This link has been bookmarked by 11 people . It was first bookmarked on 02 May 2009, by Mary Rodger.
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Ty YostInventors understand that early prototypes inform them best about what doesn't work rather than what does. But what about when prototypes are people? It's difficult for me not to feel guilty about the mistakes I made with students' education in my first few years. In the same way, as a third-year coach, I find myself reflecting on my missteps with the first set of teachers that I collaborated with as I was figuring out who I was as a coach.
Looking back I can see how the way I described coaching to teachers to open doors, sounded a lot like an adult recess: -
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What I want you to know is that in each step of the cycle, we both have a responsibility. Sometimes it is more me and sometimes it is more you. At some point I may encourage you to try something that could feel different or uncomfortable, but I'm not going to ask you to do something without supporting you. At some point you may ask me to do something uncomfortable. You are the expert on these learners and I am not; I need your permission to make mistakes in front of you too. If we both give time and honesty to this process, I've found over and over that it is truly a rewarding experience of collaboration.
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Where is this teacher's zone of proximal development? In other words, what can she do next that is close to what she's doing now?"
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hat can students know and do as a result of this lesson?"(I learned this fro
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Mary Rodgercoaching teachers
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