Think Like a Teacher

This is the first in a series of editor reflections during April, 15th birthday month for TeachersFirst.

As a technology “coach” who works with my fellow teachers– albeit at a distance– I struggle with how to encourage, evangelize, and develop a healthy mutual trust while also nudging myself and my colleagues forward to better teaching decisions. Fifteen years ago this month, when TeachersFirst first went online as a service to help teachers understand what the Internet could do and how to use it to inform and support teaching and learning, the goals were pretty easy: help teachers find the best of the web and understand some basic ways to use these resources. Convincing teachers may not have always been easy in the first couple of years, but obviously this Internet thing has stuck. (Duh moment as of the turn of the millennium,  for all but the most hesitant teachers). Long ago, TeschersFirst’s mission moved far beyond a simple Web 101.

As coaches, we are obligated to ask the tough questions, the ones that require both bluntness and tactful support. I share some of them here:

Coach to teacher-colleague (or teacher to self or COACH to self):

Why are you using this (technology-based) teaching strategy?

Are you simply replicating an old way of  teaching, done with clicks instead of pencils? (Is it an effective way, or just a familiar one?)

If you are replacing drill sheets with drill and kill practice web sites, is it any better? (Do you and our students get data, tracking, instant feedback, etc)?

Do you ever go beyond drill and practice?

 Are you treating technology as simply a way to ENGAGE students… and nothing further? What then?

 How have you changed the way you use technology as a tool for learning in your classes this year (or in the last five years)?

 Which did you think about first: the big ideas and goals for your lessons or the technology you wanted to use?

 When is “fun” not just fun? When does it have meaning?

 Are you checking the box: Technology used this week? Check.

How often do you ask about a lesson strategy: Is there a way that is quicker, more flexible, a better differentiator? Does it happen to use technology?

These are just a few of  the sticky starters for the conversation between teacher and self, teacher and coach, or coach and self. A little warmth can soften the stickiness of the conversation and possibly even make it flow more smoothly. Ask these questions with a cup of coffee, the best accompaniment for something sticky, and see where the conversation goes. The nice thing for coaches is that we don’t have to judge our teaching peers. We help you judge (and change) yourself. TeachersFirst will continue to subtly ask the questions. It’s part of our birthday cake’s “sticky” frosting.