How will supporting teachers to implement number talks in their math classrooms inform my coaching practice?
In my mid-coaching cycle feedback form I asked:
What’s missing for you in this cycle? Any suggestions for how this cycle could be improved?
The response I got was:
Mollie (co-teacher) and I have lots of great math conversations and number talks. I remember you saying that number talks should be short. Our talks usually go over 10 minutes. I’m also concerned about engaging all learners into our rich conversations. I’d like to see you model a number talk.
I suppose working with these teachers around their number talks has not yet informed my coaching because we haven't really begun. However, the simple fact that they are asking for support with number talks does inform my coaching. I am excited that they are thinking about and grappling with number talks.
Questions I would like to ask or am wondering about: How long do their number talk generally run? Who is doing most of the talking? How do you two (co-teachers) plan a number talk? Why might it be important to keep number talk short? Have you ever seen a number talk in action other than your own?
Great questions that will certainly inform their number talks...
ReplyDeleteAgain, I am struck by your ability to ask yourself questions. How do you suppose this became what seems to be your natural approach to your work? I think this skill also informs your coaching and I believe it has a major influence on the teachers with whom you work...
Robin...you taught me to ask questions. When you suggested that approach when I am working with teachers it just made sense. Asking questions is a lot less stressful than needing all the answers. It is also much more useful for the teacher. Coming up with the questions comes naturally (I guess). I don't feel like I often struggle with that part. I think about where the teach is in theri understanding, where he/she could go next, and what questions would get him/her there. What questions will support the teacher in exploring or reflecting upon a topic. I am the facilitator but the teacher is doing most of the thinking. Kind of like working with students in number talks.
ReplyDeleteSounds like you're taking strong parts of your teaching practice and making them part of your coaching practice :)
ReplyDelete