THIS is what teachers need right now. This is my work as a coach, and this is what we can all do for each other in this challenging time.
Here are three things I’m working on, right now, in the first week of February.
The writing work in our building is transforming, and it is exciting to be a part of the change, to witness the impact on kids as we make our workshops increasingly authentic and compelling.
We are constantly reflecting on what’s working—what’s leading to measurable shifts in how we plan for writing (and how kids experience writing)—as well as where we might be getting stuck: places there is genuine motivation to transform the task, and yet, our best intentions are still missing the mark in some significant way.
Research on effective sports coaching suggests adults would do well by kids to cut down on criticism and focus more on the joy simply playing.
Would you like to help your striving writers so they can be more independent? Try a coaching conference to move them forward!
Coaches of young athletes often offer tips, reminders, and suggestions from the sidelines in hopes of eliciting the best possible performance from the team. As teachers of writing, we can borrow this structure in our small group settings.
When I was a new teacher, I learned from Lucy Calkins that there are basically four overall methods to choose from when planning instruction: 1) demonstration, 2) coaching, 3) inquiry, and 4) telling/explaining. This four-method framework is useful for thinking about conferring.
The last post I wrote was about what students will say leads to their growth as writers. In that post, I mentioned the data system we use to track their progress, … Continue Reading A Data System For Tracking Progress
Four practical priorities for this summer.
As you head into this week, remember to keep your head up and check on the basics. In this post I share five things you might look for and notice about writing centers.
Over the years, my chartbook has evolved. Here are some of the latest pages.
Are you an instructional coach? As part of your work, do you demonstrate minilessons, conferring, or small group work in classrooms? If yes, then this post is for YOU!
As a literacy coach, my preference is to visit on any given regular day to be a part of what is authentically happening, and to have genuine, in-the-moment conversations in the classroom. At the same time, it is helpful to have some structure around how a given classroom visit might go–so that people know what to expect. Conferring with teachers and co-teaching makes this possible.
Are you a literacy coach? Here are three ideas to try next year.
Do you ever have the feeling that every time you come near a partnership, they stop what they were really doing? Here are ten tips for coaching into partnerships, without taking over.
This month, interspersed with the Slice of Life Story Challenge, my colleagues and I are writing about professional development possibilities. Many of our readers are literacy coaches, team leaders, administrators, professors, … Continue Reading Teaching Side-By-Side: Coaching and Classroom Visits