In my experience, making good
relationships with teachers is a priority.
My every move was focused on relationships. Informal conversations in the hallways,
cafeteria, etc. are powerful vehicles for establishing relationships. Also, discussing the school’s and mathematics
department’s positive aspects are important.
Building on the positive, helps teachers become more open to discuss areas
of concern. However, I learned the hard
way that everyone does not want to build relationships because they do not want
to change. Thus, I was viewed as a
threat. When people are set in their ways
and do not want to change many times they will become resistors. I learned to work with teachers who are interested, curious, or open to change about
different ways to teach math. Most
of the time, lead teachers are open to change and have a positive disposition. I capitalize on their leadership and build
initial relationships with them. It is
important to provide teachers with
ongoing chances to meet with other teachers to be learners of mathematics and
to reflect on their instruction. As
a math coach, I scheduled monthly professional learning community (PLC)
meetings. During these meetings, teacher
share ideas and strategies and even worked out math problems together. This provides teachers an opportunity to reflect
on their instruction, learn through other’s experiences, and open to take risks. Teachers are able to build mathematical
understanding and make connections between concepts. Through collaboration, teachers realize that
there are several approaches to solving problems.
Shannon-
ReplyDeleteYou have shared some great points especially as it relates to relationships. Build positive relationships with your teachers as a math coach is important. Teachers must feel comfortable talking with you and sharing concerns. As the relationship grows, trust will develop. Through trust, teachers will allow themselves to open up about their teaching practices. Reflective practices are a very important part of teaching improvement. According to the NCTM article (May 2014, Vol. 20, No. 9), cognitive coaching is the development and reform of a teacher's beliefs and practices. Cognitive coaching is not effective without trust.
Yes Shannon, Communication is very important. Communication with teachers, staff, administrators and even parents can make coaching and change more effective. Building on the positive will help teachers feel more comfortable with the math leader and trust that he/she is there for the benefit of both the students and the staff. Working with teachers who are interested and open to change will make it easier for others to get on board. When these teachers begin to share with others the success of their students, other teachers will be more willing to jump on board. Hence it is a good idea to encourage teachers to collaborate and share with others and to provide these opportunities. When teachers share stories of success, others will want to be a part of it,
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