oaches are most effectivewhen they believe all teachers can learn, justas they ask teachers to believe that all studentscan learn when given the right opportuniti
Like a team work, working together we obtain more benefits and we are working with the same objective or goal... OUR students. This is the best thought I want to keep with me to work with student teacher !!
ne ia opus, as Jennifer’s story illustrates, is toBape andancc "2 on where all parties understand, hear,oe aped by each other’s thought
I like this definition: Dialogue= learning conversations.
Adopting agrowth mind-set helps those students remain engaged and achieve well
Not only for students, this count to us (adults) too!!!
roles
It is intended that we work as if we did not have families. Overwork and expectations each school year are more and more.
reer-longsupportforpersonalandprotesstion0pretbecomesavailable.Beyondformal supportprograms,S¢dtobecometheiititsustainteachersinii-tedcommunitiestha|.caring
This is a great opportunity novice teacher When I was a teacher student I don't have this amazing opportunity to help me to grow and support me like a teacher.
we are authentic agents of change.
We have a lot in our plates.
change
I love this ! we are !!
inliketheknowexpert.Coacheshavetofindawaytoharnessthehopeandmakeitworkforbothteachersandstuden
again... collaboration and respect !! =)
hen the coach is an avid leshe encourages teachers to be Manes
Motivation through example, we teachers must be in constant learning because education and the means by which the learning process is carried out is a changing one.
howcoachingcanimproveteachingandstudentachievementwhenitisembeddedinasustained, coherent, districtwideefforttoimproveinstruction
That would be great! But the reality in many schools is that although there is guidance at the districtwide sometimes coaches are disconnected from those guidelines and from each other.
doesthistheygreatnessinpeople”(p.5).Itdoney|continue,“notonlybygettingpeopletotinabouttheirownexperiencesandtopracticenewbehaviorsover time,bus,moreimporntly,bygettingpeopleexcitedabouttheoospectithingsandbecomingprospectoflearningnew:aeensmasterfulpractitioner
I am ready to collaborate with my student teacher I hope she sees through me the love for learning and wanting to improve each moment the instruction for the students.
heprimary purposeof aninstructionalcoach shouldbetohelpteachers increasetheireffectiveness
I have always said that behind how effective or not a teacher is, a coach is behind that teacher.
Videocanshowusthatouractionsdo notreflectourIsobetrue.
I never liked the idea of recording myself and then watching myself. But today I learned that this tool can help me see how I really act and communicate and give me the space to reflect and take the next steps depending on what I have observed.
believe one of the most important and powerfulways we can improve o
powerful and true!! no matter the positions or roles. We are working with the same objective our students and school community.
schools,betterconversationscandramaticallyimproveeducator and studentlearning.Whenteachersareclearer,askbetter_questions, andfosterdialogue, their:studentsjeammore.Similarly,whenteachersHiston,fecommonground,foster trust,andmakeconnections, studentsfeelmorepsychologically safe,Everyone,adults. anechildren,experiencesgreaterwell-beingwhentheyareheard,respected, and engaged.
Not only do they learn more, but also that atmosphere of trust is opened where they feel valued by the teacher.
o be better at listening, questioning, building emotionalconnections, and fostering dialogue become more effectiveCommunication is the lifeblood of coaching, and the m "effectively coaches communicate, the more effecti olyeveryone learns.
This year my coach and I managed to connect and since this happened our trust and relationship as coach and teacher has improved significantly. I feel appreciated and open to deep conversations about my training and improvements without any resentment or fear.
Lesson three is to choose reason over emotion.
in this aspect I am working very hard to control my emotions and focus objectively.
tmakessense, then,forthesuper1aiaisup;iforthepurposeofimprovegatorhisownperformance,edsupen,
A fair and equitable process between teachers and supervisors. We can all improve and grow in different areas.
Manyteacherswerenottellinghimtheirconcernsbe-causetheydidnotbelievethathewouldreallylisten.The authorhadtofacethefactthatthestaffdidnotseehimasaccessible
Communication is two-way. It is important that both the receiver and the sender are open to the transmission of the message to be communicated so that it is effective and misunderstandings and bad moments are avoided.
Oneitemontheevaluationformwas“AbilitytoListentoOthers,”
Great !! We think it's easy to listen to others, but the reality is that we don't always take time, space and completely free ourselves to listen to others.
Some supervisory behaviors place more responsibility onthe teacher(s) to make the decision, others place more responsibility on the su-pervisor to make the decision, and still others indicate a shared responsibility fordecision making.
The ideal would be to work in continuous collaboration because in the end we all have the same goals our students. When both administration and teachers collaborate, perhaps the school atmosphere would be more appropriate and effective because we feel that we are part of the decisions and that our opinion is valued
All students can be challenged’ ‘ % = ‘It’s all about strategies, never styles. ‘It is important : to develop high ex : - o> ectations : : point. P for all students relative to their starting ess It is important to encourage help-seeki i ng behaviours.’ ‘It is important to teach i i . “ each multiple learning strategies to all students’ ‘Tt is i | is important to develop assessment-capable students. “‘Developi i ions i | eloping peer interactions is powerful for improving learning’ “Critique, error que, , and feedback are powerful opportunities for improving learning’ “‘Developin i ‘ ping student self-regulation and developing “students as teachers” mechanisms for improving learning. sees pow ‘Don’t blame the kids’ “ . Handic i aps of social class and home resources are surmountable? “There is no pl. it thi ac i i ne place for deticit thinking — that is, there is no labelling of stud ere low expectations of students.’
Super important to recognize and remember each of these premises, both teacher candidates and veteran teachers
he interactions between what we do as educators and what students are doing as ners is the key: it is the interaction — and being tuned into the nature and impact of lear these interactions — that is critical.
Totally agree with this premise. Our actions as educators, each step, each movement, each detail is completely linked to how students respond in our classrooms.
A major reason why teachers stay in a school or st ay in teaching relates to the support by the school leaders so that teachers can have a positive impact.
For me, the support that administrators give me is very important, especially after COVID, since teachers are overburdened with tasks and responsibilities, having their support is important.
and the message 7 ee er scome feedback about their impact — provided that it relates fo vee “y “ veaching i 1 f help offered in interpreting
This is how it should be in every educational system. Who better than the teacher to determine or recommend whether or not that test is effective or perhaps if it is necessary or any other type of feedback.
financing more teacher planning.and review time
One of my criticisms of the schools and district where I work as a teacher. We need more time to plan and prepare high quality and effective lessons.
everyone in the school needs to collaborate to ensure that the daily teaching and learning practices are the focus of the school, and all are responsible for its success.
This premise would be ideal, but the reality is that many times our workload is so overwhelming that it closes off opportunities for broader collaboration among school faculty. But the collaboration is mostly given from the direct part of the person who gives you your coaching.
We could ask that students need to be ‘ready’ and motivated, and come to school well fed, having been supported at home to do their homework, and are attentive and calm. This would be wonderful, but a major role of schooling is to help students to acquire these habits; we should not discriminate against students whose parents may not know how to help them to do so
The problem is that today districts are much more interested in students meeting the goals of standardized tests for reasons of funds, which often forget the main basic and primary needs of students and the importance of maintaining a suitable environment and that they feel valued, respected and part of the process.
This would be true regardless of the background of the students who attend the school. Specifically, these schools provide interventions that are designed to overcome student background characteristics that might impede learning. These interven- tions are detailed in Section III of this book. For now, it is-sufficient to say that this is a remarkable possibility—one that provides great hope for public education.
The more support you have, the students will reach their goals and the better results they will obtain. But if we base it on the classroom teacher completing all the tasks it is not enough and that is not to mention the different backgrounds of each student.
ffective schools do make a difference in student achievement.
Powerful and totally RIGHT !
My basic position is quite simple: Schools can have a tremendous impact on student if they follow the direction pro- vided by the research.
Totally agree!! Teachers and school facilitators can significantly contribute to the lives of students both positively and negatively.
Schools do little to lessen the gap between rich students and poor students, * Schools do little to lessen the gap between more and less able students. ° Student achievement is primarily a func- tion of one factor—the background of the student. * Little evidence exists that education reform can improve a school’s influence on student achievement
The system continues to ignore inequities in the educational system as a macro and in schools as a micro. As a teacher of minority students, I attest that the reality of their cultures, social and economic level is an important factor in achieving the goals set by districts and schools. Although I provide an education in my classroom with high expectations, they still have disadvantages that help them meet the goals and objectives of the schools.
They called for more individualism of instruction, the development of a closer relationship between teachers and students, and meth- ods that encourage the active participation of the student in the learning process.
The student is the main key in the teaching-learning process, it is important to provide students with active participation. The relationship between teachers and students continues to be a major factor in the effectiveness of education and the achievement of academic goals.
If schools have little chance of overcoming the influence of students’ background characteristics, why put any energy into school reform?
Our schools currently have different cultural, social and economic backgrounds This is an important factor when talking about educational reforms We must start with the basics of understanding into the difference in the cultural and social background of our students in order to work with a solid and effective education that benefits all students equally.