What’s Working/What’s Not Working
What’s Working/ What’s Not
As a t-shirt & jeans trainer, I have big feelings about traditional early childhood professional development. I do not like the cheesy get to know each other activities. As an introvert with anxiety, those types of opening activities were a nightmare for me as a classroom teacher- making the PD session anxiety-provoking and not warm & engaging. I do everything I can to avoid these in my role as an adult educator.
Instead, I create opportunities for teachers to collaborate and practice effective communication skills. Since I work with multiple groups weekly, I cycle through different engaging opportunities. My focus lately has been providing time for co-teaching teams to create a chart of what they feel is working in their classroom and what they think is not working. While I give very few parameters on this task, I do ask that there be an agreement on items in the "working" category.
I place this parameter in the "working" category because we take on consistent roles in our teaching partnerships. Sometimes, one of the teachers on the co-teaching team will agree to anything their partner says without speaking up. This habit of being submissive in relationships leads to issues down the road. If one person in a co-teaching team feels like communication isn't working, then it isn't working. Agreeing on what works is a big step in moving in the right direction as co-teachers.
After the teaching teams make their chart, they are offered time to discuss the items in the "not working" section so they can make plans for change. I suggest choosing the item that seems the most challenging and working on that first. If we work on the most difficult issue, other problems will fade away or be fixed during the process.
Are you interested in creating this chart with your co-teacher or teaching team?
Grab some Post-Its (a different color for each person)
Open your teaching cabinet. Label one door with what's working and the other with what's not.
Each teacher can place their ideas for what's working and what's not working on the doors.
If your teaching partner puts something on the "working" side of the door that you disagree with, put one of your Post-its on the bottom of their note that says, "Let's chat." Make time to share your thoughts on this item to decide if it should be moved to the other door.
Take time to read through the notes. Be proud of the things that are working in your classroom!
Take time to chat with your co-teacher and decide which item on the "not working" list you want to work on first. Create a three-step (no more, no less) plan to get this item onto the "working" list. Remember, it's not about rushing to fix something. It's about ensuring you reach the issue's root and make real change. This takes time, mistakes, and lots of open communication.
Share this process with your program leader and ask for assistance (and support) when needed. Asking for help is not a weakness; it's a strength!
If you need help with this process, don't hesitate to let me know. I am part of your village!
