AIM to Affirm
Andi is one of those teachers for whom instruction seems to come naturally. She is so tuned in to her students’ needs, and she radiates positivity. She loves what she does and it shows. How does a coach support a teacher like Andi, who is doing so much so well? Is there a need? I assert that even “Andi’s” benefit from a coach’s support. Teaching is hard work, and we all need celebrations. So even time spent working with expert teachers is worthwhile. But when our coaching “go-to” moves are highly-supportive, it may be hard to adjust the scaffolding we provide to match the needs of already-skillful teachers. That is where affirming comes in. In the GIR model (below), affirming is portrayed as a coaching move that provides less support, even, than asking questions. We use it when reflection has become automatic, when teachers are already asking themselves the questions that we might ask otherwise. An affirmation compliments the teacher and validates what she is doing. It...