Monday, February 13, 2012
Another Question About My Methodology
There is something that is not working about my methodology. I have yet to get feedback from teachers about our work with number talks. I know this is an integral aspect to my research but I am having difficutly making it happen. Sometimes I feel like we didn't actualy do enough for them to be reflective. Although I always find something to be reflective about so why shouldn't they. Othertimes I just feel guilty that I am giving them one more thing to do. Should I have included my reflective questions about working with me around number talks in my general coaching cycle feedback form? I know it may seems silly but I think one form is just less overwhleming.
Subscribe to:
Post Comments (Atom)
Morgan, the hardest thing to teach someone is how to be reflective. In fact, I’m not sure reflection is something that can always be taught. It’s certainly not something that can be mandated. And you can’t expect teachers to be as reflective as you are, especially if they haven’t been taught how to reflect or the practical applications for our reflections. I think you’ve hit on something: reflection should be a natural outcome of our work. Another form seems perfunctory. Try integrating it into the coaching cycle and see if you don’t get the data you need that way. It’s worth a try, no?
ReplyDeleteI feel like that is basically what I have been doing. It naturally evolved that way. However I also feel like I am missing an oportunity to learn more about my question. Perhaps I to be more pruposeful in my questioning when I am debriefing with teachers. Asking for highlights and frustrations doesn't always allow me to gather the information that I am looking for.
DeleteWhat are you looking for? Isn't the first thing you're looking for is for teachers to reflect on their own work?
DeleteI believe that reflection is one of the most challenging part of my teaching and learning practice. A lot of it has to do with the fact that I think I'm not "good" at it. I agree, it is hard to teach someone how to do it. When Robin comes to visit and she just asks me for highlights and frustrations about my lesson, coupled with her feedback, it gives me tons to think about.
ReplyDeleteI wonder if opening up your definition of "feedback" might help you with this a little bit. Like, isn't hearing teachers talk about what went well, what they want to work on etc. feedback?
ReplyDeleteI don't know if the question is as much about working with you as it is what the teacher thinks they got out of the coaching cycle. Do you know what I mean?
I looked, but couldn't find your coaching cycle feedback form on here... could you post it? Maybe there is something on there that is really great for feedback, or maybe there is something that could be tweaked or added.
Here are the questions on both the mid-cycle and end-of-cycle feedback forms. As you will see I never specifically ask about number talks. These are more genreal questions that botht the literacy coach and I use.
DeleteMid-Coaching Cycle Check-in
1. What’s working?
2. What’s missing?
3. What questions do you have?
Coaching Cycle Feedback
Please reflect on the following questions:
1.How has this coaching cycle influenced your content knowledge?
2.How has this coaching cycle influenced your teaching practice? What new approaches have you tried?
3.What suggestions do you have that would enhance the coaching work?
4.How do you plan to continue to use your learning from this coaching cycle moving forward?
Again, I agree with Katie...isn't feedback hearing teachers reflect on what went well and what didn't? Or, what they got out of the coaching cycle and what they still need? I think the questions you've written are fine, but they should be used as a guide to encourage feedback, not as a protocol to follow...If the teacher is doing most of the talking, then you know you're doing it correctly! Does that make sense?
ReplyDelete