So far, we have looked at how the look-for text and the CLASS language charts can support teacher learning. For part 3 of this series, let’s examine how the reflective questions in myTeachstone can encourage teacher engagement and reflection.
Did you know that every myTeachstone resource includes its own set of open-ended, reflective questions? Here is one example.
But before we dig into myTeachstone, let's begin with a few of our own reflective questions.
The answers to these questions will begin our discussion on why reflection is an essential component of professional development.
But here’s the catch. Asking effective questions is hard. For everyone. Even seasoned coaches can struggle with asking effective questions. Many coaches don’t have the time to devote to planning conferences as they would hope. Teachers’ responses to questions can vary and coaches may not always know how to follow up.
The reflective questions included with each myTeachstone resource can help. The questions are already created for you. These questions can be used as conversation starters or as follow-up to teachers’ thoughts on the resource.
We’re going to end this series a little differently. We’re giving you homework!
Watch the video Itsy Bitsy Dog (if you have been keeping up with previous posts, you've seen this video before!), and think about how you might use this resource to engage teachers in conversation. Think about each of type of bonus content: the look fors, charts, and reflective questions.
Now think about a teacher that would benefit from watching and discussing this resource. Recommend it and use the look fors, charts, and questions to start your discussion. Encourage the teacher to use each part of the content to extend learning.
Don’t be shy! Please let us know how it goes. What was helpful? How did the teacher respond to the strategies you used and questions you asked?
...And keep on the lookout for a series on how to create your own reflective questions!
Being an instructional coach or mentor is difficult. Sometimes it may feel like you don't have any support—especially when it comes to providing effective feedback to the teachers you work with. Have you, as a coach, ever asked yourself any of the following questions?
CLASS Specialists are always thinking about the complexity of the CLASS tool as we prepare for our trainings. As a trained CLASS observer, I am comfortable observing and recognizing quality interactions that fit in the tool. But I needed a strategy to convey this information to those who may not be as familiar with the tool.
As it turns out, using an analogy is a perfect way to make the complex relatable, less overwhelming, and more familiar to our participants.