I did another model number talk yesterday; this time in a
different K classroom. However, after reading Robin’s comments about modeling
versus collaborating I am wondering if this was the best decision. Some of the
reason I have done models, both in the past and the one yesterday, are:
·
The teacher has asked me to and says that she
learns best by watching
·
To build trusting relationships by reversing the role of facilitator and
observer
·
To provide
teachers the opportunity to see me critically reflect on my teaching
·
To model a strategy, technique, or process with
which the teacher does not feel comfortable
·
To practice my own skills
Some models have turned out well. Teachers have reflected
that seeing me do a number talk made the process and work much more clear. They
were able to focus in on specific aspects of number talks, like questioning and
recording, on which they want to work. I think the model supported them in
coming to a new understanding of their own practice.
However, having said
all this, I realize that modeling could be holding a teacher back from
meaningful growth. There is potential that a teacher feels nervous about being
observed (I can certainly empathize with this) and it is less scary to have
someone model. If this is the underlying reason for the model I am afraid that
learning will not happen. I am going to assume the best intentions though;
teachers are not asking me to model so they can get out of teaching. I believe
this! All of the teachers I have modeled for lately are present and have
insightful reflections when we debrief. They view the model as a learning
opportunity.
I think as a coach I need to get better at collaborative co-teaching.
Ironically I would like to see this type of work modeled for me. I am not sure
I have really experienced, as a teacher or coach, true collaborative teaching. How
do I do this so the teacher doesn’t feel like I am correcting her? How do I manage
this in the short time we have for number talks? Does it happen organically or
do we plan who will take on certain parts of the number talk (this seems more like
a modeling to me). What planning and preparation goes into this work and how is
it different than regular planning? What does it look like? Sound like? Feel
like?
Hi Morgan.
ReplyDeleteAll good reasons to model, although I’m not sure that the role is reversed if the teacher assumes you’re the expert. But as I said, it’s my personal bias and I would want the teacher to feel free to jump in even if I’m modeling. It never occurred to me that a teacher would ask me to model so she could “get out of teaching.” Am I being naïve? I would think that teachers would indeed see watching you as a learning opportunity, but again, collaboration is more powerful in my opinion (even if you’re taking the lead).
I’ve co-taught with a few colleagues, but at first it takes a lot of time and requires a trusting relationship. It’s definitely something that happens intentionally at first, then organically. It’s a natural give-and-take and an ability to pay attention to one another so the co-teaching is seamless. I don’t think Karen and I co-teach—we’re partners, but we definitely play different roles and clearly assign pieces of lessons. But Barbara and I co-taught action research two years ago…do you remember? So perhaps you and I, if I teach in your school next year, will try out some collaborative co-teaching experiences. Wouldn’t that be fun?
Yes! That would be totally fun and a great learning opportunity for me!
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