How does supporting teachers to implement number talks inform my coaching practice?
Recently I have noticed that many classrooms are using their number talk time for conversations that do not truly fit the definition of a number talk. I am concerned about this but at the same time, at least for now, I am not exactly sure if this is a big deal. We are in the process of figuring out this approach. This is where we are right now but with continued practice and reflection we will develop and grow our number talk practice.
Number talks are supposed be work around efficient computation strategies. What I have seen in classrooms are explicit talks about anything from symmetry to place value. Some of the teachers who are using their number talk time with some flexibility are teachers that I have actually done coaching work with specifically around number talks. I believe all teachers have good intentions and the conversations that are being had are purposeful. But, they are not number talks. I think teachers struggle with understanding student strategies, the math that lies within those strategies, and recording those strategies in a thoughtful way.
I am learning that number talks are not easy. Teachers need a lot of time and support while exploring and developing this practice. One five week coaching cycle just isn’t enough. Since this is a new program for our school and our teachers, I am wondering how the leadership team and I can be more targeted and supportive in implementation of number talks. How can I facilitate continued and regular support even as I progress through my coaching cycles?
Well, I think you need to take what is happening in classrooms and move teachers forward from what they know and are doing well. What are they doing that does actually reflect the talk part of number talks? I would think that the shift to specific computational strategies is easier than getting them to understand the talking part. So perhaps the glass is half-full, my dear.
ReplyDeleteAnd you said it yourself: This is not easy. This is something new. You have to embrace and appreciate and respect the process. I know you know this and you’ve acknowledged it in your blog, but there is something nagging at you underneath that’s keeping you from seeing the complete picture in a positive light.
You write, “I believe all teachers have good intentions and the conversations that are being had are purposeful. But, they are not number talks.” Okay. So what are the aspects of these talks that reflect number talks? Surely it’s not some crazy thing that has no connection whatsoever to what you’ve taught so far…
“I think teachers struggle with understanding student strategies, the math that lies within those strategies, and recording those strategies in a thoughtful way.” Okay, so that’s where you go next.
The aspects of the talks that teachers are having that reflect number talks are: girls are doing mental problem solving, girls are sharing and discussing their thinking with each other, girls are listening to other's ideas and strategies, the teacher is the facilitator of the conversation. I would descibe that as the glass half full! :)
ReplyDeleteMe, too! Half-full. At least!
ReplyDelete