Weekly Coaching Communication
Make it a great day -- every day!
06 -- 10 March 2017
On the Standards Front . . .
From EDWEEK: That Moment We Decide We Can't Teach a Student
That moment...
It doesn't happen for all teachers...because those teachers use formative assessment, their years of experience in the classroom, or a deep toolbox of strategies to make sure it never happens.
But it does happen...
There is a moment when we are teaching that a struggling student becomes the student we no longer think we can reach. It's different for all of us, and it depends on our self-efficacy (.63), the climate of the school in which we teach, and the accountability we face from our school leaders. . . .
School leaders can have a powerful role in that moment.
That moment is defined by how many other times the child didn't understand a concept. Sometimes that moment is defined by the child's last name because they entered into the classroom with a reputation. At some moment the teacher loses the bright eyed look they had when they were brand new and wanted to save the world, and dove into the thinking that someone else can do a better job with that child than they could. . . .
That moment where a teacher decides a student is no longer reachable by them, is sometimes the moment a teacher decides that the student is no longer reachable by anyone. Not everyone has high expectations of students. It's sometimes hard to remember that each student has a unique gift, it's just harder for some students to show it. . . .
Before we should be able to get to a meeting where we brush off our hands and give the student to a specialist, we should ask ourselves many questions.
We should ask ourselves:
- Is it my teaching strategy that isn't working?
- Was I clear enough with our learning targets?
- Did I have learning intentions (Hattie) that provided all of the students with an understanding of what they would be learning?
- Did I provide students with success criteria (Hattie), which means I showed them what success looks like before they dove deeply into the learning?
- Do all of the students understand that their learning is a progression from one thing to the next?
One of the many things I have learned from John Hattie as a Visible Learning trainer is that there are a multitude of teaching and learning strategies we could be using in the classroom. Instead of lecture, we could be using reciprocal learning, classroom discussion, metacognitive strategies. Did they feel like they had a voice in the process? Additionally, we could invite someone into our classroom to see if we are getting across to all students, the information we have in our heads as teaching. Have we stopped to think that it could be us and not the student? . . .
In the End
That moment when a child doesn't understand a concept is fairly powerful. It sets of a chain reaction where teachers can tell it's a one time issue that the child isn't understanding...a mere blip on the radar. Or depending on the child...and the paper trail that follows them...the teacher may decide it's time to go to a child study team.
Even from there, the situation gets complicated because one teacher may be hoping for new strategies to try in the classroom while another is merely doing their time to get the child some sort of special services, where a specialist comes and picks up the child and the teacher no longer has the deep role they once did.
That moment really defines us.
Peter DeWitt, Ed.D. is the author of several books including Collaborative Leadership: 6 Influences That Matter Most (September, 2016. Corwin Press/Learning Forward). Connect with Peter on Twitter.
Growth Mindset
from EDUTOPIA: Positive Brains Are Smarter Brains
EXCERPTED & TRUNCATED from EDUTOPIA 09 December 2015 Brain-based Learning (click link for full-article)
Explicit instruction to guide students toward taking charge of their outlook on academic endeavors can lead to a more positive -- and ultimately more productive -- approach to learning. Applying metacognition to both the emotional and cognitive aspects of learning can help students steer their minds to make steady gains in developing their knowledge and skills.
Influences on Learning Outlooks
A common assumption is that the tendency toward optimism or pessimism is predetermined by genetics. Students can learn to exert control over other significant influences on their emotional outlook and, in doing so, sharpen their focus on positive outcomes. Explain to them that each of us can increase our positive feelings and well-being by taking charge of these three influences:
- Thoughts
- Behaviors
- Brain Chemistry
The CIA Model for a Positive Approach to Learning
To make the most of their power to steer their brains toward positive learning outcomes, it may be helpful to introduce students to what we call the CIA model, which stands for control, influence, and acknowledge.
Control
By being conscious of our thoughts and actions -- that is, being metacognitive about what we are thinking and doing -- we take change of steering them in a positive and productive direction. For example, when students feel their thoughts drifting toward negativity or distractions, they can assume control to stay focused on achieving their learning goals.
Influence
At this stage of the CIA model, we should consciously consider the many influences that may steer us in both positive and counterproductive directions. We should choose to focus on those influences that can enhance our optimistic outlook and sustain our belief in our ability to succeed through hard work and persistent effort. Some students may harbor unacknowledged assumptions that they aren't as smart as their peers or that they lack the ability to improve in certain subjects. Have you ever heard a student say, "I'm just bad at math," or "I'm not a good reader"? As a gentle rejoinder to these negative self-assessments, remind students that they can become good, even great, problem solvers and readers if they keep practicing, aim for steady progress, and believe that they can succeed.
Acknowledge
Finally, it is useful to recognize the areas where we have limited control. As noted previously, about half of our baseline outlook toward optimism or pessimism is determined by genetic predisposition. In addition, we have little control over negative situations and people who prefer to focus on the downside. But we can direct our attention on the aspects of our outlook that are within our control, and we can move past setbacks and negativity.
The message for students is that they should strive to minimize time and energy expended on situations and factors where they have limited control and influence. If a student in their learning group goes off task, for example, they can't control that student's actions, but they can focus their own attention on learning. By reinforcing that students can take charge of their outlook on learning and life, and by guiding them to develop metacognitive tools to do so, we empower self-directed learners to pursue a positive path.
Notes
- Conyers, M. A., & Wilson, D. L. (2015). Positively smarter: Science and strategies to increase happiness, achievement, and well-being. West Sussex, UK: Wiley Blackwell.
- Lyubomirsky, S. (2007). The How of Happiness: A New Approach to Getting the Life You Want. New York: Penguin.
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
LINK to Mr. Libolt's Weekly Calendar & Communication
Monday, 06 March -- NO SCHOOL (SBL Assignment due sometime this week)
Tuesday, 07 March -- EARLY OUT -- PK-8 PTCs
- Literacy Leadership @GWAEA 8:00 AM - 11:30 AM
- IC Working Lunch 12:00 PM - 1:30 PM
- Serve Teachers & Students
- Research & Resources
Wednesday, 08 March -- 7:45 AM Staff MTG
- 12:30 - 1:30 PM IC/Principal MTG
- Serve Teachers & Students
- Research & Resources
Thursday, 09 March
- Serve Teachers & Students
- Research & Resources
Friday, 10 March
- 7:30 - 8:30 AM IC/Principal/Program Lead MTG
- 12:00 - 1:00 PM IC Team MTG
- 1:00 - 3:30 PM IC Data MTG
- Serve Teachers & Students
- Research & Resources
ARCHIVE LINKS
Click on the link to access 2015-16 prior weekly communications.
Pope's IC Weekly Communication Archive & Index 2016-17
Click on the link to access 2016-17 prior weekly communications.
IC/Principal Weekly Meeting Notes
Click on the link to view the Friday notes.
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen