Learning curves come in all varieties, don’t they? Sometimes, the path to learning is straight and quick. Other times, the learning curve is long and steep.
The steepest learning journey I ever took was learning how to be a mom. I remember walking through the front door of our house as we arrived home from the hospital. I carried the infant carrier through the door and set it down gently on the carpeted floor. There she was, our two-day-old bundle of joy, wrapped securely in her pink blanket. My husband and I looked at each other, and although no words were spoken, I know we were both thinking the same thing: What do we do now? And so I embarked on my learning curve. I spent the next several months learning how to take care of a baby. I learned about formula measurement and vaccinations and diaper rash. I learned about tummy time and cradle cap and milestones. I made some mistakes along the way (okay, a lot of mistakes). I often felt inferior to other moms I saw out in public who seemed to have it all together. I asked my mom and older sisters a ton of questions.
I often think of those first months of parenthood as I coach the teachers I am working with this year. They are in their first year of implementing a reading workshop. They are moving from a basal/computerized assessment program approach to an authentic workshop approach. They are taking some missteps. They are unsure of themselves. They are asking a ton of questions. I recognize their learning curve as a path I have traveled often. I think of this quote from Peter Johnston in his book Choice Words:
This leading edge is where the student has reached beyond herself, stretching what she knows just beyond its limit, producing something that is only partially correct. This is the launching pad for new learning.
The teachers I work with are on the leading edge, and it is my job to help them reach beyond themselves. I know they are on the leading edge because I hear them say things like this:
-
“I am teaching a minilesson each day, but there is no time left for independent reading. My minilessons take, like, 35 minutes!”
-
“I am trying to let my kids choose their own books, but they keep choosing books that are too hard for them.”
-
“I haven’t had the chance to confer with any kids yet because I have to watch them the whole time or they’ll misbehave.”
These ideas—about minilessons and choice and conferring—are new to the teachers. They have stretched what they already know about reading instruction, and the result is something that is only partially correct. They are standing on the launching pad for new learning. They are prime candidates for coaching. I find myself using these three coaching tools: looking for celebrations, using student feedback, and modeling.
Looking for Celebrations
When I was at the leading edge as a new mom, I remember how it felt when I finally did something right. When I fed my newborn baby the perfect amount of formula, burped her (and didn’t get covered in spit-up), and rocked her gently to sleep . . . I felt like Super Mom! Therefore I look for opportunities to offer affirmation and praise to the teachers in my building as often as possible. I believe it is part of my job as their instructional leader to remind them of what they are doing right, especially when they may feel they are doing it all wrong. I look for celebrations amidst the uncertainty. It never hurts to have a cheerleader.
Using Student Feedback
As I stumbled through those first weeks at home with my daughter, I often looked to her for cues. I waited for her to cry, to stop sucking on the bottle, or to burp. That’s how I knew what to do next. In the same way, I nudge the teachers to look to their students for feedback about the progress of their reading workshop. One of the trickiest parts of implementing a reading workshop is that teachers no longer have comprehension questions to grade. This leaves them feeling unsure. When in doubt, we gather evidence. This chart illustrates ways in which I might coach teachers to collect evidence in reading workshop:
|
Teacher’s Statement |
Coaching for Evidence |
|
Ugh, I don’t think they’re getting the idea of central message in the read-aloud. |
Tomorrow I’ll listen in during their partner conversations and we can take a look at what they’re saying. |
|
I can’t confer. I’m too busy monitoring their behavior. |
Let’s just send them off to read tomorrow and watch. We can use this spreadsheet to observe each student at three-minute intervals and record their behavior. |
|
The boys’ books are all too hard for them. They can’t even read them. |
Let’s pull the boys one at a time tomorrow and do a running record. |
Modeling
Finally, I think back to my days of learning to be a mom, and I remember the importance of a good model. My mom showed me how to use baby oil to alleviate cradle cap and the best position for burping a tiny baby. The trick is not to take over the learning from the learner. Provide a quick model and then hand the task (or the baby) back to the learner. I am apt to offer more demonstration teaching than I typically might when coaching teachers through this year of change. I will provide a model for a minilesson or a reading conference, and then quickly hand the learning back to the teacher.
My learning curve during those early days of parenting was steep. I was right on the leading edge. With affirmation, feedback, and a great model, I learned how to take care of my precious baby. The learning was steep, but so was the love, which made all of my mistakes and angst worth it. By the end of this school year, the teachers will be past the leading edge, and all of the missteps and uncertainty will have been worth it. They will see the power of an authentic reading workshop.
