After your small group conversation, this is where I'm at:
I think I should have run an inquiry cycle on how to get
students to properly place punctuation. No, not really (although they do need
that!). This is still the biggest time suck for me, and (clearly more
importantly) the most negative moment of school-based relationship for
students, and it keeps them from learning, and it devalues the learning of
peers. So I believe with cosmic fire in my soul that this is important work –
building teacher capacity. Claire and Jana were rock stars and built space for
some new ideas to grow: namely that I should elicit my focal teachers in
partnership by sharing my own messy work (video of me introducing some
discussion role cards #medium fail) as well as encouraging them to pick some
focal students to use the strategies on.
Also wondering…
- Could I frame this inquiry in terms that we’ve already established (FAT City, professionalism points, choice, and long fuse?)
- Teacher self-inventory of where students fit on the spectrum of student engagement?
- Teacher self-inventory of where they are on the indicators?
- Does TFA or ELP have any tools/models for this discourse?
- Should I take frequency data on student referrals/ when they come to me/ when teachers come to me?
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