faulker008

There are some weeks when I have a very short amount of time to spend in classrooms, and recognizing the power of positive feedback, I want to be sure I notice something positive in each class. Especially at those times when things get busy and more extensive coaching work gets squeezed out of the schedule, I focus on finding something that is going well so that I can provide affirmation. Building on a strength provides a firm foundation for coaching. So when I did quick walk-throughs recently, I was intentionally looking at the world through rose-colored glasses. The lens through which I was viewing instruction allowed me to find opportunities for affirmation. When I walked into a room, I stood quietly to the side. Sometimes I immediately noticed something I could affirm. So I made a quick exit, stepped into the hall, and used my phone to record an audio-memo to myself about what I wanted to applaud. Then I stepped into the next room and repeated the process. Sometimes I told myself, ...

“Education is not the filling of a pail, but the lighting of a fire.” ~William Butler Yeats Several years ago I did some consulting in a district that told coachess they could not coach on classroom management issues. The coaches grumbled about this. The teachers grumbled about it. Many teachers, especially less-experienced ones, said it was their biggest concern, and they wanted help. I was reminded of this district’s decision this week when I sat around a table with professors from several colleges of education. The topic was teacher preparation, and, not surprisingly, a professor started off by saying, “With our student teachers, we do a lot with classroom management.” Heads nodded. I work every week with mentor teachers (those who have a student-teacher in their classrooms), and I thought about how frequently the conversation turns to classroom management. They come to me with concerns about their interns’ problems in this area. When we start peeling back the layers, however, there...

All thinking begins with wonder.                                       ~Socrates This week, I’ve been at a conference with the theme, “Illuminating A World of Wonder” (thank you, CCIRA!). As I’ve listened to speakers and participants make connections to the importance of wondering, I’ve thought about the utility of “I wonder” statements when coaching. “I wonder” awakens curiosity and arouses motivation, both of which are important catalysts for change. Wondering can happen throughout the coaching cycle. After I’ve modelled in a classroom, I often ask, “Thinking back on that lesson, what are you wondering about?” This question takes a modeling experience and turns it into an opportunity for inquiry. “I wonder” coaching statements might also take the form of a recommendation : “I’m wondering what would hap...