The Breakfast Club – #BFC530 – is a 15 minute, 1 question Twitter chat every weekday. We chat in 4 timezones Mon-Fri – 5:30am Eastern, Central, Mountain, and Pacific Times. The mission of BFC is to empower participants to make a difference in education by engaging in consistent reflective practice in a supportive community that inspires and challenges one another.
I would want feedback on how to record observations & conversations as evidence of achievement for my Ss. How to make it doable, time- & workload-wise.
#bfc530
#bfc530 Things that work and I should continue doing. Things I should reconsider doing and why/why not. Pointers of any visible impact on students. Things I should stop/change/redesign? Feel of the classroom. Engagement levels when I wasnt looking. Stuff not immediately apparent.
I’d love to have someone monitor who I call on and involve in discussions and provide me that data so I can see if there are trends I’m unaware of. I try my best to involve everyone but with the pace of classes it can be hard to keep track. #bfc530
Ideally this would be the same things I have been asking my peers & admin to focus on via routine #ClassroomRounds and follow up...the "formative assessment" part that helps me improve so the official version is not a surprise. #bfc530
If the content aligns with student accommodations , if my delivery of the content is inclusive,if my casual banter and academic vocabulary is without implicit bias or uneven expectation. Mood of the classroom is conducive to ss’ quest to be better and learn more. #BFC530
Morning #BFC530
We are asked to answer this in our pre-ob report. But I don't like the question because I'd rather have authentic reaction. Give me feedback on what YOU see not what I want you to see....
Observation Feedback ... something that will make me a better teacher ... I get a lot of positive feedback but rarely get an inspiration from that feedback ... feedback should inspire change #bfc530
I want to hear about engagement, any suggestions to make that better. I also want to know if I'm allowing them to 'productively struggle' or am i helping too much! #bfc530
I want to hear about engagement, any suggestions to make that better. I also want to know if I'm allowing them to 'productively struggle' or am i helping too much! #bfc530
I’d like to know what went well and (at least) one thing I can improve. That would make focusing PD easier. I find myself either getting tunnel vision about my practice or wanting to learn about so many different things it becomes hard to focus. #bfc530
Small venting moment here, but having parent-teacher conferences in mid December feels odd and I hope we change the timing next year. No one seems at the top of their game pre-break. #bfc530
I felt that way as well, but the found the key to be collaborating as an entire team with routine, targeted observations and feedback, then we all grow as a team. Shift from random "gotcha" to targeted growth. #bfc530
I tend to error more on letting the struggle continue until the get closer to the frustration/quitting level in order to give a longer opportunity for them to figure it out on their own. But when I see them near the end of their rope, I swoop in with questions to help. #bfc530
Good point. Giving feedback to a teacher should be the same as giving feedback on student work. Several glows and one or two grows to work on. For most people, more than that is overwhelming & change doesn't happen. #bfc530
Oh, people are gearing up for holiday break I bet. White knuckle teaching now in the land of massive corporate holiday pushes. It’s exhausting. #bfc530
I found engagement to start with relevance (based on the solid relationship I build with each student). That, especially in a #PBL context, leads to deep, whole-class engagement. https://t.co/Glt4xwsLh9#BFC530 Also don't forget the zone of proximal development...
I think there's room for both - sometimes general feedback, at other times specific feedback on a targeted area that the T is working on. Ex: Coach notices difficulty with classroom mgt., gives strategies to try. T chooses one & asks to be observed while trying it.
#bfc530
I have a feeling our holiday build up is not like yours. It can be downright frightful at times here - forced and incessant. Even if you love it (I mostly do), it is a lot. School gets crazy. #bfc530
When I was formally evaluated in my first year- the structure was 3 WWW (what went well) and 1 EBI (even better if)- and they asked for my own before offering theirs. Often we already know what to work on- and allowing T time to reflect before feedback session is valuable #BFC530
Yes! The first item on our weekly Critical Friends standing agenda was "I likes" and "I wonders" per the classroom rounds done that week. #GrowthMindset for teachers! #bfc530
FYI, #BFC530 friends...One thing I've been helping with in my new gig...& it's going to be good! On Jan 19 Join MIT professor @bjfr & @MOOCSTSL for a free online course - Competency-Based Education: The Why, What and How. Enroll now: https://t.co/baXmrKAGPg#cbemooc
I love the term "even better if" I always ask my Ts what they think went well & what didn't before giving feedback. This means I rarely have to say anything negative. They choose one & all I have to do is offer support as we look for strategies to try.
#bfc530
Home from NYC at 1. Up for #BFC530 and another one of our 180 chances to do great things for and with our kids. Sleep or no sleep, gotta bring it like this guy.
In general I have gone this route as well. Your #EmotionalIntelligence has to kick in and recognize when they are getting to the quit level. Small words of encouragement can also lower the stress levels enough to keep them going. #bfc530
I’d like to know what went well and (at least) one thing I can improve. That would make focusing PD easier. I find myself either getting tunnel vision about my practice or wanting to learn about so many different things it becomes hard to focus. #bfc530
