November 19, 2024 • 33 mins
Unlock the keys to fostering gratitude and encouragement in your classroom as we celebrate Thanksgiving with a special guest, instructional coach Shelly Gibson. This episode promises to equip you with practical strategies for showing appreciation to your students through listening, meaningful connections, and purposeful actions. Together with co-host Daniel Rock, we'll share how these practices create a nurturing environment where students can thrive, even when challenges arise.
Join us on a journey of personalized encouragement and its transformative effects. Drawing from Shelly's inspiring experiences, we'll illustrate how small gestures, like personalized notes and community involvement, can have lasting positive impacts on students and educators alike. Discover the story of how Shelly went above and beyond, organizing special sessions and even acquiring a bus license to ensure every student felt supported in their academic pursuits.
Explore effective coaching strategies that benefit both students and teachers. We'll emphasize the power of personal connections, constructive feedback, and genuine interest in students' lives beyond the classroom. Shelly shares insights on how instructional coaches can mirror this support to teachers, creating an uplifting atmosphere. As Thanksgiving nears, we encourage reflection on gratitude and look forward to reconnecting after the holiday break with renewed inspiration and insights.
Download the corresponding handout to remember these tips.
The Southern Regional Education Board is a nonprofit, nonpartisan organization that works with states and schools to improve education at every level, from early childhood through doctoral education and the workforce.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Hello again.
I'm Ashley Shaw and it is theweek before Thanksgiving, so we
are going to do a specialThanksgiving themed episode for
you today.
But before we get into that,let me welcome my co-host, dan
Ruck.
Hi, dan.
Speaker 2 (00:17):
Hey, ashley, good to be here.
Speaker 1 (00:19):
It's great to have you.
I am very thankful that you arehere today helping me with this
episode.
Speaker 2 (00:26):
I am thankful for the opportunity to learn all the
great things that theseinstructional coaches are
sharing with us.
Speaker 1 (00:34):
All right, we both are in the spirit of
Thanksgiving, and that's perfect, because I would like a coach
who could actually help me withsome thankful things.
So what's on your mind today,Ashley, in terms of something
you're looking for a little bitof coaching on so it is, as I
pointed out, the week beforeThanksgiving, and I thought that
(00:54):
it would be nice to dosomething special.
And so, as Thanksgiving getsnear, I've been thinking about
all the things I'm thankful fornot just you, but just
everything in my life.
And one of the things that I amvery thankful for and that I
sometimes forget that I'mthankful for, is my students,
and I want to be better atshowing them that they matter to
(01:18):
me and that I'm thankful forthem, and I want to be better at
encouraging them.
So I thought what a perfecttime for us to have kind of a
special episode.
You don't have to listen tothis if it's not Thanksgiving,
if you're listening to these atsome completely other random
time, but it is Thanksgivingnext week, so I thought it'd be
(01:39):
nice to have a coach come in andtalk a little bit about
encouraging our students.
Do you have anybody that canhelp me with that?
Speaker 2 (01:46):
So we'll call this a very special episode.
Oh, I like it.
You know, I think I knowsomebody who would be perfect
for that.
We have an instructional coachwho focuses on math and also
works a lot with technology, butmore than that, she's got a
personal touch and a way ofworking with teachers to build
(02:10):
connection, to help teachersbuild connections with students,
and she builds theseconnections with students and
teachers, and she has somereally specific ways that she
does that.
So why don't we have ShellyGibson come in and work with you
a little bit?
Speaker 1 (02:27):
All right.
Well, I am looking forward toworking with her.
Thanks, as always.
Speaker 2 (02:33):
I look forward to hearing what she has to say.
Speaker 1 (02:35):
All right, we'll talk to you after the episode.
Hi Shelly, thank you so muchfor being here today.
Thank you, it's an honor to behere with you today, well.
Speaker 3 (02:42):
I am really excited for this lesson today.
Thank you, it's an honor to behere with you today.
Speaker 1 (02:45):
Well, I am really excited for this lesson.
Before we get into that, though, can you tell me a little bit
about who you are?
Speaker 3 (02:53):
I am an instructional math coach here with SREB and
this is my year here.
Right In the past I've been ateacher of elementary, middle
and high school yes, and Itaught in the school system for
(03:15):
about 15 years before I camehere to SREB.
A little bit about me is that Ilove math and I love being
creative in a math classroom, soI'm always looking for another
way to solve a problem.
I love technology.
(03:36):
I love tinkering with differentcomputer type things,
technology and new apps,especially with AI out there.
I love crime shows and I thinkit's because of that math person
in me I love problem solving.
I love helping the public.
I love helping people findtheir way.
(03:57):
So that's a little bit about me.
Speaker 1 (04:02):
Well, I love that answer.
I really love that.
You said you love beingcreative in a math class because
, as an English person myselfand I'm like, oh, english is the
creative skills.
Math is just you're right oryou're wrong.
There's no creativity to that.
I love hearing that there is.
There can be creativity in mathtoo.
Yeah, I really like that.
So let me tell you that I wastelling Dan, next week is
(04:25):
thanksgiving and I'm really in athankful place reminding myself
what I'm grateful for.
And sometimes it can be hard toremember that I'm grateful for
my students literally wouldn'thave a job without them.
So I have to remind myself thatsometimes, when maybe they're
not acting the way I want themto be acting, I have to remember
(04:48):
, hey, they're here, they'rehere every day.
They're trying, they're doingtheir job, and I want to show
them that I'm grateful for themby being better at encouraging
them and reminding them of howgreat they are.
And so I asked him do you havea coach who can help me be
better at encouraging mystudents?
And he told me you're theexpert, so can you help me with
(05:10):
that?
Speaker 3 (05:11):
I certainly will do my best.
Speaker 1 (05:14):
All right, well, I'm looking forward to your tips.
So do you have any tips for me?
Speaker 3 (05:20):
Yes, yes, I think teachers are often faced with
many daily day-to-day kind ofhit-the-grind kind of things
that they have to worry about.
When you think about a teacher,you think about a person that
wears many different hats and,yes, they need encouragement.
But you know what Our studentsneed encouragement as well, but
(05:43):
you know what Our students needencouragement as well.
So when I talk to teachersabout encouraging their students
, I often tell them to thinkabout these three key ideas To
listen to their students,because they have a lot of value
to give to you, and to makethose connections that teacher
rapport is so important.
(06:04):
And then follow it up, not justby listening and making those
connections, but doing thingsthat could really purposefully
make those connections so thatyour students will feel more
empowered, because our kids arereally struggling today with
(06:24):
emotional things that really bogthem down.
So when they come to us, theyreally need that encouragement,
don't they, they do, and Ireally love the tips you gave me
.
Speaker 1 (06:35):
Maybe we can break them down and you can give us
some examples of how to do it.
So I know you started withlisten, so let's talk about
listening.
How can I show my students I'mlistening to them?
Speaker 3 (06:44):
I often tell teachers listen to your kids.
They really have a lot to giveyou.
Ask them questions.
Your classroom should be filledwith hey, I want to hear what
you're thinking about thisproblem, or I want to hear your
perspective, because it may betotally different than the way
you would have done it.
And in the classroom thestudents need a voice.
(07:08):
They need someone to talk, toexplain things to them when
you're listening.
So when you're asking questions, your question shouldn't be oh,
what did you get for this?
Answer?
It goes to that's not the waywe want to ask questions.
We want to ask questions thatare open-ended, so our kids can
(07:32):
explain their thinking.
So instead I might ask can youexplain how you got to, so now
they can explain and talk aboutwhat they're doing?
When I ask students questions, Ioften restate it and just think
about it.
Someone restates something thatyou just said.
(07:52):
They first are saying theyvalue you as a person and that
they're really listening.
So we call it revoicing.
So sometimes, when a studentwill explain something, I want
them to know that I valued theiropinion.
So I will say so I heard yousay.
And then we explain it from myperspective, because sometimes
(08:14):
the kid will hear it back andthey'll go well, well, I'll go
the other minute.
No, that's not really what I'msaying, so sometimes I do that
as well.
Speaker 1 (08:22):
All right, I think that's a great piece of advice.
Speaker 3 (08:25):
I want to listen to my kids.
I want to know what's going onin their lives when they come in
.
Sometimes that listening maynot be verbal, but that
listening could be how they walkin the classroom.
Was their head down?
Those are listening activitiesas well.
Do they need that encouraging?
(08:47):
When they come and they sitdown in my class and they're
just like you know, like had areally bad day and they're
coming in there, I shouldn't go.
You know, the bell rang, getyour book out.
If I was really listening, Iwould walk over and say, hey,
what's going on?
Today I noticed that you camein and you were really not
(09:10):
looking like the normal person.
That makes me happy.
When they walk in my classroom,we think listening has to be
auditory.
It can be just watching yourkids and paying attention to who
they are when they're walkingin.
They come every day to ourclass.
Just like we have a lot ofthings going at us every day.
(09:32):
Our kids do as well.
We sometimes negate them andsay, oh, this isn't their kids.
They don't know the magnitudeof real problems, but they're
problems to them and they'rereally valid and we need to
encourage them and let them know.
Hey, look, I'm here if you needsomeone to talk, to understand
(09:55):
what you're going through, andeven if you don't think I can
understand, I'm here to listenthrough and even if you don't
think I can understand, I'm hereto listen.
Speaker 1 (10:06):
Yeah, I do remember being a teenager, middle school
student, that age range wherethings that I would probably
find silly today were all thoseemotions that you're just like,
oh, this is the most importantthing in the world and how can I
focus on anything else but thatboy I like, or whatever the
situation at the time is.
So I think that was great adviceand something that you don't
always think of, because, yeah,you do think of listening as
somebody saying words and I hearthose words, and that is not
(10:30):
always what listening is.
So I think those are some greattips on listening.
How about connecting?
That's your next pointConnecting with students.
How do I do that?
Speaker 3 (10:40):
Well, you remind them again of how important that
they are right.
Connecting to me is just takingtime to affirm them of who they
are.
You know we talk about feedbacksometimes and feedback is, you
know, giving kids feedback.
But it's not like sayingfeedback, but it's not like
(11:06):
saying good job, oh, you'recorrect, way to go, perfect.
That's not feedback.
It needs to be intentional, itneeds to be specific according
to the strength that they have.
So, for example, I could say Ireally like the way you
persevered through that problem,because that is a way that I
really want them to continue todo things.
Another way I try to connectwith kids is to just small talk.
(11:28):
Just ask them hey, how's itgoing today?
Hey, I saw that you played inlast night's game.
I heard you had 20 points.
Oh, awesome.
Connecting can also be justfinding things that they enjoy
doing and just having thatlittle.
(11:50):
It's not a planned conversation, but it's just making those
connections through sayingthings like oh yeah, I love
football too.
My favorite team is Sunset.
The high school level.
I had lots of football playersin the fall, so you made those
connections.
Who do you like?
I remember one school year I hada student and he loved the New
(12:14):
England Patriots.
I meant every Friday.
He was like all his New Englandgarb so I had to buy well,
they're now called theWashington Commanders.
I had to buy theirparaphernalia so that would be
our thing On Fridays because itwas just before the weekend and
(12:35):
some of us will come back eatinghumble pie on Monday because
our team lost, right.
But you know he was with astrong team.
But that made connections andthat kid just looked forward to
walking in that class everyFriday and seeing what I had on
and having that conversation offootball Like who did what and
(12:57):
and how did our team play or howthey didn't play.
But those were connections wemade.
Speaker 1 (13:04):
And I'd like to add something that you made me think
of is that's great.
I love connecting.
I love the idea of connectingwith students and their interest
outside of class.
I don't know if this works in amath class as well, I don't,
I'm not sure, but I know in anEnglish class I've seen the look
on students' face sometimeswhen they come up to ask me a
question about their paper maybeand I remember what that paper
(13:27):
was Like they think it's justgoing to be.
You know, they might saysomething like I wrote a paper
about Benjamin Franklin and I'mlike oh yeah, and you said this
and you said that, and it was areally good point when you made
that.
And they're just like, oh, oh,like, like it's like you
remembered the fact that Iremembered their words and not
they were surprised a lot, and Ican see it on their face and I
(13:50):
hadn't thought I didn't do it totry to do anything special.
I just happened to rememberthat paper.
And now I try to make a pointof always remembering the papers
, and now I try to make it apoint of always remembering the
papers.
I do want to say something thatI saw you do Confession.
I have met Shelly before.
I went and saw her do aconference session and you were
(14:13):
talking about encouragementthere too, and it wasn't
encouraging students, it wasencouraging teachers because
this was a coaching conference,that you were talking to other
instructional coaches.
But one thing you did thatreally impressed me that I think
that teachers can do for theirstudents as well.
You came into that classroom.
You didn't know a single personthere, but you gave everybody a
(14:34):
little sticker that saidsomething like I'm grateful for
you or thank you for being here,or whatever.
Everybody's sticker wasdifferent but you somehow gave
everybody an individual messagethat was special to them, even
though you didn't even know whowe were.
And that was the first timethat we ever met and it's still.
(14:55):
It's been like two years nowand it still sticks in my mind
and I think that's great to dofor students, to just go and do
just like you did for coachesGive them a little thing like a
sticker that says something andgive them, even if you don't
have the sticker, if you just goup to them as they walk into
class and say some personalizedmessage just to start the class
(15:16):
of like hey, I'm grateful foryou, thank you for being here
today, and that's a little bitdifferent for everybody.
So first of all, thank you fordoing that.
Speaker 3 (15:27):
I still do that with my teachers now that I'm no
longer in the classroom, andyou'd be amazed that when I
return today, like months later,that post-it note is still on
the wall behind their desk.
So that was very meaningful andit helped make those
(15:47):
connections.
I have done that.
When I was in the classroom Ihad the Freshman Academy.
It was called back then and Ihad all ninth graders so they
were my home run and I used thatto welcome them and I remember
(16:11):
the last day of school thoselittle post-it notes would be
inside their locker because Iwas also the one that had to
clean it out those last days ofschool and the kids kept them.
I was so surprised.
So that's when I knew that evena little post-it note,
something so simple, it is sovaluable to someone else and it
only just takes a few shortminutes.
Speaker 1 (16:31):
And, speaking as a former teenager, I'll tell you
that I used to go to some campover the summer and one of the
things they did was they had aboard where you could go write I
forgot what they called them,but just basically like little
notes throughout the day and putit in your box and then at the
end of the week you would takeit home and then when you go
home you have all theseencouraging notes from campers
and other counselors and thingslike that.
(16:53):
And I was recently going througha box of stuff.
It's like a box where I keepold letters and cards and things
like that and I found those somany years later that I won't
mention the number of years here.
I read through them and I feltgood again and it was something
that somebody had written mefrom, like.
Obviously it meant something tome at the time because I saved
them.
But then here it is, 20 yearslater I'm getting encouraged
(17:15):
again and I think that's thesame thing.
You know not that all thestudents are going to keep these
, like me being a hoarder, butif they do, like it's something
that they think about it in thefuture, I think it's still
helpful.
Speaker 3 (17:30):
I tell you now I think kids today take those
notes and take a picture of it.
Yeah, that's true, that's true,and then they just scroll back
to their pictures later to bereminded of it.
It's a perfect example, though,that you just gave.
That's a good segue to my thirdkey was doing things.
Doing things that really canencourage, like leaving those
(17:52):
notes for your kids or going theextra mile.
When I taught my kids, I tendto get the kids who like math
was the worst thing on earth.
I don't understand why mathgets a bad rap.
No one ever says I'm bad atreading.
Speaker 1 (18:08):
I hear I don't want to read.
I hate reading and I'm not awriter.
I can't write every day, so Ithink that's just what subject
you teach.
Speaker 3 (18:16):
That's true, because I am not a writer.
It's just like getting that infront of me.
That's not the right side of mybrain, I guess, but just doing
small things for the kids.
So my kids really felt it was achallenge and I had to really
show them that I care and bygoing at it extra mile.
(18:38):
My principle at that time waswhatever it takes by going at
extra mile.
The principal at that time waswhatever it takes.
And so I got into the Saturdayschool thing and I allowed
myself to be vulnerable justbecause people were saying why
are you coming on a Saturday?
You're not getting paid.
But I wanted my kids to know Iwill do whatever it takes to
(18:59):
help them.
So I came in on Saturdaystaking the alarm off the high
school building, praying that itdidn't go off and the police
would come and they'd go down tomy hallway.
I got community involved also.
They bought pizza for the kids.
The church would give me snacksfor them.
(19:21):
I got my bus license because itwasn't an option.
I wanted those kids to come andI didn't want an excuse.
I couldn't get there.
Bus doesn't run.
So I've had a bus and on Fridaynights I would call parents and
tell them what time I waspicking their kids up within
five minutes and I drove a busand got them into school.
(19:42):
And the first year I did that Ihad kids that did amazing.
This was the first time theyever passed an EOC and they
would be in tears, wow, wow.
The second year I did that Iwasn't alone.
I then now had another teammatethat would go, so it made life
(20:07):
a lot easier because I couldjust get up and go get the bus.
Especially in the winter mustfeed it up and she was in there
setting things up.
So so even when you wereteaching.
Speaker 1 (20:19):
you were encouraging other teachers.
Speaker 3 (20:21):
Yes, yes, so yeah, and during that time we had some
amazing scores at our schooland but it was because our kids
understood that we were there tohelp them and it wasn't just I
know there were instructionalstrategies we came with and we
(20:42):
did and we improved in that area, but our kids were willing to
get up in the early morning on aSaturday and come in until
about I guess we were from 8until 11.
That's early on a Saturday.
Speaker 1 (20:57):
Yes.
Speaker 3 (20:59):
And we gave them lunch and for some of those kids
you know, they took out alittle paper plate to put more
pizza in and called it to takehome.
And did we foster?
No, we just told the pizzaplace the next week we needed
more pizza and they provided it.
But our kids' needs needed tobe met first.
Speaker 1 (21:22):
Wow, that is great and very impressive.
You definitely are a greatperson to have come and done
this lesson, because I don'tknow how many other people I
could have come in here to talkabout this who are going to have
gone as far as you did for thestudents.
Speaker 3 (21:38):
Can.
Speaker 1 (21:38):
I leave you with one quote.
I would love for you to leaveme with a quote.
Speaker 3 (21:43):
And I was given this years ago.
It's students don't care whatyou know and they know we're
math teachers and they know weknow the math.
They don't care what you knowand they know we're math
teachers and they know we knowthe math.
They don't care what we knowuntil they know you care.
When someone gave me thatmessage, I took it to heart.
My kids needed to hear that Icare, feel the connections, that
(22:07):
I care, but most of all I needto do that in action, to know
that I care, and from there theywould be very receptive of what
I had to say.
Speaker 1 (22:18):
Wow, I love.
First of all, I love that quoteand I love your interpretation
of the quote.
Thank you.
So that bell meant that we'realmost out of time.
Do you have any homework for mebefore you go today?
Speaker 3 (22:32):
Yes, I would really love you to look at those three
key ideas I spoke of to listen,connect and do in the lives of
your kids in your classroom.
I want you to listen to them,look for those opportunities.
They're really here for whothey are and make those
connections.
And they may not be formal inthe classroom while you're
(22:54):
teaching.
They're really here for whothey are and make those
connections.
And they may not be formal inthe classroom while you're
teaching, they could be informal.
And then do Let them see yourlove and action, because I know
you love and support them andyou just want to believe in them
and make them feel empowered tounlock their own potential in
the learning that they have.
Speaker 1 (23:09):
All right.
Well, I am definitely Well,next week I'm going to take off
because it's Thanksgiving and Iwon't.
I won't have any students, butthen the following week I would
come back and I am going to makeit a point to do some of the
things that she talked abouttoday, because I do think it's
really important, especially aswe're getting near the end of
the semester, and just remindingthem that, yes, I care, I want
(23:33):
them to do well.
I'm not there to try to failthem.
Well, shelly, I think this wasa great episode.
Thank you so much for comingtoday.
Speaker 3 (23:42):
Thank you for having me.
I so enjoyed chatting with youtoday.
Speaker 1 (23:47):
Yeah, I did too.
So have a great Thanksgivingyou too.
Okay, a great Thanksgiving youtoo.
Bye, bye-bye.
Speaker 2 (23:57):
Well, that was really interesting and really a little
bit inspiring to hear how shemakes those connections and goes
the extra mile to help thosekids.
Speaker 1 (24:11):
She goes like the extra five miles.
She's my new role model.
Speaker 2 (24:15):
And that's.
You know, we have to be mindfulthat not every teacher has the
time and bandwidth to do that,but maybe there's little things
you can do.
You know, I once spoke to ateacher who was always the sort
of student pick for theirfavorite teacher and was their
(24:37):
star, was called star teacherand really her secret, she said,
was she goes to their games andjust going to their games or
their shows.
Students will actually workharder in your class if you show
up to some of those things,knowing that again, teachers
(24:57):
have a life.
That's just a tip that I heardcome through that resonated with
me.
Speaker 1 (25:04):
If you're showing interest in my interest, then
I'm going to show interest inyour interest.
So if that's you coming to mygame, then that means I'm going
to pay attention in your class.
So it makes sense to me.
Speaker 2 (25:18):
Exactly, but let's look at it through the lens of a
coach.
What was fascinating from whatshe had to say is, instead of
talking about students, shecould have been talking about
teachers.
Talking about students, shecould have been talking about
teachers.
All of the steps that shetalked about how to push,
connect with, inspire studentsare what we try to do with our
(25:39):
teachers as coaches For example,listening, showing teachers
that you're listening byrestating the question or, as
she said, revoicing, and that isone of the most important
Strategies that I use, becauseit helps the teacher know that
(25:59):
I'm trying to understand whatshe's saying and I am trying to
understand what she's saying.
So, if I say so, what I'mhearing you say is you want this
, this and this and yourstudents don't do that, this and
that, and you're trying tofigure out how to make that work
.
Is that correct?
It gives them a beat to hearwhat they're saying and to show
(26:26):
that you are locked in, as myson would say.
Speaker 1 (26:30):
And I mean I think it's also the same with the
listening skills that she talkedabout that aren't verbal
listening, the watching, thebody language?
I mean I assume I'm not aninstructional coach but I am.
I do teach, and if somebody'sgoing to come into my classroom
and try to help me and everytime they come in they're just
like, ok, let's get down tobusiness.
(26:51):
You know, like I'm not going todevelop that relationship with
them, so I can see coming in andbeing like doing the small chat
, the small pop that she said,or, you know, noticing that
maybe I'm not in as good a moodas I usually am.
Things like that would make memore inclined to develop a
relationship where I lookforward to when the coach is
(27:12):
coming to my class and makes metrust them more.
Speaker 2 (27:16):
So I can see that from a teacher point of view,
and so that's exactly what weneed to do with teachers.
The way I name that is findingcommon ground.
What is something that we bothare interested in, that we both
have in common, that we boththink about it?
Sometimes it's fishing,sometimes it's books that we
(27:40):
like, things that we like toteach.
You know places we've been,experiences we've had, so it's
taking a second to learn alittle bit about their.
You don't have to pry intotheir personal life necessarily,
but just having you know,listening for some of those
things about their experiencesthat you can connect to and that
(28:03):
you can find common ground onRight.
And then one more thing that shesaid again, just like with
students, is making sure yourfeedback is specific and
actionable.
So if I say to my student, goodjob, well done, they're going
to be like okay, thanks, that'snot helpful.
(28:26):
I appreciate it.
I appreciate it.
But if you say to the studentyou wrote a thesis statement
that has three main points, butyou didn't really show a clear
argument, revise it with that.
So that's specific and it showsthe student that you're
actually paying attention towhat they're doing.
Speaker 1 (28:48):
Right.
Speaker 2 (28:48):
With teachers you have to do the exact same thing.
You can't just say say that wasa great lesson or you really
did a wonderful job with thatstrategy.
To specifically say why theydid a good job, what made it
good?
Speaker 1 (29:05):
yeah, I know I I've had that, especially when I
first started, and I neverwanted to hurt people's feelings
, and so it is that kind of likegreat job, great job on
everything.
And then they get their essayand they turn that in and they
get a grade that they didn'twant and they're like well,
you've been saying, this is whatI've been supposed to do all
semester, so I hurt them by notgiving them more specific
(29:30):
feedback.
But same thing if aninstructional coach comes in and
tells me great job, great job,I'm going to keep doing the same
things I was doing and then I'mgoing to get frustrated because
I'm not seeing any results andchanges.
So it can feel mean to becritical, but as long as it's
(29:51):
actually constructive criticismand it's actually helping them
in the long run, it's nicer andyou start with specifics of what
they're doing really well ortrying to do really well.
Speaker 2 (30:05):
You know, when you walk into the, when the students
walked in, you really greetedeach student and you
acknowledged you know that thisthe goal for the day.
Like, even you got to look forspecific things they're doing
that are positive, so that youcan build the teacher up from
(30:28):
what their strengths are.
You're up from what theirstrengths are and you have to
find that and make that clear tothem and then it's say the next
step is what is the next growtharea from that?
But if you have to be even withpositive, if you're just
general, then the teacherdoesn't really know what you're
(30:50):
just general, then the teacherdoesn't really know what you're
complimenting.
It doesn't help them improve.
Like, sometimes what getsattention is what gets repeated.
So if your teacher is doingsomething really good, you need
to be able to highlight that andbe specific and actionable with
it.
Speaker 1 (31:10):
Right, that makes sense.
Speaker 2 (31:12):
Yeah, so I just love everything that she's doing and
you can tell that she's not onlya great teacher, but also works
probably really well withadults.
Speaker 1 (31:24):
Yes, because it like I mentioned this in the episode,
but I did see her in a lessonon encouraging teachers from a
coach point of view and it madeeverybody there feel nice and
special and, just like students,teachers need encouragement too
and you know we might not havesomebody doing that every day.
(31:46):
So having the instructionalcoach come in and do that
definitely, I can see, helpsbuild the relationship between
the coach and the teacher.
So I think those were reallygreat tips.
I am thankful for those tipsand that reminds me that it is,
like I said at the beginning ofthis episode, the week before
(32:09):
Thanksgiving, so we will nothave a new episode.
Next week we're going to beenjoying our turkeys and pumpkin
pies, but the week after thatwe will be back with the new
episode and a new month.
So thanks for joining me.
Speaker 2 (32:27):
Enjoy your Thanksgiving.
Speaker 1 (32:29):
You too Bye See you later.
Hello again.
I'm Ashley Shaw and it is theweek before Thanksgiving, so we
are going to do a specialThanksgiving themed episode for
you today.
But before we get into that,let me welcome my co-host, dan
Ruck.
Hi, dan.
Speaker 2 (00:17):
Hey, ashley, good to be here.
Speaker 1 (00:19):
It's great to have you.
I am very thankful that you arehere today helping me with this
episode.
Speaker 2 (00:26):
I am thankful for the opportunity to learn all the
great things that theseinstructional coaches are
sharing with us.
Speaker 1 (00:34):
All right, we both are in the spirit of
Thanksgiving, and that's perfect, because I would like a coach
who could actually help me withsome thankful things.
So what's on your mind today,Ashley, in terms of something
you're looking for a little bitof coaching on so it is, as I
pointed out, the week beforeThanksgiving, and I thought that
(00:54):
it would be nice to dosomething special.
And so, as Thanksgiving getsnear, I've been thinking about
all the things I'm thankful fornot just you, but just
everything in my life.
And one of the things that I amvery thankful for and that I
sometimes forget that I'mthankful for, is my students,
and I want to be better atshowing them that they matter to
(01:18):
me and that I'm thankful forthem, and I want to be better at
encouraging them.
So I thought what a perfecttime for us to have kind of a
special episode.
You don't have to listen tothis if it's not Thanksgiving,
if you're listening to these atsome completely other random
time, but it is Thanksgivingnext week, so I thought it'd be
(01:39):
nice to have a coach come in andtalk a little bit about
encouraging our students.
Do you have anybody that canhelp me with that?
Speaker 2 (01:46):
So we'll call this a very special episode.
Oh, I like it.
You know, I think I knowsomebody who would be perfect
for that.
We have an instructional coachwho focuses on math and also
works a lot with technology, butmore than that, she's got a
personal touch and a way ofworking with teachers to build
(02:10):
connection, to help teachersbuild connections with students,
and she builds theseconnections with students and
teachers, and she has somereally specific ways that she
does that.
So why don't we have ShellyGibson come in and work with you
a little bit?
Speaker 1 (02:27):
All right.
Well, I am looking forward toworking with her.
Thanks, as always.
Speaker 2 (02:33):
I look forward to hearing what she has to say.
Speaker 1 (02:35):
All right, we'll talk to you after the episode.
Hi Shelly, thank you so muchfor being here today.
Thank you, it's an honor to behere with you today, well.
Speaker 3 (02:42):
I am really excited for this lesson today.
Thank you, it's an honor to behere with you today.
Speaker 1 (02:45):
Well, I am really excited for this lesson.
Before we get into that, though, can you tell me a little bit
about who you are?
Speaker 3 (02:53):
I am an instructional math coach here with SREB and
this is my year here.
Right In the past I've been ateacher of elementary, middle
and high school yes, and Itaught in the school system for
(03:15):
about 15 years before I camehere to SREB.
A little bit about me is that Ilove math and I love being
creative in a math classroom, soI'm always looking for another
way to solve a problem.
I love technology.
(03:36):
I love tinkering with differentcomputer type things,
technology and new apps,especially with AI out there.
I love crime shows and I thinkit's because of that math person
in me I love problem solving.
I love helping the public.
I love helping people findtheir way.
(03:57):
So that's a little bit about me.
Speaker 1 (04:02):
Well, I love that answer.
I really love that.
You said you love beingcreative in a math class because
, as an English person myselfand I'm like, oh, english is the
creative skills.
Math is just you're right oryou're wrong.
There's no creativity to that.
I love hearing that there is.
There can be creativity in mathtoo.
Yeah, I really like that.
So let me tell you that I wastelling Dan, next week is
(04:25):
thanksgiving and I'm really in athankful place reminding myself
what I'm grateful for.
And sometimes it can be hard toremember that I'm grateful for
my students literally wouldn'thave a job without them.
So I have to remind myself thatsometimes, when maybe they're
not acting the way I want themto be acting, I have to remember
(04:48):
, hey, they're here, they'rehere every day.
They're trying, they're doingtheir job, and I want to show
them that I'm grateful for themby being better at encouraging
them and reminding them of howgreat they are.
And so I asked him do you havea coach who can help me be
better at encouraging mystudents?
And he told me you're theexpert, so can you help me with
(05:10):
that?
Speaker 3 (05:11):
I certainly will do my best.
Speaker 1 (05:14):
All right, well, I'm looking forward to your tips.
So do you have any tips for me?
Speaker 3 (05:20):
Yes, yes, I think teachers are often faced with
many daily day-to-day kind ofhit-the-grind kind of things
that they have to worry about.
When you think about a teacher,you think about a person that
wears many different hats and,yes, they need encouragement.
But you know what Our studentsneed encouragement as well, but
(05:43):
you know what Our students needencouragement as well.
So when I talk to teachersabout encouraging their students
, I often tell them to thinkabout these three key ideas To
listen to their students,because they have a lot of value
to give to you, and to makethose connections that teacher
rapport is so important.
(06:04):
And then follow it up, not justby listening and making those
connections, but doing thingsthat could really purposefully
make those connections so thatyour students will feel more
empowered, because our kids arereally struggling today with
(06:24):
emotional things that really bogthem down.
So when they come to us, theyreally need that encouragement,
don't they, they do, and Ireally love the tips you gave me
.
Speaker 1 (06:35):
Maybe we can break them down and you can give us
some examples of how to do it.
So I know you started withlisten, so let's talk about
listening.
How can I show my students I'mlistening to them?
Speaker 3 (06:44):
I often tell teachers listen to your kids.
They really have a lot to giveyou.
Ask them questions.
Your classroom should be filledwith hey, I want to hear what
you're thinking about thisproblem, or I want to hear your
perspective, because it may betotally different than the way
you would have done it.
And in the classroom thestudents need a voice.
(07:08):
They need someone to talk, toexplain things to them when
you're listening.
So when you're asking questions, your question shouldn't be oh,
what did you get for this?
Answer?
It goes to that's not the waywe want to ask questions.
We want to ask questions thatare open-ended, so our kids can
(07:32):
explain their thinking.
So instead I might ask can youexplain how you got to, so now
they can explain and talk aboutwhat they're doing?
When I ask students questions, Ioften restate it and just think
about it.
Someone restates something thatyou just said.
(07:52):
They first are saying theyvalue you as a person and that
they're really listening.
So we call it revoicing.
So sometimes, when a studentwill explain something, I want
them to know that I valued theiropinion.
So I will say so I heard yousay.
And then we explain it from myperspective, because sometimes
(08:14):
the kid will hear it back andthey'll go well, well, I'll go
the other minute.
No, that's not really what I'msaying, so sometimes I do that
as well.
Speaker 1 (08:22):
All right, I think that's a great piece of advice.
Speaker 3 (08:25):
I want to listen to my kids.
I want to know what's going onin their lives when they come in
.
Sometimes that listening maynot be verbal, but that
listening could be how they walkin the classroom.
Was their head down?
Those are listening activitiesas well.
Do they need that encouraging?
(08:47):
When they come and they sitdown in my class and they're
just like you know, like had areally bad day and they're
coming in there, I shouldn't go.
You know, the bell rang, getyour book out.
If I was really listening, Iwould walk over and say, hey,
what's going on?
Today I noticed that you camein and you were really not
(09:10):
looking like the normal person.
That makes me happy.
When they walk in my classroom,we think listening has to be
auditory.
It can be just watching yourkids and paying attention to who
they are when they're walkingin.
They come every day to ourclass.
Just like we have a lot ofthings going at us every day.
(09:32):
Our kids do as well.
We sometimes negate them andsay, oh, this isn't their kids.
They don't know the magnitudeof real problems, but they're
problems to them and they'rereally valid and we need to
encourage them and let them know.
Hey, look, I'm here if you needsomeone to talk, to understand
(09:55):
what you're going through, andeven if you don't think I can
understand, I'm here to listenthrough and even if you don't
think I can understand, I'm hereto listen.
Speaker 1 (10:06):
Yeah, I do remember being a teenager, middle school
student, that age range wherethings that I would probably
find silly today were all thoseemotions that you're just like,
oh, this is the most importantthing in the world and how can I
focus on anything else but thatboy I like, or whatever the
situation at the time is.
So I think that was great adviceand something that you don't
always think of, because, yeah,you do think of listening as
somebody saying words and I hearthose words, and that is not
(10:30):
always what listening is.
So I think those are some greattips on listening.
How about connecting?
That's your next pointConnecting with students.
How do I do that?
Speaker 3 (10:40):
Well, you remind them again of how important that
they are right.
Connecting to me is just takingtime to affirm them of who they
are.
You know we talk about feedbacksometimes and feedback is, you
know, giving kids feedback.
But it's not like sayingfeedback, but it's not like
(11:06):
saying good job, oh, you'recorrect, way to go, perfect.
That's not feedback.
It needs to be intentional, itneeds to be specific according
to the strength that they have.
So, for example, I could say Ireally like the way you
persevered through that problem,because that is a way that I
really want them to continue todo things.
Another way I try to connectwith kids is to just small talk.
(11:28):
Just ask them hey, how's itgoing today?
Hey, I saw that you played inlast night's game.
I heard you had 20 points.
Oh, awesome.
Connecting can also be justfinding things that they enjoy
doing and just having thatlittle.
(11:50):
It's not a planned conversation, but it's just making those
connections through sayingthings like oh yeah, I love
football too.
My favorite team is Sunset.
The high school level.
I had lots of football playersin the fall, so you made those
connections.
Who do you like?
I remember one school year I hada student and he loved the New
(12:14):
England Patriots.
I meant every Friday.
He was like all his New Englandgarb so I had to buy well,
they're now called theWashington Commanders.
I had to buy theirparaphernalia so that would be
our thing On Fridays because itwas just before the weekend and
(12:35):
some of us will come back eatinghumble pie on Monday because
our team lost, right.
But you know he was with astrong team.
But that made connections andthat kid just looked forward to
walking in that class everyFriday and seeing what I had on
and having that conversation offootball Like who did what and
(12:57):
and how did our team play or howthey didn't play.
But those were connections wemade.
Speaker 1 (13:04):
And I'd like to add something that you made me think
of is that's great.
I love connecting.
I love the idea of connectingwith students and their interest
outside of class.
I don't know if this works in amath class as well, I don't,
I'm not sure, but I know in anEnglish class I've seen the look
on students' face sometimeswhen they come up to ask me a
question about their paper maybeand I remember what that paper
(13:27):
was Like they think it's justgoing to be.
You know, they might saysomething like I wrote a paper
about Benjamin Franklin and I'mlike oh yeah, and you said this
and you said that, and it was areally good point when you made
that.
And they're just like, oh, oh,like, like it's like you
remembered the fact that Iremembered their words and not
they were surprised a lot, and Ican see it on their face and I
(13:50):
hadn't thought I didn't do it totry to do anything special.
I just happened to rememberthat paper.
And now I try to make a pointof always remembering the papers
, and now I try to make it apoint of always remembering the
papers.
I do want to say something thatI saw you do Confession.
I have met Shelly before.
I went and saw her do aconference session and you were
(14:13):
talking about encouragementthere too, and it wasn't
encouraging students, it wasencouraging teachers because
this was a coaching conference,that you were talking to other
instructional coaches.
But one thing you did thatreally impressed me that I think
that teachers can do for theirstudents as well.
You came into that classroom.
You didn't know a single personthere, but you gave everybody a
(14:34):
little sticker that saidsomething like I'm grateful for
you or thank you for being here,or whatever.
Everybody's sticker wasdifferent but you somehow gave
everybody an individual messagethat was special to them, even
though you didn't even know whowe were.
And that was the first timethat we ever met and it's still.
(14:55):
It's been like two years nowand it still sticks in my mind
and I think that's great to dofor students, to just go and do
just like you did for coachesGive them a little thing like a
sticker that says something andgive them, even if you don't
have the sticker, if you just goup to them as they walk into
class and say some personalizedmessage just to start the class
(15:16):
of like hey, I'm grateful foryou, thank you for being here
today, and that's a little bitdifferent for everybody.
So first of all, thank you fordoing that.
Speaker 3 (15:27):
I still do that with my teachers now that I'm no
longer in the classroom, andyou'd be amazed that when I
return today, like months later,that post-it note is still on
the wall behind their desk.
So that was very meaningful andit helped make those
(15:47):
connections.
I have done that.
When I was in the classroom Ihad the Freshman Academy.
It was called back then and Ihad all ninth graders so they
were my home run and I used thatto welcome them and I remember
(16:11):
the last day of school thoselittle post-it notes would be
inside their locker because Iwas also the one that had to
clean it out those last days ofschool and the kids kept them.
I was so surprised.
So that's when I knew that evena little post-it note,
something so simple, it is sovaluable to someone else and it
only just takes a few shortminutes.
Speaker 1 (16:31):
And, speaking as a former teenager, I'll tell you
that I used to go to some campover the summer and one of the
things they did was they had aboard where you could go write I
forgot what they called them,but just basically like little
notes throughout the day and putit in your box and then at the
end of the week you would takeit home and then when you go
home you have all theseencouraging notes from campers
and other counselors and thingslike that.
(16:53):
And I was recently going througha box of stuff.
It's like a box where I keepold letters and cards and things
like that and I found those somany years later that I won't
mention the number of years here.
I read through them and I feltgood again and it was something
that somebody had written mefrom, like.
Obviously it meant something tome at the time because I saved
them.
But then here it is, 20 yearslater I'm getting encouraged
(17:15):
again and I think that's thesame thing.
You know not that all thestudents are going to keep these
, like me being a hoarder, butif they do, like it's something
that they think about it in thefuture, I think it's still
helpful.
Speaker 3 (17:30):
I tell you now I think kids today take those
notes and take a picture of it.
Yeah, that's true, that's true,and then they just scroll back
to their pictures later to bereminded of it.
It's a perfect example, though,that you just gave.
That's a good segue to my thirdkey was doing things.
Doing things that really canencourage, like leaving those
(17:52):
notes for your kids or going theextra mile.
When I taught my kids, I tendto get the kids who like math
was the worst thing on earth.
I don't understand why mathgets a bad rap.
No one ever says I'm bad atreading.
Speaker 1 (18:08):
I hear I don't want to read.
I hate reading and I'm not awriter.
I can't write every day, so Ithink that's just what subject
you teach.
Speaker 3 (18:16):
That's true, because I am not a writer.
It's just like getting that infront of me.
That's not the right side of mybrain, I guess, but just doing
small things for the kids.
So my kids really felt it was achallenge and I had to really
show them that I care and bygoing at it extra mile.
(18:38):
My principle at that time waswhatever it takes by going at
extra mile.
The principal at that time waswhatever it takes.
And so I got into the Saturdayschool thing and I allowed
myself to be vulnerable justbecause people were saying why
are you coming on a Saturday?
You're not getting paid.
But I wanted my kids to know Iwill do whatever it takes to
(18:59):
help them.
So I came in on Saturdaystaking the alarm off the high
school building, praying that itdidn't go off and the police
would come and they'd go down tomy hallway.
I got community involved also.
They bought pizza for the kids.
The church would give me snacksfor them.
(19:21):
I got my bus license because itwasn't an option.
I wanted those kids to come andI didn't want an excuse.
I couldn't get there.
Bus doesn't run.
So I've had a bus and on Fridaynights I would call parents and
tell them what time I waspicking their kids up within
five minutes and I drove a busand got them into school.
(19:42):
And the first year I did that Ihad kids that did amazing.
This was the first time theyever passed an EOC and they
would be in tears, wow, wow.
The second year I did that Iwasn't alone.
I then now had another teammatethat would go, so it made life
(20:07):
a lot easier because I couldjust get up and go get the bus.
Especially in the winter mustfeed it up and she was in there
setting things up.
So so even when you wereteaching.
Speaker 1 (20:19):
you were encouraging other teachers.
Speaker 3 (20:21):
Yes, yes, so yeah, and during that time we had some
amazing scores at our schooland but it was because our kids
understood that we were there tohelp them and it wasn't just I
know there were instructionalstrategies we came with and we
(20:42):
did and we improved in that area, but our kids were willing to
get up in the early morning on aSaturday and come in until
about I guess we were from 8until 11.
That's early on a Saturday.
Speaker 1 (20:57):
Yes.
Speaker 3 (20:59):
And we gave them lunch and for some of those kids
you know, they took out alittle paper plate to put more
pizza in and called it to takehome.
And did we foster?
No, we just told the pizzaplace the next week we needed
more pizza and they provided it.
But our kids' needs needed tobe met first.
Speaker 1 (21:22):
Wow, that is great and very impressive.
You definitely are a greatperson to have come and done
this lesson, because I don'tknow how many other people I
could have come in here to talkabout this who are going to have
gone as far as you did for thestudents.
Speaker 3 (21:38):
Can.
Speaker 1 (21:38):
I leave you with one quote.
I would love for you to leaveme with a quote.
Speaker 3 (21:43):
And I was given this years ago.
It's students don't care whatyou know and they know we're
math teachers and they know weknow the math.
They don't care what you knowand they know we're math
teachers and they know we knowthe math.
They don't care what we knowuntil they know you care.
When someone gave me thatmessage, I took it to heart.
My kids needed to hear that Icare, feel the connections, that
(22:07):
I care, but most of all I needto do that in action, to know
that I care, and from there theywould be very receptive of what
I had to say.
Speaker 1 (22:18):
Wow, I love.
First of all, I love that quoteand I love your interpretation
of the quote.
Thank you.
So that bell meant that we'realmost out of time.
Do you have any homework for mebefore you go today?
Speaker 3 (22:32):
Yes, I would really love you to look at those three
key ideas I spoke of to listen,connect and do in the lives of
your kids in your classroom.
I want you to listen to them,look for those opportunities.
They're really here for whothey are and make those
connections.
And they may not be formal inthe classroom while you're
(22:54):
teaching.
They're really here for whothey are and make those
connections.
And they may not be formal inthe classroom while you're
teaching, they could be informal.
And then do Let them see yourlove and action, because I know
you love and support them andyou just want to believe in them
and make them feel empowered tounlock their own potential in
the learning that they have.
Speaker 1 (23:09):
All right.
Well, I am definitely Well,next week I'm going to take off
because it's Thanksgiving and Iwon't.
I won't have any students, butthen the following week I would
come back and I am going to makeit a point to do some of the
things that she talked abouttoday, because I do think it's
really important, especially aswe're getting near the end of
the semester, and just remindingthem that, yes, I care, I want
(23:33):
them to do well.
I'm not there to try to failthem.
Well, shelly, I think this wasa great episode.
Thank you so much for comingtoday.
Speaker 3 (23:42):
Thank you for having me.
I so enjoyed chatting with youtoday.
Speaker 1 (23:47):
Yeah, I did too.
So have a great Thanksgivingyou too.
Okay, a great Thanksgiving youtoo.
Bye, bye-bye.
Speaker 2 (23:57):
Well, that was really interesting and really a little
bit inspiring to hear how shemakes those connections and goes
the extra mile to help thosekids.
Speaker 1 (24:11):
She goes like the extra five miles.
She's my new role model.
Speaker 2 (24:15):
And that's.
You know, we have to be mindfulthat not every teacher has the
time and bandwidth to do that,but maybe there's little things
you can do.
You know, I once spoke to ateacher who was always the sort
of student pick for theirfavorite teacher and was their
(24:37):
star, was called star teacherand really her secret, she said,
was she goes to their games andjust going to their games or
their shows.
Students will actually workharder in your class if you show
up to some of those things,knowing that again, teachers
(24:57):
have a life.
That's just a tip that I heardcome through that resonated with
me.
Speaker 1 (25:04):
If you're showing interest in my interest, then
I'm going to show interest inyour interest.
So if that's you coming to mygame, then that means I'm going
to pay attention in your class.
So it makes sense to me.
Speaker 2 (25:18):
Exactly, but let's look at it through the lens of a
coach.
What was fascinating from whatshe had to say is, instead of
talking about students, shecould have been talking about
teachers.
Talking about students, shecould have been talking about
teachers.
All of the steps that shetalked about how to push,
connect with, inspire studentsare what we try to do with our
(25:39):
teachers as coaches For example,listening, showing teachers
that you're listening byrestating the question or, as
she said, revoicing, and that isone of the most important
Strategies that I use, becauseit helps the teacher know that
(25:59):
I'm trying to understand whatshe's saying and I am trying to
understand what she's saying.
So, if I say so, what I'mhearing you say is you want this
, this and this and yourstudents don't do that, this and
that, and you're trying tofigure out how to make that work
.
Is that correct?
It gives them a beat to hearwhat they're saying and to show
(26:26):
that you are locked in, as myson would say.
Speaker 1 (26:30):
And I mean I think it's also the same with the
listening skills that she talkedabout that aren't verbal
listening, the watching, thebody language?
I mean I assume I'm not aninstructional coach but I am.
I do teach, and if somebody'sgoing to come into my classroom
and try to help me and everytime they come in they're just
like, ok, let's get down tobusiness.
(26:51):
You know, like I'm not going todevelop that relationship with
them, so I can see coming in andbeing like doing the small chat
, the small pop that she said,or, you know, noticing that
maybe I'm not in as good a moodas I usually am.
Things like that would make memore inclined to develop a
relationship where I lookforward to when the coach is
(27:12):
coming to my class and makes metrust them more.
Speaker 2 (27:16):
So I can see that from a teacher point of view,
and so that's exactly what weneed to do with teachers.
The way I name that is findingcommon ground.
What is something that we bothare interested in, that we both
have in common, that we boththink about it?
Sometimes it's fishing,sometimes it's books that we
(27:40):
like, things that we like toteach.
You know places we've been,experiences we've had, so it's
taking a second to learn alittle bit about their.
You don't have to pry intotheir personal life necessarily,
but just having you know,listening for some of those
things about their experiencesthat you can connect to and that
(28:03):
you can find common ground onRight.
And then one more thing that shesaid again, just like with
students, is making sure yourfeedback is specific and
actionable.
So if I say to my student, goodjob, well done, they're going
to be like okay, thanks, that'snot helpful.
(28:26):
I appreciate it.
I appreciate it.
But if you say to the studentyou wrote a thesis statement
that has three main points, butyou didn't really show a clear
argument, revise it with that.
So that's specific and it showsthe student that you're
actually paying attention towhat they're doing.
Speaker 1 (28:48):
Right.
Speaker 2 (28:48):
With teachers you have to do the exact same thing.
You can't just say say that wasa great lesson or you really
did a wonderful job with thatstrategy.
To specifically say why theydid a good job, what made it
good?
Speaker 1 (29:05):
yeah, I know I I've had that, especially when I
first started, and I neverwanted to hurt people's feelings
, and so it is that kind of likegreat job, great job on
everything.
And then they get their essayand they turn that in and they
get a grade that they didn'twant and they're like well,
you've been saying, this is whatI've been supposed to do all
semester, so I hurt them by notgiving them more specific
(29:30):
feedback.
But same thing if aninstructional coach comes in and
tells me great job, great job,I'm going to keep doing the same
things I was doing and then I'mgoing to get frustrated because
I'm not seeing any results andchanges.
So it can feel mean to becritical, but as long as it's
(29:51):
actually constructive criticismand it's actually helping them
in the long run, it's nicer andyou start with specifics of what
they're doing really well ortrying to do really well.
Speaker 2 (30:05):
You know, when you walk into the, when the students
walked in, you really greetedeach student and you
acknowledged you know that thisthe goal for the day.
Like, even you got to look forspecific things they're doing
that are positive, so that youcan build the teacher up from
(30:28):
what their strengths are.
You're up from what theirstrengths are and you have to
find that and make that clear tothem and then it's say the next
step is what is the next growtharea from that?
But if you have to be even withpositive, if you're just
general, then the teacherdoesn't really know what you're
(30:50):
just general, then the teacherdoesn't really know what you're
complimenting.
It doesn't help them improve.
Like, sometimes what getsattention is what gets repeated.
So if your teacher is doingsomething really good, you need
to be able to highlight that andbe specific and actionable with
it.
Speaker 1 (31:10):
Right, that makes sense.
Speaker 2 (31:12):
Yeah, so I just love everything that she's doing and
you can tell that she's not onlya great teacher, but also works
probably really well withadults.
Speaker 1 (31:24):
Yes, because it like I mentioned this in the episode,
but I did see her in a lessonon encouraging teachers from a
coach point of view and it madeeverybody there feel nice and
special and, just like students,teachers need encouragement too
and you know we might not havesomebody doing that every day.
(31:46):
So having the instructionalcoach come in and do that
definitely, I can see, helpsbuild the relationship between
the coach and the teacher.
So I think those were reallygreat tips.
I am thankful for those tipsand that reminds me that it is,
like I said at the beginning ofthis episode, the week before
(32:09):
Thanksgiving, so we will nothave a new episode.
Next week we're going to beenjoying our turkeys and pumpkin
pies, but the week after thatwe will be back with the new
episode and a new month.
So thanks for joining me.
Speaker 2 (32:27):
Enjoy your Thanksgiving.
Speaker 1 (32:29):
You too Bye See you later.
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