Imagine classrooms filled with children who are comfortable taking risks, sharing ideas, and working cooperatively with their peers. Can this become the norm in classrooms across the nation? Yes, because this is what consistent and effective Teacher Sensitivity (TS) cultivates in the classroom. Research tells us that teachers who are aware of and respond to each child, supportively facilitate the ability of all children in the classroom to explore actively and learn.
Teacher Sensitivity is not about how “nice” or “caring” teachers are; rather, it is about how teachers consistently demonstrate awareness and responsiveness to children’s current academic and emotional abilities and needs.
As a coach, enhancing this dimension can be very challenging. TS is inherently a sensitive topic and can easily cause teachers to become defensive. So how can we discuss TS without the conversation becoming too personal or feeling judgmental? Here are some helpful tips:
Genuinely being “in tune” with those that we support and educate is a goal worthy to strive toward every day for both teachers and coaches alike. It supports learners who are able to share their ideas freely and challenge themselves frequently. The most exciting thing is that both teacher and coach sensitivity are behaviors each of us can learn about, practice and perfect. Let’s start today!
Since the coronavirus has disrupted many of our in-person plans, you might be trying to figure out how you can transition in-person coaching to online coaching. Online coaching can open a number of doors for coaches and teachers that might not be an option in face-to-face work.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.
Across the nation, teachers learning about CLASS are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.