Sorry that it has been so long since I last posted! It’s been a busy few months! I’ve added a new page to the Hearts for Teaching website that I wanted to tell you about. It is a page where I have specifically posted information that I shared at this year’s TCI Maine, New England and Beyond! conference. You can find that page here:
Originally posted as a response in a post on Ben Slavic’s blog and posted here by request:
About 10 years ago I stopped freaking out about arranging my room for the perfect look the first day of school. I did it for the following reasons:
1. I was too burnt out to do it.
2. I was tired of putting in work to “look good” to others.
3. I was tired of the competition that takes place every September over who has the nicest bulletin boards, doors, etc. People walk around pretending to compliment each other when they are really trying to outdo each other. Over a door. Nope. Not happening.
4. I didn’t want my students to think that little elves showed up overnight to do the work that teachers do every day. I wanted them to understand that these things take time and effort and do not just magically appear when they aren’t looking.
5. It was time to let the room creation be part of the community-building aspect of the room.
6. I wanted the room to evolve with the interests and needs of the students in it. I can’t do that before they show up.
I still resist the urge every year to go hog-wild-teacher-crazy on the room decorating. (yes…..I dreamed of teaching kindergarten and this hasn’t gone away…) I fight little voices of guilt when I haven’t hung matching curtains and placed color-coordinated authentic decorations just so.
But……I have found HOURS of peace in which I can do other, more fruitful , things with my time. There was a time when I thought that it couldn’t be done, nor should it be done….but now I enjoy putting out one or two carefully chosen items in order to start the year. And now I never get angry because someone misplaced / broke a treasured item or wrote I <3 Ramon on the corner of my bulletin board.
As the weeks unfold, the students decorate the bulletin boards, the door etc. They coordinate all of the colored paper and markers and scissors in a system in the room from the box in the back where I packed them up in June. (and they get mad at the kids who don't put things back right)
They point out when something needs to come down and something else needs to go up. They volunteer to create a birthday calendar and follow it closely so that no one gets missed.
I've come to love it this way….and I think they do too.
It's not that the color-coded, coordinated, poster-plastered walls and award-winning bulletin boards were a bad thing…..but I've found so much more to enjoy….and so much less pressure…in this approach.
with love,
Laurie
Skip Crosby is a wonderful friend and amazing educator from Maine. Earlier this month he gave a speech to several hundred teachers in his state. Below is a slightly-modified version of that speech. I am honored to share it with you with his permission:
Ah…the ripple effect. It is the essence of teaching. Teaching, I’ve often said, is a prayer. You send your message (lesson) out each day, hoping against hope that someday, in the unseen future, it will make a difference, because you never really know. That is why it was so beautiful to watch the ripples happen right in front of us.
What did we see?
Kindness and encouragement.
The first day (Monday) FIFTY people showed up for the first coaching session. Now you should understand that at the same time participants could choose coaching, a Spanish lesson with Blaine and Von Ray and a Mandarin lesson with Linda Li. Now that is some stiff competition!!!!! I cannot ever remember a year where FIFTY people showed up on the first day. It was beautiful.
And they came with the desire to not only learn, but to support and encourage. Because the coaches gave clear parameters and modeling, there were NO criticisms…only insights, positive reflections and encouragement.
A willingness to share.
Teachers had so many insightful observations that I couldn’t stay away from the coaching sessions. Beginners were volunteering to teach after only FOUR hours of instruction!!!!!!!!!!!!!! Teachers with all levels of experience in the classroom and with the method were together and sharing for one purpose: to grow and to recognize growth.
A desire to honor other teachers.
At one point we began to limit not only the teaching portion, but also the feedback portion of the cycle to five minutes because groups could have easily gone on for an hour sharing feedback! It was so wonderful that we hated to cut it short, but wanted also to honor the fact that many teachers wanted the opportunity to be the teacher. The result of that was that teachers who did not share aloud shared notes and observations personally with teachers when they saw them later. Wow.
A need to be heard.
Nothing touched me more than the woman who came up to me after a teaching cycle in which she had been an observer. “They listened to me. And they really heard me. No one has done that in years. Thank you so much for making this available. I needed it so much.” She was in tears.
That happened several times during the week and I was so moved..to simply be heard.
The beauty of being in the moment.
Because we were focusing on what the teacher was doing right, and how that was reflected in the actions/reactions of the students, everyone in the group was in the moment in an amazing way. There was no chatter between observers. There was no typing emails or answering texts. Coach, teacher, students, observers all in the same place at the same time focusing on the interaction between students and teacher. Beautiful.
Honoring the journey
Each of us is on our own journey. We each take a different path, move at a different pace and pick up different ideas/thoughts/memories/skills along the way. This year there was much less of a frantic pace to “get to the mastery level” and more of a joyful exploration of where we were and what we were doing. There was the opportunity for us to enjoy our journey and to observe and celebrate the journeys of others.
These ripples, and more, spread outward as participants brought a new perspective back to coaching over and over again, as well as to presentations and workshops. It changed meal time conversations and opened a new door to what was called, “The War and Peace Room.”
Here are some basic tenets of teaching with TPRS:
1. The teacher constantly works to create an atmosphere of success, inclusion and safety.
2. The teacher builds on students’ successes and strengths.
3. The lesson is highly interactive.
4. The ideas are given by the students, but decisions are controlled by the teacher.
5. Student errors are not criticized; the teacher models appropriate language in response.
Our goal last week was to have the coaching model parallel our teaching model in the classroom!!
So…..
1. The coach constantly works to create an atmosphere of success, inclusion and safety.
2. The group focuses on the teacher’s successes and strengths.
3. The experience was highly interactive.
4. The ideas are given by the coach, if requested, but the decisions are controlled by the teacher.
5. Teacher actions are not criticized; others model additional options when they teach.
The two biggest challenges were that we were not yet used to coaching that way and teachers were not yet used to being coached that way!!
As the week progressed, coaches made several adjustments that helped everyone:
A. If a teacher needed, and requested, direction, the coach offered two options and the teacher chose which one to use, or many times, offered a third to try.
B. If a teacher truly wanted “corrective” feedback, the coach and the teacher met afterwards, alone, to discuss it.
C. We will be labeling responses “growth feedback” rather than “positive feedback” since the term had some negative, emotional connotations from some teachers.
D. Someone in the group, possible the coach on deck, will act as a scribe during the feedback time so that the teacher can have a written summary of what was shared to reflect on.
E. We will post a list of skills for all to see for reflection and feedback.
F. We will post a list, inside and outside of the coaching room, so that all can see what each participant can offer. (Some people didn’t realize until the last day that they could be observers and not teach…we wanted to improve that!)
I was so humbled by the way the coaches took to this new approach and how clearly and deliberately they prepared participants to be successful in this new model.
But I was not prepared (silly me) for the power of the insights shared by the participants involved as students and observers. I learned so much simply by listening to their reflections. I was also overwhelmed by the emotional response of so many involved. Teachers need to be heard.
Each time we observed a coaching cycle (teaching+feedback) we, the coaches, also grew. Here are some comments from coaches…
“I have never learned so much in the position of coach.”
“In this model we ALL grow together. In the end, I just want to say that we never stop growing. By allowing myself to grow, I feel I’m much happier today. I want to thank you for the happiness I have gained. I can’t thank you enough for all the love, support and encouragement I have received from all of you this week.”
” I really want to see the next step in our journey towards offering the best in teacher support that we can, in a way that builds confidence in one’s own ability to analyze strengths and areas for growth.”
“I have every confidence that it will grow and evolve as will we as coaches. I feel a keen responsibility to do all that I can to help others be successful and to enjoy leading their students to true acquisition.”
“It is from each one of you that I continue to grow and be inspired. This certainly is evident in our ever-changing ideas about coaching and reflection on how we can help others grow.”
“Paradigms shifted and hearts soared!”
It was a clear shift and the beginning of a ripple effect that touched the entire conference.
Or C4C as we affectionately refer to it, is a fairly new addition to the NTPRS line up. For several years now we have offered this day-long workshop to teachers who would like to be trained to support and encourage other teachers on their journey as Comprehensible-Input/TPRS teachers.
This year 30-40 people signed up to attend, and we had decided, just the night before to flip the paradigm on coaching. We showed up nervous, but eager to share this new perspective.
I have to tell you how blown away I was by the courage and heart of my fellow coaches. We really like to be ‘in the know.” We like to plan well and execute well….and here we were with a brand new plan.
The morning began with a series of activities organized by coordinator Teri Weichart. In a series of “mixer” activities, we shared ideas about teaching, coaching and life. By the time the morning was over we had gotten to know the people in the room, and especially those in our smaller groups, much better. There was a lot of laughter and a supportive, caring atmosphere. We had also had the opportunity to talk about the role of coach and what a good coach looks/sounds like. Also, and maybe most importantly, we had each developed an outline of our own personal coaching philosophy.
The next event was to demonstrate how the coaching practice (or teaching cycle) would run using our new paradigm. At least half of these teachers had been to a number of conferences (and C4C trainings) previously and were most familiar with the ‘directive” coaching approach (ie the coach tells the teacher what to do, when to do it and how to do it.) They had signed up for this workshop believing that that was what they would be trained to do.
We recruited Skip Crosby of Maine to be our teacher. I have to give a shout out to Skip for being willing to do this in front of so many other teachers!!!
Five teachers were recruited to be Skip’s students and another five to be the observers. (Two of these ten teachers were coaches and had been through the training the day before….all of the other eight were totally new to the process.) The rest of the 30 or so participants gathered around as an “audience” for the demo. Gary DiBianca and Amy Wopat were coaches on deck to observe me as coach and to give me feedback.
As the coach, I outlined the roles of the:
Teacher (teach; strive to make students feel important and make the language comprehensible)
Students (pay attention to the teacher, try to understand the teacher, tell the teacher if confused)
Observers (watch teacher and students. What does teacher do to make students feel involved/supported and how does teacher make the language comprehensible?)
Skip and I discussed his goals for the lesson (use the verb structure “le da”) and the level of language he wanted to use (level 1 Spanish). He shared that he wanted to try using actors as part of the story.
Skip was a fantastic teacher for the demo. He has his own laid-back style and wasn’t afraid to regroup or ask for input during his teaching. He was also honest about being nervous. (Who isn’t in front of peers?!) His genuine love for teaching and interest in his students was incredibly apparent in his lesson (and he only taught for 5 minutes!!)
****Hope to have the video of this lesson available for you to watch so check back!****
After his lesson, Skip reflected:
”
His students reflected:
His observers reflected:
“You involved us. The story was about us.” Keith Toda
“It was totally understandable for us and I am a total beginner…because of the pointing, going slowly…and eyes..meeting our eyes.” Pu-mei Leng
“I was happy to be the student because when you asked me the question, I knew the answer. I wasn’t afraid to answer.” Matt (Latin teacher)
“He looked at me and smiled at me and so I felt special in his class.” Kristen Eastland (coach)
Observers:
“I loved how you added surprise to the lesson by throwing the glass on the floor….it showed how the class is going to be fun and spontaneous and unpredictable.” Carla Tarina (coach)
“I loved the (use of the) two colors (when writing Sp/Eng on the board for the students),and you took time to write, you didn’t rush yourself, which gave time to the students to soak it up.” Anna Gilman
“….the smile/frown ..what you did with your face,I thought that really connected, how you communicated with it…the surprise..and when you pulled the actors up there I thought, aha, our whole group’s involved, there’s a strong connection.” “Buck” Arbuckle
“I really noticed how incredibly in-tune you were with your students, students you barely know…you really went through it to make sure that it was comprehensible instead of just plowing ahead. I thought that was amazing.” Kelly Ferguson (coach)
After hearing from everyone Skip shared this:
“(It’s good to hear about) the comprehension piece, which the most important part of this. It’s gratifying to know that they comprehended everything.”
My response to Skip was that I was amazed that it made him feel good to hear that he was most gratified by knowing that his students had full comprehension rather than hearing that he had a “good story.” (because too often that is what we teachers are worried about!)
Skip then shared,
“I tend to think of things as right and wrong…and that there is a right way to do this and if I just learn the right “code” it will all work, and that is really debilitating sometimes, so, I was really trying to figure out what would be realistic in terms of “le da” (gives to him/her) and I think it was working.”
Then he went on to share that he felt that he was just at the point (after 5.5 minutes in) to add another structure–le gusta–because the class was solid on “le da” and the class/observers totally agreed.
Amy Wopat and Gary DiBianca then gave their observations about the coaching process:
“When you were setting him up, you talked to him about his goals and his professional life, you took the time to truly listen.”
“You did everything on the front end, so everyone stayed in their role…There really wasn’t a need to manage.”
and I concluded:
“The point of all of this was for everyone to have a job, to know where to look for what went right, so that we can build on our strengths. If at any point you thought something might have gone wrong, here is my suggestion for you: hang on to the thought and when you get up here to teach, DEMO what you would have liked to have seen. Demo it so people have the chance to see other ways to handle things.”
I believe that this is so important. People do not change because we tell them to change…or even because we ask them to. They change when they are ready, willing, and able to. When we demo options, if they are ready to see a new way, they will see it!! Otherwise, our advice will be wasted and our roles as coaches will be frustrating.
Then Carla Tarini offered one last astute observation:
“As an observer I am just loving looking for everything I love about what you (Skip) did. It was so relaxing and then I want to write so many things down, even the things that are so little but so nice that you showed.”
Carla, as one of the previous day’s teachers, shared how much more she had learned by watching than by teaching.
What is so clear is that our teaching to each other is a true gift. By watching and reflecting I can learn so much from my colleagues and peers. Then I have the courage to teach for you. Thank you to all of those willing to share.
Now you know the background….what happened next was truly astounding…
I hardly know where to begin. I have been to a number of national conferences and I am still surrounded by the effects of this one.
For the coaching team, the week started on Friday evening as 20 of us began to arrive in Reston, Va. We usually only see each other once a year and so our first hours are spent hugging, laughing and catching up on the previous year personally and professionally.
The following day we began with what is affectionately known as “the Retreat”. It’s a meeting amongst the coaches to craft any changes in the NTPRS coaching philosophy and approach. The coaching coordinator and the C4C coordinator also share their plan for the week with us. It’s a full day and we count on it to prepare us for an unusually busy week ahead.
This year, Lizette Liebold and Teri Weichart (our coaching coordinators) asked me to demonstrate a slightly different take on coaching that worked well in Maine and in Vermont. Dubbed “Coaching from the Heart” by Beth Crosby (Maine), this approach has two important elements: a) The coach’s job is to make the teacher feel safe and supported throughout the experience b) The focus is on the teacher’s strengths, not weaknesses.
The purpose of this approach to coaching is to empower the teacher. Teachers, particularly now, need to feel safe and to feel empowered. Without those two elements, teachers will not step out of their comfort zones to try new things nor to grow. They are ESSENTIAL to a growth mindset and a growth plan.
I wanted teachers to believe in their own abilities to understand teaching with Comprehensible Input, to apply the skills of TPRS in their own classroom and to be able to adjust without the direction of a trained presenter or coach as necessary.
Michele Kindt and Carla Tarini each took turns as teachers as we walked through the steps of Coaching from the Heart. How do I put into words what happened?
As each of them finished their 5 minute lesson, they sat down and shared what they felt had gone well. It’s so very hard to teach to, and in front of, a group of our peers, that it’s often hard to know what went well!!! When they had finished, the teachers who had been the “students” in the class each gave Michele and Carla their feedback. They were instructed, from the perspective as a student, to share what had made them feel supported, safe and included and/or what the teacher had done to make the language comprehensible. One by one each shared his/her insight with the teacher. EACH ONE had a slightly unique and personal perspective on what the teacher had done to accomplish the two goals. They were encouraged to be specific about the actions of the teacher and their own reactions.
Then the group of “observers” who sat directly behind the students during the lesson shared their observations about what the teachers had done in the lesson that had made the students feel included and had made the language comprehensible. They were reporting from the perspective of an observer and fellow teacher.
Not one “I would have” or “You should have” or “In my classroom” was spoken. When the observers were finished, the coach asked the teacher to reflect again, this time including any “Aha” moments that might have occurred during the feedback from students and observers. Then the coach asked, “Is there anything that you might try differently? and Is there anything here that you will think about differently in your classroom when you return?”
After each demo, there was almost a hushed feeling in the room, as if something profound and sacred had occurred. (No, that isn’t hyperbole.) Teachers, Coach, Students and Observers were deeply moved by the experience.
The group, who had been offering a different kind of support for teachers for a decade, offered to change to a new way of coaching, literally overnight since Coaching For Coaches began the next day at 8:30 am !!!
Within 30 minutes we had agreed on the following adaptations to our coaching plan:
1. There will be two coaches for each coaching station, a coach and a coach on deck.
2. Each teacher teaches for 5 minutes.
3. The coach does not interrupt the lesson unless the teacher asks for support/input.
4. The teacher can stop at any time to talk with the coach, make a change or restart the lesson.
5. If asked for help, the coach offers two options and invites the teacher to choose which s/he prefers.
6. The coach, students and observers only give positive feedback for the teacher to build on.
7. The feedback centers on the two questions: How did the teacher make students feel safe and welcome? How did the teacher make the language comprehensible?
Comments that I heard that day:
“It felt as if we were all in this positive growth mode together: teacher, coach, students and observers, a team.
“I could stop worrying about what the coach and the observers were thinking, because I knew that their feedback would only be positive.”
“I needed the reminder of how it feels to be the teacher.”
“I felt heard. Really heard. For the first time in years.”
“I had no idea that I was doing half of the things that they (students and observers) saw.”
“I am so touched by the love everyone is showing the teacher.”
“Student and observer reports were so insightful, I was blown away.”
“The time to reflect, as a teacher, student or observer was so valuable.”
“I learned so much more by watching than by teaching….who knew?”
It became clear that observing was the key to personal growth. It allowed us to watch and reflect in a way we had not done before. With that in mind, we welcomed participants on Sunday’s Coaching for Coaches workshop.
In our department we have created a scale of engagement (with the language and activities) that looks like this:
Stage 1 : Attention
(student is looking at/listening to w/intent to understand)
Stage 2: Identification
(student can locate sounds/text that are recognizable)
Stage 3: Comprehension
(student can visualize/dramatize meaning of the pieces they understand)
Stage 4: Clarification
(student will seek information needed to comprehend any missing pieces)
Stage 5: Interaction
(student will respond to aural input/text to the best of ability)
It’s ‘jargony” which makes admins happy. It breaks down expectations, which they are also looking for.
But it’s actually useful. We can ask the student, “What stage are you at with this?” Then we ask, “What do you need to get to the next stage?” Sometimes the answer is as simple as, “I have to try.” :o) But it has encouraged students to a) realize that this is their 50% and b) We can help if we know where they are.
Now, perhaps I should have prefaced this with a HUGE given, a message that we deliver from their first year on and reinforce as needed:
We are professional educators. We understand language acquisition. The district has hired us with the expectation that we will lead classes where language is acquired. We have designed classes with that in mind. Students are required to participate.
Then we work diligently to establish relationships with each student and each class. We adjust our plans based on our students. We are transparent about these decisions with our students.
Students who do not engage/participate will not acquire. Therefore, their assessment grades will be low. If non-participation affects the other members of the class, it is then considered a discipline issue. We address it by working to strengthen our relationship with that student and finding ways for that student to have a place/way to engage successfully in class. It’s often easier for them to participate than to not!! This works in our favor. :o)
We do not tie behavior to a grade. A) The disengaged student rarely cares about the grade B) Disengaged students don’t show growth anyway. C) The disengagement is rarely ever about Spanish. It is a signal that other issues are preventing this student from wanting to be successful and have fun!!!! This is a serious issue. D) The extra attention to the student as a person, rather than as a grade, is far more valuable.
As for our scale….it isn’t a participation grade. It isn’t a rubric per se. It’s used more as a diagnostic tool when students need help.
If you need help/things aren’t making sense, identify where you are:
I didn’t hear it/don’t see it.
Stage 1: I heard/see it but I don’t recognize it/can’t identify it.
Stage 2: I can identify/recognize it but I don’t know what it means.
Stage 3: I heard/saw it AND I recognize it AND I’m pretty sure I know what it means.
Stage 4: I checked what I think it means with the context to see if I’m right.
Stage 5: I totally get it and can respond verbally/physically to it.
In assessments we often only grade students on Stage 5….and there is a lot that goes on beforehand that we want our students to recognize and use to their advantage.
I can use it to set up formal assessments if I want to, but it is most valuable as a tool that we use as we use language to communicate.
.JPG)
