Coaching is becoming common across many organizations. If coaching works for top athletes, Fortune 500 companies, and other professions, why shouldn’t educators capitalize on the benefits of coaching as well?
Classroom coaches can enhance a teacher’s individual teaching practices, provide support and encouragement, build upon their existing strengths, help them overcome daily classroom challenges, and increase effective interactions in the classroom. This leads to positive outcomes for students and increased professional development and growth for the teacher.
A typical teacher’s response to learning they’ll be working with a coach are often affected by their previous experiences. I’ve received a range of responses when I’ve asked teachers, “What do you think working with a coach will be like?” Some teachers remember a coach from their childhood yelling or screaming at them on the sports field. They fear that the classroom coach experience might be the same. Others have shared images of compassionate and encouraging individuals who helped them overcome challenges, provided resources, and gave support.
No matter how you feel about your past coaching experiences, building an open, collaborative, and positive coaching relationship can truly enhance your overall quality of life in the classroom.
Teachers are used to supporting others, providing instruction and building relationships with students. Transitioning into being coached can be difficult. Your ability to build a collaborative trusting relationship with your coach is one of the key ingredients for success. It’s important to know what you as a teacher can do to enhance the coaching relationship and make the most of your coaching experience.
It’s Dual Language Learner Celebration Week! Every year in the U.S., the amount of young children who live in a household where a language other than English is spoken has been steadily increasing. As of 2016, about one-third of children under age 8 – over 11 million children – are dual language learners (DLLs).
As an infant classroom teacher, you know that talking to babies is important. For instance, you tell the infants in your care what they are looking at (“You see the new block basket on the shelf!”). You label objects (“You have the red ball!”). And you describe events that take place in the classroom (“The tray just fell off the table! That scared you.”). These are all examples of talking with babies. Why, then, can it be so challenging to do this consistently in the classroom?
A few years into teaching early childhood, I applied to work at a school that does incredible work in the local community. I was thrilled to get an interview but realized very quickly that, even though the environment was supportive and the students were wonderful young people, I was much too intimidated to work there.
One of the best things about teaching is having a fresh start every morning. Greeting your students plays an important part in setting the tone of your classroom. I like to think that, as teachers, we get a chance to make a good first impression each day. Let's take a moment to consider the impact greetings can have with students, not only at the beginning of the school day but throughout the day as well.