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COACHING YOUR CL ASSROOM
Transitioning From Teacher to Coach
Table 1.1 provides a few examples of how to make some shifts in classroom language and highlights the differences between the examples. Table 1.1: Shifting Language Traditional Classroom Language
Learning Language
The Difference
“This assignment will be worth thirty points.”
“For this assignment we will be practicing the skill of writing an effective thesis statement.”
In the Learning Language column, the focus is not on the task, but on learning—the skill. It speaks to what students will practice, not how it will impact a grade.
“Today in class we’ll be working on activities two, seven, and ten. You have thirty minutes to work on them.”
“Today in class we’ll be working on placing fractions on a number line. To begin, we will work through some practice together to reinforce the process for this. If you feel confident, you can work ahead, and I will stop by to check your work.”
In the Learning Language column, the language focuses on what students will accomplish through the practice. It also gives students choice and values each learner’s natural process.
“You missed questions three and four. Please fix them and turn it back in.”
“The strengths of your work are in the first two questions that ask for identification. There are a few mistakes on items three and four that I would like you to take a look at. These questions ask for an explanation of your answers for one and two. Take a look at an example from your formative work and try it again.”
In the Learning Language column, the language speaks to a strength, relates the work back to the target, and invites the student to keep learning. The focus is on what comes next, instead of only what was wrong.
“Complete this work for tomorrow.”
“Here is some practice on the skills we worked on today in class. If you have questions, please bring those back to class tomorrow, along with your completed work. I am confident you will be able to show your learning.”
In the Learning Language column, students hear that the learning will continue tomorrow. The teacher is still communicating a deadline as well as offering support.
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The coach’s role, no matter the setting, is to work alongside a learner in a joint effort to achieve a goal. They talk with their athletes and model when appropriate, but coaches know that the athlete must do the learning, and doing it for them is not an option. Coaches cannot step onto the playing field in the place of their athletes. The language they use with athletes guides but does not dominate the learners during the game. Coaches can model good plays but then must turn the learning and performance over to their athletes. Effective teachers do the same in the classroom. Students see good coaches and good teachers as advocates and supporters.
