Coaching Your Classroom: How to Deliver Actionable Feedback to Students (Coaching Students in the Classroom Through Effective Feedback)

Coaching Your Classroom: How to Deliver Actionable Feedback to Students (Coaching Students in the Classroom Through Effective Feedback)

by Garnet Hillman, Mandy Stalets

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Overview

Maximize student self-efficacy and growth by providing high-quality feedback students can act on. In Coaching Your Classroom, authors Garnet Hillman and Mandy Stalets share a fresh perspective on effective classroom feedback for all grade levels and content areas. Explore the parallels between teaching students and coaching athletes, and then learn how you can coach every student to success every day.


Use this book to implement effective classroom communication and student feedback:

  • Analyze the impact of learning-centered classroom language and formative assessment on student learning.

  • Understand the importance of effective communication in the classroom, as well as how giving feedback works and what a student-centered culture looks like.

  • Embrace the qualities of actionable classroom feedback and examine the effect on student engagement and intrinsic motivation.

  • Learn how to deliver individualized next steps and support students through the feedback loop and the gradual release of responsibility.

  • Read real-world accounts and examples from teachers who have successfully coached their classrooms with effective classroom communication.



Contents:


Introduction


Chapter 1: Adopt a Language of Learning


Chapter 2: Coach Every Student


Chapter 3: Craft High-Quality Feedback


Chapter 4: Utilize Feedback Methods


Chapter 5: Ensure Productive Response


Chapter 6: Employ Self- and Peer Assessment


Epilogue


References and Resources



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Product Details

ISBN-13: 9781947604339
Publisher: Solution Tree Press
Publication date: 07/08/2019
Pages: 144
Sales rank: 424,453
Product dimensions: 6.90(w) x 9.90(h) x 0.70(d)

Table of Contents

About the Authors ix

Introduction 1

Navigating This Book 4

Getting Started 4

Chapter 1 Adopt a Language of Learning 5

Why Does It Matter? 5

Moving Language From Negative to Positive 6

Aligning All Facets of Communication 7

Maintaining a Growth Mindset 7

Taking a Risk 8

How Does It Work? 9

Transitioning From Teacher to Coach 10

Auditing What Exists 12

Emphasizing Learning Before Tasks 13

Guiding Students to Productive Language 14

Incorporating Positive Tone 14

Expecting Missteps and Initial Failure 16

Maintaining Consistency 16

What Does it Look Like? 17

Katharine Hertz, Grades 9-12 Language Arts Teacher and Instructional Coach 17

Adam Dyche, Grades 9-12 Social Studies Department Head 19

Reflection Questions 21

Chapter 2 Coach Every Student 23

Why Does It Matter? 23

Taking a Step Back 24

Fostering Student Motivation 25

Knowing That Relationships Matter 26

How Does It Work? 26

Shifting From Whole Group to Small Group and Individuals 27

Allowing Classroom Practice Time 27

Providing Clear Learning Targets 29

Tailoring Feedback to Student Proficiency Levels 31

Looking for Error Patterns 32

What Does it Look Like? 33

Jessica York, Grade 1 Teacher 33

Jason Ozbolt, Dean of Students and Grades 9-12 Social Studies Teacher 35

Dana Spies, Grades 6-8 Physical Education Teacher 36

Reflection Questions 37

Chapter 3 Craft High-Quality Feedback 39

Why Does It Matter? 39

Finding the Right Balance 40

Making Feedback Student Friendly 41

Managing Time 42

Distinguishing Between Praise and Feedback 43

How Does It Work? 44

Including Feedback's Essential Components 44

Ensuring Timely Feedback 45

Distinguishing Among Three Categories of Feedback 45

Focusing on Errors, Not Mistakes 48

Utilizing Skill-Specific and Task-Specific Feedback 48

Delivering Feedback Through Different Avenues 51

Ensuring a Call to Action 52

Mirroring Academic and Behavioral Feedback 52

What Does It Look Like? 53

Jennifer Wargin, Grades 9-12 Art Teacher and Instructional Coach 53

Joy Kirr, Grade 7 Language Arts Teacher 55

Perry Finch, Middle School Principal 57

Reflection Questions 59

Chapter 4 Utilize Feedback Methods 61

Why Does It Matter 61

Selecting a Method 62

Modeling the Process 63

How Does it Work? 63

Conferencing With Students 64

Using Summarize, Explain, Redirect, Resubmit (SE2R) 64

Using Here's What. So What? Now What? 65

Using TAG-You're It! 66

Using Comment Codes 67

Using Single-Point Rubrics 68

Holding Three-Minute Conferences 70

Leading With Questions 71

Taking Next Steps 72

What Does It Look Like? 72

Becky Peppier, Grades 6-12 Science Department Chair 72

Susan Jachymiak, Grade 4 Teacher 74

Reflection Questions 75

Chapter 5 Ensure Productive Responses 77

Why Does It Matter? 77

Observing Productive Responses Inside and Outside the Classroom 78

Developing Self-Regulatory Learners 80

Evaluating Feedback Through Student Response 81

How Does it Work? 82

Establishing Trusting Relationships 82

Requiring a Response 84

Implementing Portfolio Reflection Forms 85

Monitoring Growth Through Learning Targets 86

Using Progress Monitoring Tools 87

Communicating Results to Parents and Guardians 87

What Does It Look Like? 88

Lucinda Miller, Adjunct Professor and Clinical Supervisor 88

Abby Rader, Elementary Physical Education Teacher 90

Aric Foster, Grades 9-12 Language Arts Teacher 91

Reflection Questions 94

Chapter 6 Employ Self- and Peer Assessment 97

Why Does it Matter? 98

Completing the Transformation 98

Increasing Engagement 99

Sharing Responsibility 100

How Does it Work? 100

Training the Coaches 101

Creating an Environment That Supports Coaching 102

Encouraging Self-Assessment 103

Implementing Peer Assessment 106

Pairing Carefully 108

Making It Meaningful 108

Encouraging Student-to-Teacher Feedback 109

What Does It Look Like? 110

Katie Budrow, Grade 6 Science Teacher 110

Antoinette Senese, Elementary instructional Resource Specialist 111

Reflection Questions 114

Epilogue 115

References and Resources 117

Index 125

What People are Saying About This

From the Publisher

"Garnet Hillman and Mandy Stalets have done a tremendous job combining important research with practical considerations to make a book that will benefit all teachers who read it. With a strong element of 'What does this look like in the classroom?' this book is guaranteed to make you think and reflect on your own teaching practice. As a result, I am sure all who do will benefit and become better coaches of their classroom."


Bradley Busch, author, The Science of Learning

"Coaching Your Classroom is the perfect companion book for educators desiring to emphasize feedback over point accumulation. Hillman and Stalets have translated the theory of grading and assessment reform into practical language for teachers to understand and model. Equally as impressive are the classroom teacher testimonials wrapping up each chapter providing the reader with more than enough examples to put all of the coaching ideas into practice."


Matt Townsley, assistant professor of educational leadership, University of Northern Iowa

"Hillman and Stalets do an excellent job bringing reflective teaching to life through coaching practices. Why don't we typically think to look at teaching as we look at coaching for athletes? It all makes sense! This book provides the why behind effective feedback, as well as specific examples of how to bring these ideas into practice. The reflective questions at the end of each chapter provide yet another way to assist educators with the implementation of these coaching ideas. The authors help us remember that as teachers we are all still learning and by practicing giving effective feedback, our students will reach even higher levels of success. I strongly recommend this book for all educators. This is a motivating read with strategies to try immediately!"


Kathy Ruggeberg, assistant superintendent, Rock Island-Milan School District 41, Illinois

"The authors are able to make the strong case that good coaching is good instruction — especially when it comes to feedback. Oftentimes we as educators inadvertently provide praise or general feedback that doesn't highlight the strengths of the learner, connect to the learning target, or provide actionable next steps. This book lays out the rationale, research, and practical steps to become more intentional in how we provide the feedback that will have the greatest impact on our learners' achievement and continued growth."


Mark Wise, curriculum and instruction supervisor, West Windsor-Plainsboro Regional School District, New Jersey

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