’s because there is nowhere to focus on the negatives. The teacher only focuses on how well the other teacher did at personalizing, adding detail, and how many repetitions actually were used in the period.
I give the admins a copy of Susie’s rubric every year at the start of school. I always start out my encounter with “In case you come in and see kids looking at me with nothing on their desks and you think they aren’t doing anything…” I beat them to any erroneous observations they may have.
And Drew, the beautiful part about what you are doing taking the initiative on doing that writing in your department and trying to keep the peace with our colleagues as you do it, is that you are modeling real leadership for those around you.
On Thursday Mb Jen and I and 5 others will be getting together (at the University of Southern Maine campus – they just GAVE us the use of the room for the day) for a day of peer coaching/encouragement and gearing up for the upcoming school year.
I downloaded all of the forms mentioned above (very helpful) and thought they would help guide our work…
The group decided to work/focus on the following:
1) basic skills, Personalization, contrastive grammar, going slow comprehension checks
> 2) Reading strategies
> 3) first days of school ideas
> 4) word walls/technology?
>
Besides NTPRS this will be the first peer coaching session that I have been involved in… My hope is that they will continue because I TRULY believe it is the next step….
Any ideas/recommendation/advice anyone might give in advance would be very much appreciated!
Wish us well and i am sure Mb and I will be reporting in on how the day went…
Skip,
I am so jealous as I wish I could do this in my school/district. What a way to start the year!
“My hope is that they will continue because I TRULY believe it is the next step….”
Yes! I agree! Coaching is what is needed to move forward if we want to get better at this and lead by example so that the skeptics out there see that this is a more effective/healthier and more wholistic way of teaching.
I want to hear about how it went and I would love to do that in october with you guys when I come to Maine.
As for ideas and recommendations, I would say
1) make sure you address teaching to the eyes and what it feels/looks like,
2) using different voices to keep students interested
3) using and coaching your actors
4) putting your structures in your body as an integral part of this method. Remember Ben in Las Vegas in his Thursday session with “il travaille” (he works) how he had the audience follow his lead with that gesture, it was awesome and it makes the learner use muscle memory which is another great way to acquire the language (TPR).
Good luck and can’t wait to hear.
For those of us who weren’t able to go to Las Vegas, will you explain what Ben did with the gesture?
Judy,
He signed in the word “travaille” (works) with a gesture. He would kind of dig into the ground ( like work can/is a physical thing) every time he said “travaille” and asked the audience to do the same. So we (the audience) embodied the word “travaille” with the physical gesture, and it was very powerful. I think it stuck with people. They got the word and remembered it in their bodies.
May be Ben can further elaborate.
I had been watching Carol that week and she made a point during one of her sessions something to the effect that “you don’t just do the gesture, you DO the gesture”. She said that research indicates that doing the gesture “over the top” or greatly exaggerated is what kicks in the neurolinguistic training and makes those deeper layered associations that they remember in their bodies, as Sabrina points out. We really did that with travaille and the only reason I did it was because I remembered what Carol said. The point is huge. Had I made a motion of digging with my hands in a small area of about a square foot, the body would not have “gotten it” because I didn’t mean it. The gesture has to be exaggerated and we have to mean it when we lead the gesturing or it is just another stupid touchy feely thing that the kid has to go through in a long day of touchy feely stuff that they don’t really touch and don’t really feel. We have to FEEL the gestures. That’s what we did. And then when Richard spontaneously got up and every time that (and other) structure was used, he literally jumped up, stopped class, did the gesture and sat back down. Kind of like signing boxes on TV for the hearing impaired. Gesture guy! We didn’t even plan it. He just wanted that extra level of involvement in the class. It was so very cool. We all stopped (he is a big guy so we had no choice) and he did his action and we played a little and laughed and then he sat down, happy to have been the center of attention for about fifteen seconds and having given us another reminder of the gesture. Richard was actually a football player in college, and is a Philadelphia Eagles fan, and so I added Gesture Guy to the jobs list (here in the categories list and also in the newly updated Resources page, which has a lot more stuff on it now than it did before).