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Tuesday, November 17, 2020

The Steps To A Positive Mental Attitude

The Steps To A Positive Mental Attitude 


So What Exactly Is Positive Thinking? 


A great deal of books have been composed regarding the matter, courses have been held and individuals pay a ton of cash to go to these workshops and purchase these books this just ponders a certain something; individuals need to make progress and they know about the way that the best way to make this progress is through having a positive or idealistic disposition. 


The word positive itself implies managing realities, seeing these realities in a positive way. 


Others may state positive reasoning is continually taking a gander at the splendid side of each circumstance regardless of how negative it very well might be. Confidence and bliss are related with positive masterminds. 


Positive reasoning is an aptitude that can be instructed and procured by anybody; it is a device that can assist you with arriving at your objectives, cutoff times and dreams. 


Remez Sasson later named positive speculation as the demonstration of assessing points of view and individual activities for regions that need improvement and for zones with negative ramifications, and afterward utilizing the fitting apparatuses to change those contemplations or activities in a positive, objective arranged way. 


Fundamentally certain reasoning is recognizing the negative contemplations in your psyche, managing them by understanding that the negative ramifications may prevent achievement and disposing of them from our brains. 


With an uplifting disposition disappointment may back you off yet it won't prevent you from showing up at your objective which is achievement. 


Certainty 


Certainty is 'the faith in oneself and one's forces or capacities.' This inclination can without much of a stretch be confused with the sentiment of realizing you are superior to other people or that you couldn't care less about what others think which is erroneous certainty isn't about others it is about yourself how you see yourself, how you reflect yourself and knowing your ability and limit. 


The initial step to improving your certainty is removing that inside voice in our brain that continues revealing to you that it is unimaginable, shut it out and begin requesting yourself from what the most dire outcome imaginable is, it is generally not that awful as the voice in your mind. In the wake of encountering something you dreaded accomplishing unexpectedly you understand that it was not as alarming as you suspected. 


Moral help is a significant piece of amplifying your certainty, consistently trust in somebody that can assist you with resting easy thinking about yourself. Opening up about your apprehensions and emotions won't just cause you to feel better yet it will give you another perspective on how others see you and hearing somebody reveal to you that you can accomplish something can give you that one additional push into accomplishing something. 


Now and again endeavoring something alone might be over whelming so you may attempt to discover an accomplice that may inspire you, a genuine model is running, when you feel apathetic to go running your accomplice will call you and expect t see you at your running spot this will help you in beginning in whatever venture you need to enjoy. 


Continuously consider the way that on the off chance that it tends to be finished by others you as an individual can likewise do it, it just needs for you to make one single move to start an excursion and it just gets simpler as you move along. 


Perception 


Representation alludes to guaging on the future by working up a nonexistent picture or situation in your psyche and that image of situation thinks about an achievement of an objective or cutoff time. 


Representations are a significant piece of the excursion when pursuing something since they keep you inspired. 


Seeing a completed item or achievement in your psyche gives you're the desire to need to work more earnestly in arriving at that objective. 


Without representation, you may question that you are really accomplishing something you need eventually and you may lose focal point of the genuine importance of why you are running after something. 


Aside from keeping you roused perceptions may really call attention to any future potential issues with whatever you are pursuing. 


In the event that a youthful female is running after a profession in demonstrating she may understand that she needs to keep her body in a specific size so it doesn't meddle with her vocation so she as of now begins towards changing her dietary patterns and starts practicing more. 


In spite of the fact that it is only a fantasy right now she begins running after creation that fantasy a reality by taking out any potential articles that may hold her up to make that fantasy materialize. 


Imagining your little glimpse of heaven makes it simpler for you to pursue it; it saves the requirement for accomplishment alive in you. It is significant piece of the excursion that may assist you with getting to the amount you need that specific thing you are running after or wanting. 


Once in a while subsequent to picturing something you understand you really don't need it and you would prefer to settle on something different and this will help you not to squander your energy on something that won't present to you any degree of fulfillment after all the exertion put into it. 


Treat People The Way You Would Like To Be Treated- 


The way that you treat others around you shows the sort of individual that you are. It ponders your experience childhood and even your own character. 


A great many people allude to this as the brilliant standard. Aside from this being the human most essential activity it is likewise significant in light of the fact that life is a wheel you are not generally on top you may descend at a point as expected and need somebody to pull you up. 


Treating individuals with nobility and regard causes them to feel great and acknowledged as well as causes you the individual to feel better about yourself. 


At the point when you treat individuals a similar way you need to be dealt with you fabricate this standing for yourself and become known as the sort and pleasant individual. 


It may not profit you in an extremely enormous manner to have a decent standing yet it will help the individuals around you to realize that they can trust and rely upon you and be there for you a similar way you would be them for them. 


This term is best clarified in strict terms whereby the great awesome activity is to be acceptable and regard the sentiments of others. This assertion is frequently instructed to small kids as an approach to cause them to get that on the off chance that you treat somebody well they will likewise treat you well. 


As the youngsters comprehend this additionally us grown-ups ought to get this and if everyone treated every other person the manner in which they need to be dealt with the world we live in would be a superior spot. 


Being Able Turn Negative To Positive- 


An individual has the ability to control the manner in which they think, you have absolute control of how you see each circumstance that you are in. It is possibly you acknowledge it and settle on a choice to transform it on the off chance that you are not content with it or you sit and feel frustrated about yourself. Thus numerous individuals don't understand that they can do this. 


At whatever point something happens the manner in which you didn't expect it to you feel either disillusioned or miserable, the mistake effectively goes to outrage or you feel crushed and defenseless, anyway that is one's very own decision. 


When something doesn't work out or something doesn't occur it doesn't mean it will never occur, it might imply that you are not prepared for it and that you actually need to develop and develop personally. 


It is smarter to consistently take a gander at things in an unexpected way, when you miss the transport from work or school consistently consider imagine a scenario where that transport will be associated with a mishap, if your companions neglect to welcome you out for the night don't sit and feel hopeless think about all the things you needed to do that you never possessed energy for. Deferral is never forswearing and annihilation isn't disappointment, disappointment isn't getting up to attempt again. 


At the point when things consistently happen our direction it will make us narrow minded and egotistical, consistently think about that there is tomorrow and that you can generally attempt once more. 


Continuously acknowledge the things you can't change that will help maintain a strategic distance from frustrations, change the things you can't acknowledge by either working more enthusiastically or going to the other option and consistently be cautious in knowing the distinction. Like the easily overlooked details in life before you desire for greater and better that way you realize life can be acceptable before the wide range of various enormous changes and consistently anticipate that less or nothing should stay away from frustrations. 


To have positive outcomes you must have an inspirational mentality, its absolutely impossible that an antagonistic individual will accomplish positive outcomes. Acting positive gives you trust in a superior result, you can't belittle the intensity of positive reasoning. 


Having an inspirational disposition kills all the sentiments of self-centeredness that will make you quit attempting in whatever thing you are attempting to accomplish. Acting positive while in rivalry with others is a terrorizing to your kindred rivals whether it is in school, in class or even only your nearby weight reduction challenge in your area. 


At the point when you generally act with a specific goal in mind for an extensive stretch of time that activity begins to install as a part of your character, what required a ton of exertion in doing will end up becoming a reflex activity that works out easily. 


Continually endeavoring to be positive might be troublesome from the outset since that little inside voice will be revealing to you that you can't do it however the more you stick to having an uplifting mentality and being positive even in contrary conditions it will get simpler and it will in the end turn out to be essential for your character. 


The vast majority generally feel negative promptly toward the beginning of the day when they awaken and acknowledge they have a long feverish day in front of them, they consequently feel tested and powerless that is the ideal second to consolidate your uplifting demeanor. 


Every morning you wake and guarantee yourself that it will be a decent day and that you have absolute power over your joy. You probably won't have power over what occurs for the duration of the day yet you have command over your response to what exactly will occur. 


In spite of the fact that your day may not end up being what you had wanted as opposed to getting irritated or even irate with yourself and feeling like you bombed you

Thursday, August 6, 2020

CARI KERJA ATAU USHA TANPA MODAL

 

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ATAU 

YA.. SAYA MAU DAFTAR  





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ATAU 

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Friday, July 19, 2019

“We” is a Just Right Coaching Word


Several times this week, I’ve paused at dusk to watch the fireflies dance. Their flickering glitter brings a sense of magic to the end of a long summer day.  In my neighborhood, the fireflies’ flash is accompanied by a chorus of cicadas and tree frogs, so it’s hard to miss the fact that night is falling.

This time of year, it’s also hard to miss the signs that summer break is dimming.  Discount stores have stocked up on school supplies, and many families are packing to squeeze in a vacation before the ring of the school bell signals the end of summer. 

For coaches, it’s a good time to think ahead to the coming year.  How will you frame your work as a coach so that it’s welcomed by teachers?  In last week’s post, I shared some magic words for coaching and collaboration.  This week, I’ll add another to the list, a word that signals to teachers the kind of relationship you hope to have with them in your coaching work.  It is the short but powerful word, we. 

When we frame our work with the word we, our words set forth that work as collaborative.  We implies that the work will be shared. It says we will be bouncing ideas off one another, listening respectfully, and celebrating shared victories. We will depend on each other and depend on trust.  The work will feel collaborative when we use the word we more than I. Hanging a sign with those two letters, w-e, in our meeting room is a good reminder.

As we work together with teachers, instruction becomes “a public contribution to be shared, used, shaped, and understood by the community.”*  We help each other grow. Our work becomes an illustration of the Quaker proverb, “Thee lift me and I’ll lift thee and we’ll ascend together.”

The “ascension” of instructional improvement is the work of collaboration and coaching.  The word we is a “just right” word for couching our coaching work. 

While watching the fireflies tonight, I was reminded of the importance of word choice expressed in Mark Twain’s quip: “The difference between the almost right word and the right word is really a large matter—'tis the difference between the lightning-bug and the lightning.”  Thinking about the implications of the words we choose can get our coaching off on the right foot when a new school year gets underway.

*Lieberman, A., & Pointer Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1), p. 80.


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Teacher collaboration is something I’m passionate about!  You can read more about creating a collaborative culture in my upcoming book, Collaborative Lesson Study, available herefor pre-order (20% discount code is TCP2019).  Please indulge me in celebrating this book.  I’m so excited to share what I’ve learned!
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This week, you might want to take a look at:

Preparing classrooms for success at the beginning of the school year (podcast):



A beautiful, printable poster with tips for new teachers:



A helpful excerpt from the book Discipline with Dignity:



Building routines for readers workshop:



Moving coaching relationships from social to professional:


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Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!

Friday, July 12, 2019

Magic Words for Collaboration & Coaching


This week I had the good fortune of working with two groups of teachers, with a focus on collaboration.  I learned a lot from listening, and hopefully they took away a good idea or two.  One of the ideas my mind kept coming back to was the power of words.  Words chosen thoughtfully can support collaboration, and these same words have a magic touch when coaching.  Here are a few of my favorites:

Some: What are somethings we could try?

Some is a plural word that opens thinking.  When we ask about some things instead of saying, “What could we (you) try?”  We are opening our minds to brainstorm possibilities, rather than quickly narrowing our thinking.   The first idea out of our mouths is usually not the best idea, so let’s leave the conversation open for a while.

Could/might: What are somethings we could try?

These modal verbs express possibility.  Like plurals, their tentativeness gives us the opportunity to process ideas.

Celebrate:  What do you want to celebrate about that lesson (or that student work, etc.)?

Beginning a conversation with successes gets the ball going in the right direction.  But I like the word celebrate more than success.  It just sounds so celebratory!  Success feels a bit more judgmental.

Puzzle: What were you puzzled by?

When something is puzzling, there is a challenge implied.  On the other hand, when something is  frustrating, we may wring our hands and complain.  Similar situation, different word choice, different outcome.

Clues:  What clues did you notice?  or What clues do we have?

Again, the word clue implies that the game is afoot! We are coaxed to figure something out.  The word clue is much more enticing than evidence, especially after the overuse of the phrase evidence-based during the last decade or so.

These are just a few of the magic words that support coaching and collaboration.  If you can think of others, please “comment” below.  I’d love to add to the list!
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Teacher collaboration is something I’m passionate about!  Really!  You can read more about it in my upcoming book, Collaborative Lesson Study, available herefor pre-order (20% discount code is TCP2019).  Please indulge me in celebrating this book.  I’m so excited to share what I’ve learned!


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This week, you might want to take a look at:

Research Shows Teacher Collaboration Helps Raise Student Achievement:



Have a laugh with “Behavior Charts for Educators” by Gerry Brooks:



Learning character traits through word sorts:



Two questions to ask a teacher before coaching:



When collaborating, colleagues match complementary strengths:


That’s it for this week.  Happy Coaching!

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Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!


Sunday, July 7, 2019

Principles for Effective Professional Learning


Are you working with your school’s leadership team to improve instruction?  Have you targeted an area where you would like to see growth during the upcoming school year?  Maybe your school’s goal is to include more STEM instruction, to incorporate social-emotional learning, or to implement a writer’s workshop approach.  Once you’ve determine an instructional goal, how do you make it happen?

Research on professional development suggests of few key characteristics of teachers’ learning that I think will ring true for you. 

Discussion-based learning:Teachers’ learning, like their students, is contextual and social.  Professional learning that includes collaboration and social construction of knowledge promotes teacher learning and also models interactive learning structures that teachers can take to their own classrooms. Text talks, protocols for professional discussion, and co-constructed anchor charts help teachers generate and hang on to important ideas.

Personalization: Peery (2004) argued, “Teachers must invest in their own growth by posing their own questions…This personalization is the essence of development.” But how do you personalize teacher learning when a focus has already been selected?  I’ve found that it is helpful to generate a list of essential questions about the topic (beforehand or as you launch a new initiative). Then let each teacher pick from among these the one s/he is most interested in investigating. You can also personalize by offering several articles for learning about the topic and letting teachers choose which to read, by giving opportunities for teachers to journal about their own learning, and by including time for teachers to design lessons that put principles into practice in their own classrooms.  Professional growth is possible when training is responsive to teachers’ personal needs.

Conceptual Understanding linked to Practical Application:  To be effective, teachers’ professional learning needs to maintain a link between conceptual and practical tools. When principles are presented, teachers need the opportunity to plan how to put them into practice.  This works best when professional learning experiences happen right in the school.

Time: short, stand-and-deliver inservice workshops can introduce or build awareness of new content, but real change requires extended opportunities for professional development.  Research suggests that longer duration produces sustained results. It’s hard to make the things listed above happen without investing considerable time. Having the time to think, read, write, and talk together supports Implementation.
As you ponder and plan for the upcoming school year, be sure to think about how the principles of professional learning, listed above, will be part of your plan for purposeful change.

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Peery, A.B. (2004). Deep change: Professional Development from the Inside Out. Lanham, MD:
Scarecrow Education.
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Teachers’ professional learning is something I’m passionate about!  One form of professional learning that includes the above attributes is Lesson Study.  You can read more about it in my upcoming book, Collaborative Lesson Study, available herefor pre-order (20% discount code is TCP2019).  Please indulge me in celebrating this book.  I’m so excited to share what I’ve learned!

This week, you might want to take a look at:

3 Ways to More “Aha” Moments in Coaching: 



I’ve tried this and it works!  Combining character traits and vocabulary instruction:



How mentors help first-year teachers:

The ABC’s of feedback:



That’s it for this week.  Happy Coaching!

Was this helpful?  Please share!
Want to know about new posts? Click “Follow” (bottom right)
Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!

Sunday, June 30, 2019

Coaching for Flexibility: Adjusting Active Ingredients


Teaching is a complex activity that includes frequent, multi-factor decision-making. Planning an effective lesson requires understanding; adjusting that plan appropriately as the lesson unfolds requires insight and flexibility.

I like to apply a baking metaphor when I think about teachers’ flexibility. Great bakers understand how to adjust ingredients based on their knowledge of how those ingredients interact. A baker knows how to adjust the liquid in a cake recipe on a humid day, how to adjust the baking powder at higher altitudes, how to balance sweetness with spice. Similarly, coaches can help teachers understand how to adjust a lesson when students are energetic or talkative, when they are confused, or when they are ready to be challenged.

Knowing the active ingredients in a lesson, those most important experiences that will enable learning, allows flexibility with other aspects of the lesson. When teachers can identify the active ingredients in the lesson, those key pieces that make it work, they can determine how other aspects of the lesson can be adjusted to interact effectively.

Flexibility begins during planning as teachers created your plan and decide what materials to use. Encourage teachers to use curriculum resources flexibly to match their students, Then, as the lesson plays out, there will be more opportunities for flexible use of materials.

Through thoughtful preparation, the teacher is well-positioned to be flexible based on what she sees and hears from students. Deviations from the plan might include changing materials or adjusting instructional methods as the lesson unfolds. Students are constantly giving the teacher information to guide the remainder of the lesson.  Encourage teachers to keep their learning targets in view as they adjust to students’ needs. Because no two classes are the same, materials, methods, and pacing will differ. Flexibility acknowledges this variability.

When teachers fail to flexibly adapt a lesson, students are denied the opportunity for richer learning that might have occurred had the adjustments been made.  Even as you work with teachers to plan effective lessons, emphasize that they are not tied to that plan.

So, if a read-aloud book is too far outside kids’ experiences, the teacher should stop reading it. If the number line isn’t working as a visual for fractions, she might pull out the unifix cubes. If evidence from students’ faces, comments, or work suggests the need for a change, encourage teachers to make that change. If staying the course means you will never reach your destination, it’s time for a change.

Another aspect of the lesson where flexibility is evident is during discussions between teacher and student. Teachers demonstrate lack of flexibility when they ignore a student’s comment or genuine question or when they quickly dismiss it. Learning is supported when, instead, a teacher listens and asks questions to better understand students’ reasoning or to clarify or extend students’ thinking.

Every classroom has a different combination of learners who have unique needs and experiences. Because of this variation, there are many, many aspects of a lesson that require a flexible response. Coaches can help teachers identify the goals and active ingredients of a lesson so that teachers know where to stay firm and where to be flexible within a lesson.

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Helping teachers develop flexibility is something I’m passionate about!  You can read more about it in my upcoming book, Collaborative Lesson Study, available herefor pre-order (20% discount code is TCP2019).  Please indulge me in celebrating this book.  I’m so excited to share what I’ve learned!


This week, you might want to take a look at:

Barry Lane’s TedXTalk on the Power of Kindness:



This video about lemonade stand entrepreneurs:



Questions for a team-coaching meeting on student engagement:



How to establish structures for writing response groups:



Tips for new instructional coaches:


That’s it for this week.  Happy Coaching!

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Want to know about new posts? Click “Follow” (bottom right)
Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!


Saturday, June 22, 2019

Endure or Enjoy!


Yesterday I visited with my Aunt Joan, a smiling, white-haired woman whose blue eyes still twinkle, even though she will soon be 90 years old.  As the wife of a small-town farmer, she has faced many challenges and has worked hard throughout her life.  She still does.  This winter, her physician had to threaten to withhold a prescription in order to get her to promise not to shovel the snow from her walkway. Even though she’s had rheumatoid arthritis for almost 70 years, when I talked with her yesterday, her only complaint about doing yard work was that she is no longer steady enough to trim the tops of her bushes.  She’s an amazing woman.

During our conversation, Aunt Joan both reminisced and talked about the future.  She said she wouldn’t trade her life for anything, and she gave me some advice:  Whatever situation you are given, make the most of it.  Be positive, she said.  The thing that matters most is your attitude.

This is sound advice no matter your profession. And for teachers, who work every day with impressionable children and youth, teachers’ attitudes have a ripple effect.

Teaching is hard work, but focusing on the negative is toxic, for both teachers and students.  A negative attitude creates distance between teachers and students and among colleagues, making the work harder. It breeds negative feelings about our profession that extend beyond the teachers’ lounge.

Human interactions can cultivate hope or breed despair.  They can build dreams or dash hopes.  So teachers need to give themselves regular check-ups to consider the attitudes they are reflecting to their students.

It always helps to start with ourselves. If I bite my tongue rather than speaking ungraciously of another, I am a builder instead of one who tears down. If I ask questions to get to know my colleagues better, I am strengthening relationships.  If I share a story of student growth and learning, I am creating celebratory expectations.

As coaches, we can find ways to shift conversations to be more hopeful and helpful. Model positive talk about students.  If students are called lazy, shift the conversation to focus on practices that enhance student motivation.  If students are described as incapable, help teacher uncover their areas of strength. Shifting the conversation away from complaining can raise expectations for students and help teachers feel more efficacious.  

Coaches can also take a direct approach to changing attitudes.  Anonymously collect complaints you hear about students, then bring these comments to a faculty meeting for discussion.  Ask teachers to reflect: What do these statements imply about expectations and interactions? Then give a one-week complaint-free challenge.  You can lighten the tone by giving each teacher a few complaint “tickets” to be issued when they catch a colleague complaining during the week. After the week has passed, have teacher reflect on any changes.  Do they walk away from school at the end of the day with more energy? With more joy?

Teachers can find something positive to talk about, replacing negativity with joy and grumbling with thankfulness. They can build relationships with students and colleagues. As teachers spend less time talking about negative aspects of their jobs and their students and focus on more positive experiences, they feel more hope for the future of education and for their role in that future.  Instructional coaches can provide support and inspiration to help teachers enjoy, not just endure, their professions. 


This week, you might want to take a look at:

If you’re planning PD, read this:



Tips for moving into a coaching position:



Relationship-building tips for instructional coaches:



Sharable articles on the research that should guide literacy instruction:



Getting started with trauma-informed practices:


That’s it for this week.  Happy Coaching!

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Want to know about new posts? Click “Follow” (bottom right)
Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!


Saturday, June 15, 2019

Coaching for Understanding


For years, I’ve used the acronym “KUD” when determining lesson objectives. K = Know, D = Do, and the middle, the “U” is the all-important “understand.”  But what does it mean to really understand something?

When defining understanding, it is helpful to think first about what it is not. Understanding is not knowledge. It is not the ability to recall a storehouse of facts.  It is not repeating someone else’s claim. Understanding is something you see and grasp for yourself. You get the whatand why of it. You don’t just know facts, you connect them and use them.

Understanding is complicated. It is means grasping a conclusion, not committing something to memory. Understanding includes inferences and insights, principles and generalizations that go beyond the obvious. Understanding is making meaning on your own. Understanding is deep.

Understanding may be founded in both knowledge of content and knowledge of procedures. Understanding develops through opportunities to apply, analyze, predict, prove, explain, defend, interpret, generalize, synthesize, and make connections.

When teachers want students to understand, they design learning activities where students are active participants. They include class discussions rather than simply asking questions that quiz students’ knowledge.

When coaches want teachers to understand, they also provide opportunities for active participation.  Rather than giving teachers a scripted lesson plan, they provide professional literature and support reflection.  They encourage informed experimentation and ask open-ended questions.  Both teachers’ and coaches’ understanding is expanded in the process.

As teachers and coaches gain understanding of how students learn, they do things differently.  Understanding brings structure to our knowledge and informs our actions.  And we can justify those actions; we can explain why something matters.  When a new wave of reform washes over us, our understanding anchors us.  We can adjust and apply our learning in varied and unique situations.

Think of something you really understand about instruction – a teaching principal that you are sure of.  How did you gain that understanding?  How might you help others gain it? 

Coaches support learning that increases understanding for both students and teachers. Understanding cannot be thrust upon anyone; they have to open the door for it, walk in, wander around, and explore until they find it.  Information is easily found through a Google search or Siri query, but understanding is an undertaking – one that is worth the effort for students, teachers, and coaches.

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Helping students and teachers develop understanding is something I’m passionate about!  You can read more about it in my upcoming book, Collaborative Lesson Study, available herefor pre-order (20% discount code is TCP2019).  Please indulge me in celebrating this book.  I’m so excited to share what I’ve learned!

This week, you might want to take a look at:

Establishing the why and how of collaborative work with teachers:


Ways to encourage student collaboration:


Don’t let the tag-line fool you – this article about fostering friendship among classmates is powerful for all (not just pre-school teachers):


A book list to help build a classroom library that mirrors your classroom community:


10-Minute Podcast: 5 awesome things for teachers to do this summer:


That’s it for this week.  Happy Coaching!
Was this helpful?  Please share!
Want to know about new posts? Click “Follow” (bottom right)
Like on Facebook at: facebook.com/mycoachescouch for more coaching and teaching tips!