Providing Teacher Feedback

I had a meeting on Thursday with a middle school math teacher. I have a contractual relationship with an urban school to observe, provide feedback, and help improve the teaching and classroom climate of several math teachers. Honestly stated, the observation(s) have been a bit intimidating, even for me. This one teachers actually has classroom management skill. The class is, by and large, quiet and respectful and it is a far cry from the mayhem I see regularly at other schools that are similar. However, my initial observations seems to have uncovered that much of the classroom management organization is related to bullying or a sort...loud, insultive commentary that isn't directed at the core of the adolescent but certainly would result in lowered self-efficacy (confidence), decrease academic risk-taking and lower overall academic achievement. An example; a student was confused during the review of a previous lesson and this confusion was shared by other students. The response was a loud..."let's get you behind.." and a forceful, animated..."we'll just do this over and over until you recall the answer." Now, doing something repeatedly to help facilitate understanding is one thing...raising your voice and antagonizing a group pre-algebra students is pointless. Other comments came firing out, like; "this is simple, I can't believe you can't get this." It went on and on. Now this was with an external consultant and an administrator in the room. I can only imagine what happens when their is no direct accountability.

The feedback session was pointed a direct. The more I work with schools, and organizations for that matter, the more I see the need for feedback and coaching. Language seems to change over time regarding how we talk about the process of sitting down with someone and working on improving performance. It seems like the current terminology is coaching. So, I used this opportunity to coach her. We used reflective questioning, role playing, direct questioning, and basically had a pointed, frank discussion of what I observed. When I do this with principals, they are usually (not always) grateful for the feedback and opportunity to bounce ideas. When I do this with managers and executives, there is a sense of relief. When I do this with teachers, there is often anger and a feeling of being targeted. I was pleasantly surprised that this teacher was open to a discussion. We had a 20 minute session scheduled and she stayed for an hour. As with any competent coach, we only focused on about three areas but she was interested, willing and open. What she didn't know or understand, she admitted and took advice.

The lesson here- everyone needs help. Not everyone is open to it. As a member of an institution that puts teachers into the classrooms, we take responsibility when schools fail and try to work to improve them. But our schools, many of them, are sick patients...some are on life support. The behavior of this particular teachers wasn't wonderful but openness to change is an essential characteristic to positive growth.
I will be back in her class on Tuesday...more then