Encouraging reflective practice…

What’s your current reality? Where would you place yourself on a scale of 1-10? What’s already going well? What might take you up a notch or two? So what?

This is a coaching tool that works from the perspective of appreciative inquiry and encourages a strength based focus. The emphasis is on recognising positives and then deciding on the next step, rather than seeking perfection and feeling inadequate because it’s not achievable. The ‘so that…’ means that the purpose and outcome of the goal have been considered and identified.

How might you utilise this approach as a teacher to encourage self assessment and goal setting in students, perhaps alongside success criteria in the form of ‘I can’ statements?

How might you utilise the approach as a leader, to encourage reflective practice in teachers, perhaps supported by your articulated beliefs about learning?

How might you use the approach as a workshop leader or presenter to encourage participants to reflect and consider action they will take as a result of their learning from your session?

Below are some goals shared during my workshop at the Toddle planning meetup yesterday:

  • ‘I will start with the child before considering last year’s planner, so that we can create more responsive and authentically differentiated units’
  • ‘I will change my plans as students respond so that they can see more of their curiosity represented in learning engagements.’
  • ‘I will use the two questions- What has been revealed? How might we respond? to support greater responsiveness to our students as we plan for our teaching and learning’
  • I will find times in our PLCs for revisiting the unit planner so that reflection is more organic.

It’s an effective model to use with others, but also for personal reflection. What are my strengths? What am I proud of? What is one thing that I might do next? So what?

CONTEMPLATIONS ON COACHING #2

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