Elementary Schools: Andersonville, Briceville, Claxton, Dutch Valley, Fairview, Grand Oaks, Lake City, Norris, Norwood
Middle Schools: Clinton, Lake City, Norris, Norwood
Tuesday, March 22, 2011
Week #4: March 29/April 1st
Read Chapter 4 in Reflective Practice to Improve Schools, Reflective Practice with Partners. Be prepared to share your reflections online March 29th (April 1st).
"Reflecting on educational practice with another person has the potential to greatly enrich our understanding and to support improvements in our practice." So true...but reflective practice is not easy. What happens when a partner holds different views than you or has an entirely different personality type or holds biases? These are all possibilities that must be taken into account when working with a partner in reflective practices. Trust is a vital component that must be present in this process. Both people must remember that the ultimate goal is to enhance student learning and to increase effectiveness as an educator.
"Trust is difficult to build and easy to destroy." That statement made by the author says a mouth full. In implementing this type of reflective partnering, do the partners choose themselves or are they assigned by an administrator?
Being a good listener is a characteristic that is important to the reflective practice with a partner. Partners must also be familiar with each other ZPD.
A trusted partner can become a life-long friend. Having someone on staff to talk with, sit with during lunch or a faculty meetings, solve problems with makes for a much more delightful work environment.
I can see reflective practicing being used at the middle school level. If pairing is done correctly, much improvement in teaching and learning can happen.
One of the requirements for this semester's work was to conduct a professional book study. Well, I only had one 'taker', so that person has become my REFLECTIVE PARTNER. The text states that often partners have connections through shared interest, areas of practice, or individual styles. Sue and I are both Reading Recovery trained and are teaching CIM groups. We share the same philosophy, understand the commitment/work load of an interventionist and have co-taught a 5th grade boys' group. Our training has been mostly with primary students, so when we both felt out of our element, we talked about our feelings of inadequacy and what we could do to become stronger writing teachers. We are studying a book that provides examples of mini lessons that we can use with our students. We have access to each other (sharing some planning time) and confer with each other when we need a 'match' or a mismatch (challenge)- "guided reflection" page 118.
As I reflect on the coaching section of this chapter, I went back to chapter 2 to review the SPACE acronym (pg. 44). I don't even get past the S to know that 'Silence' will be a challange for me. On page 117 another S word, 'suspension' of my views caught my attention. If I can be silent and suspend my opinion/s, my chance of truly understanding another's opinion/concern is possible.
Sue, I can't imagine a better reflective partner than Sue B! She is a thinker and a listener.
That idea of "suspending" our ideas/judgement is an interesting one...and so difficult. We are (sometimes) quick to judge and evaluate and lose the power of the observation.
The last time I went to teacher leader training in Atlanta, we did a protocol through our critical friends work. The protocol was called "Video camera" and it required both SILENCE and SUSPENSION of judgement of us as we observed a lesson. The idea was for us to act as 'video cameras' and observe and scribe what we were noticing as the teaacher and child interacted. At first, it was really annoying to me. I felt like i couldn't get the big picture of what was happening because I was tied up in the small moments of the lesson...but, I realized that was the point. I wasnt supposed to get the big picture...that was supposed to come to the teacher as she played back the 'video camera' by having those that observed share what they has scribed as they watchedthe lesson. It was a really powerful experience...as we all shared the "facts" of what we observed, the teacher heard patterns and she drew the conclusions about the big picture.
For my reflective activity, the Reading Recovery teachers system wide are involved in cluster visits and online discussions/reflections. This coming Thursday will be our third round. The RR teachers will be using the reflective protocol of 'video camera' as they participate in the cluster. I will be interested to see what they think about the experience.
Comment as: Select profile... jswafford Google AccountLiveJournalWordPressTypePadAIMOpenID Edit Settings – Sign out
The quote Angela pointed out hit home with me as well. "Trust is difficult to build and easy to destroy." I'm working with a teacher now as requested by the principal because this teacher is having a difficult time. She has had extra training with other literacy coaches two other years, but still doesn't get it. I feel like I'm walking this fine line with her and it's very frustrating. The principal wants me to be more firm, while at the same time I want to build a relationship with the teacher. Then the teacher continues to not get my point or other teachers that she has observed. It's been extremely difficult.
With the purpose of improving instruction, reflective practice with a partner or a triad can be very beneficial. Naturally, we reflect on our own lessons to some degree, but when we work with a partner, it forces us to open up and think about our practices since we have a common goal of improving student learning. On p. 109, the diagram of the key elements of reflectice practice is very helpful. These elements include the following steps: pause, openness, inquiry, thinking, learning, action, enhanced student learning. Partners need to consider the purpose and the process of the reflective practice, listen with the intent to improve the practice, expand their thinking and inquiry, and finally, coach with the purpose of expanding thinking in a nonjudgemental way. Like Angela talked about earlier, trust is vital and each of the partners must keep in mind that the goal is to improve student learning and to increase the effectiveness of our teaching.
The theory is much easier to talk about than to participate in. We all have a tendency to become defensive when we talk about our teaching. It is also easier to talk than to listen. We must become deep listeners in order to build the necessary relationship for reflective practice. It can be difficult to make changes if we're not willing to reflect honestly. Encouraging teachers to self-reflect while validating their thinking, the coach can be a catalyst in promoting change and improvement in the effectiveness of the instruction.
Jessie, I feel your pain and frustration. I was also asked to help a new teacher this year. I have found it hard to coach this teacher. Our focus has been on student learning and classroom management. After many hours of planning, observations, and modeling with this teacher, I have seen no change in her classroom.
At this point, not to ruin any credibility I have with other teachers, I have chosen to leave any further actions to my administrator. I have worked hard to create a reputation of being a non-administrator in my building.
As I reflect on my "Reflective Practice w/ Partners" with this teacher as described on page 110, I know that we clarified the purpose of our meetings . Although, this purpose was established by me and my principal. Maybe we should have involved the teacher in on the initial planning meeting. During our planning and coaching sessions, I tried to use the art of listening to help expand her thinking and inquiry of her teaching. This non evaluative reflective process made no impact on her teaching and classroom management. This type of reflection activity was not motivating to this teacher's personality.
I found Reflective Practice with Partners: December Workshop interesting. It appears that there were a number of topics addressed in this one day workshop. Short, and to the point! After the workshop, each teacher participates in a reflective conference that was embedded as a part of an observation by the principal. I'm searching for more and better ways to involve my principal in reflective activites with the staff. This one might be a keeper!
I find if you get more than four teachers together to reflect, the purpose is lost. Does anyone else have that problem? I prefer to work one on one or no more than one to four.
I agree Angela. I would rather work one on one or no more than one to four. At Norris, our grade level teams consist of four teachers. It's difficult to find the time to collaborate with teachers across grade levels. I feel like my most productive reflective/coaching sessions have been one on one.
"Reflecting on educational practice with another person has the potential to greatly enrich our understanding and to support improvements in our practice." So true...but reflective practice is not easy. What happens when a partner holds different views than you or has an entirely different personality type or holds biases? These are all possibilities that must be taken into account when working with a partner in reflective practices. Trust is a vital component that must be present in this process. Both people must remember that the ultimate goal is to enhance student learning and to increase effectiveness as an educator.
ReplyDelete"Trust is difficult to build and easy to destroy." That statement made by the author says a mouth full. In implementing this type of reflective partnering, do the partners choose themselves or are they assigned by an administrator?
Being a good listener is a characteristic that is important to the reflective practice with a partner. Partners must also be familiar with each other ZPD.
A trusted partner can become a life-long friend. Having someone on staff to talk with, sit with during lunch or a faculty meetings, solve problems with makes for a much more delightful work environment.
I can see reflective practicing being used at the middle school level. If pairing is done correctly, much improvement in teaching and learning can happen.
One of the requirements for this semester's work was to conduct a professional book study. Well, I only had one 'taker', so that person has become my REFLECTIVE PARTNER. The text states that often partners have connections through shared interest, areas of practice, or individual styles. Sue and I are both Reading Recovery trained and are teaching CIM groups. We share the same philosophy, understand the commitment/work load of an interventionist and have co-taught a 5th grade boys' group. Our training has been mostly with primary students, so when we both felt out of our element, we talked about our feelings of inadequacy and what we could do to become stronger writing teachers. We are studying a book that provides examples of mini lessons that we can use with our students. We have access to each other (sharing some planning time) and confer with each other when we need a 'match' or a mismatch (challenge)- "guided reflection" page 118.
ReplyDeleteAs I reflect on the coaching section of this chapter, I went back to chapter 2 to review the SPACE acronym (pg. 44). I don't even get past the S to know that 'Silence' will be a challange for me. On page 117 another S word, 'suspension' of my views caught my attention. If I can be silent and suspend my opinion/s, my chance of truly understanding another's opinion/concern is possible.
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Sue, I can't imagine a better reflective partner than Sue B! She is a thinker and a listener.
That idea of "suspending" our ideas/judgement is an interesting one...and so difficult. We are (sometimes) quick to judge and evaluate and lose the power of the observation.
The last time I went to teacher leader training in Atlanta, we did a protocol through our critical friends work. The protocol was called "Video camera" and it required both SILENCE and SUSPENSION of judgement of us as we observed a lesson. The idea was for us to act as 'video cameras' and observe and scribe what we were noticing as the teaacher and child interacted. At first, it was really annoying to me. I felt like i couldn't get the big picture of what was happening because I was tied up in the small moments of the lesson...but, I realized that was the point. I wasnt supposed to get the big picture...that was supposed to come to the teacher as she played back the 'video camera' by having those that observed share what they has scribed as they watchedthe lesson. It was a really powerful experience...as we all shared the "facts" of what we observed, the teacher heard patterns and she drew the conclusions about the big picture.
For my reflective activity, the Reading Recovery teachers system wide are involved in cluster visits and online discussions/reflections. This coming Thursday will be our third round. The RR teachers will be using the reflective protocol of 'video camera' as they participate in the cluster. I will be interested to see what they think about the experience.
Comment as: Select profile... jswafford Google AccountLiveJournalWordPressTypePadAIMOpenID Edit Settings – Sign out
The quote Angela pointed out hit home with me as well. "Trust is difficult to build and easy to destroy." I'm working with a teacher now as requested by the principal because this teacher is having a difficult time. She has had extra training with other literacy coaches two other years, but still doesn't get it. I feel like I'm walking this fine line with her and it's very frustrating. The principal wants me to be more firm, while at the same time I want to build a relationship with the teacher. Then the teacher continues to not get my point or other teachers that she has observed. It's been extremely difficult.
ReplyDeleteWith the purpose of improving instruction, reflective practice with a partner or a triad can be very beneficial. Naturally, we reflect on our own lessons to some degree, but when we work with a partner, it forces us to open up and think about our practices since we have a common goal of improving student learning. On p. 109, the diagram of the key elements of reflectice practice is very helpful. These elements include the following steps: pause, openness, inquiry, thinking, learning, action, enhanced student learning. Partners need to consider the purpose and the process of the reflective practice, listen with the intent to improve the practice, expand their thinking and inquiry, and finally, coach with the purpose of expanding thinking in a nonjudgemental way. Like Angela talked about earlier, trust is vital and each of the partners must keep in mind that the goal is to improve student learning and to increase the effectiveness of our teaching.
ReplyDeleteThe theory is much easier to talk about than to participate in. We all have a tendency to become defensive when we talk about our teaching. It is also easier to talk than to listen. We must become deep listeners in order to build the necessary relationship for reflective practice. It can be difficult to make changes if we're not willing to reflect honestly. Encouraging teachers to self-reflect while validating their thinking, the coach can be a catalyst in promoting change and improvement in the effectiveness of the instruction.
Jessie, I feel your pain and frustration. I was also asked to help a new teacher this year. I have found it hard to coach this teacher. Our focus has been on student learning and classroom management. After many hours of planning, observations, and modeling with this teacher, I have seen no change in her classroom.
ReplyDeleteAt this point, not to ruin any credibility I have with other teachers, I have chosen to leave any further actions to my administrator. I have worked hard to create a reputation of being a non-administrator in my building.
As I reflect on my "Reflective Practice w/ Partners" with this teacher as described on page 110, I know that we clarified the purpose of our meetings . Although, this purpose was established by me and my principal. Maybe we should have involved the teacher in on the initial planning meeting. During our planning and coaching sessions, I tried to use the art of listening to help expand her thinking and inquiry of her teaching. This non evaluative reflective process made no impact on her teaching and classroom management. This type of reflection activity was not motivating to this teacher's personality.
I found Reflective Practice with Partners: December Workshop interesting. It appears that there were a number of topics addressed in this one day workshop. Short, and to the point! After the workshop, each teacher participates in a reflective conference that was embedded as a part of an observation by the principal. I'm searching for more and better ways to involve my principal in reflective activites with the staff. This one might be a keeper!
ReplyDeleteI find if you get more than four teachers together to reflect, the purpose is lost. Does anyone else have that problem? I prefer to work one on one or no more than one to four.
ReplyDeleteI agree Angela. I would rather work one on one or no more than one to four. At Norris, our grade level teams consist of four teachers. It's difficult to find the time to collaborate with teachers across grade levels. I feel like my most productive reflective/coaching sessions have been one on one.
ReplyDelete