Learning Lab to the Rescue!

3.6.12

When one teaches, two learn
-Robert Half

Last week I got to experience the true nature and structure of a mentoring/coaching session that was successful because of the foundation of empathy. After eight hours of observations and debriefing, the new teacher learned, his mentor learned, and I learned a lot!

Background:
I met with a new teacher who is facing some major challenges in classroom management. He expressed that not only does he feel he's lost control, but he's lost the collaborative relationship with his current supervisor. Both parties, feeling frustrated and disheartened have lost sight of empathy and are no longer communicating well. The new teacher feels as if he is unsupported and the supervisor is feeling as if the new teacher is not listening. Certainly both are feeling a parallel experience, but not a positive one!

Nevertheless, both parties are agreeing on one thing—student learning is not happening.

I stepped into the situation when both the evaluator and mentor of the new teacher reached out to me for help. I was kindly welcomed by the new teacher when I asked him if we could set up an all day learning lab (more like a boot camp!) with three participants: the new teacher, his mentor, and myself. His supervisor also welcomed the idea with great support and secured a substitute teacher for the new teacher, so I could take him around to observe other teachers for half of a day.

Key Considerations:

There are several things I needed to keep in mind going in to planning my session with the new teacher:

• ·         Do not overwhelm him! (He is already overwhelmed. This must be a positive learning experience!
• ·         Get him to do the talking—this is his learning lab. He needs to share what he is learning, his questions, and concerns.
• ·         Set up a protocol—an open forum can sometimes be less productive. Teach the participants how to observe and debrief using non-evaluative language.
• ·         A “boot camp” is not going to result in immediate changes—this process takes time and continual coaching.

Agenda for the Day: (see attached documents)

In short…

• ·         Pre-conference (selecting a lens to observe, what’s currently working, what’s not…)
• ·         Observation of new teacher’s classes (periods 2 & 3)
• ·         Debrief conference
• ·         Lunch
• ·         Observation of peers in building with mentor and me!
• ·         Debrief of observations
• ·         Goal settings & Action plan

Results: 

Following 2nd Period here are some of our big goals we narrowed down to:

• Designing and consistently implementing an entry routine via notebooks and entry task (question of the day)
• Proximity (leaving the front of the room)
• Accountability by calling on all students (via popsicle sticks)

Following 3rd Period here are some of our big goals we narrowed down to:

• Checks for understanding and addressing immediate behavior issues
• Seating chart
• Giving some of the outspoken students leadership roles to channel their energy and need for attention

Strengths of the lesson:

• Use of planning to address various needs reading, writing, listening
• One on one interventions
• use of technology (very engaging)

In the afternoon we observed several more Montbello Teachers. Then, new teacher and his mentor,  developed his action plan:
*We tried to be as specific as possible to ensure there are some things in place he can do immediately with success. You will see effort in these areas this week. He will dig deeper into the other areas following TCAP when more routine class schedule begins again.

 

Week of… (Date)	Goal	Notes
Week of 3/5	Popsicle Sticks	·         Popsicle sticks made and used consistently during all parts of every lesson ·          Get in place routine of assigning 1 student to manage popsicle sticks ·         1 Popsicle stick for a call home every day "you decide if it is a positive or negative call!"
	Notebooks	·         Trade and grade Assigned Seats ·          Seat survey on Friday
Week of 3/12	Entry Procedure	·         Make classroom poster ·          Set up and communicate expectation ·          Set up and communicate "+5" expectations and reasoning
	Popsicle Sticks	·         Making groups to mix students up using sticks ·         High order Qs and "how/why" Qs with sticks (multiple students)
Later	·         Teaching from back of room ·         Attention grabber (waiting for 100%) ·         Positive recognition of students following instruction ·          Meet with co-teacher to discuss co teaching model and lesson planning

Connections to My Research:

I am excited to continue to follow up with this new teacher to see how the first week goes. His open attitude to learning and willingness to reflect really lent to the success of the experience. Through my current research project, I am finding mentees seek someone who will listen. It was crucial in this experience that the new teacher did not solely take advice from me, but that I listened to him and encouraged him to solve some of his own problems. Not only that-- this teacher really did have some of the answers to his own current challenges! He just needed someone to encourage him to feel empowered and give it a try. 

Another connection I can make between my research and this learning lab experience is the importance of time. The mentor, the mentee and I cleared our calendars, secured a substitute teacher and made time to learn. Something I learned in my mentor focus group is that mentors want time to spend with their mentee and don't often get it (or make it). I think it was really valuable for this new teacher to spend the day with his mentee-- all three of us learned from each other.