Protocol Practice

Teachers using protocols during meetings or professional learning communities has brought back a memory from when I taught 4th grade. I’d like to share…

I can remember my first time facilitating a Socratic seminar with my 4th graders. Well not exactly. I do not remember the text we used or the questions that was asked. I am unable to recall how long the conversation lasted, or the follow-up activities that I provided. What I DO remember were is how anxious I was getting during the seminar and how depressed I felt after I finished. Nothing happened as planned, yet I could not understand why.

I remember selecting “a text” that was modeled during the training, and even used frequently asked opening, core and closing questions. I remember explaining to the students the process and the norms, yet the conversation lacked depth, interaction, and any signs of student listening or thinking skills. How could this be possible when I did everything exactly as it was modeled to me during the training? I’m not sure if at the time I was able to answer that question, however now I know that even for me learning, implementation, and improvement is a process.

We (my students and I) were committed to try again even though it would have been easier to dump the process and continue with the familiar question and answer routine. Once again a common text was selected, questions were prepared, and the norms and process was reviewed. To improve on the experience we wanted to focus our own behaviors and decided to videotape our event. Immediately after the seminar, we watched our video without comments (yet there was quite a few moments of laughter- these are 4th graders), and the watched a second time with a purpose.

Groups of students were assigned to look for evidence of specific behaviors including signs of referring to the text, demonstration of listening, and indication of students asking questions. As a class we discussed what we saw and what we should do next. This process reinforced behaviors and identified areas of improvement. Is was amazing how our critiques were professional and free from any ridicule. We continued with the videotaping throughout the year and eventually found the seminar process engaging, thought provoking, and fun. Just like it was during the initial training.

My expectations never changed, just my timeline. As teacher leaders continue to use protocols to engage conversation, the practice of refining and improving the process is essential for success.

Technology and PLCs

NESS Liaison Debra Stahl from Parkway Middle is a participant of a Teacher Leadership Professional Learning Community (PLC) that is learning about developing effective PLCs. Debra journals her experiences with the rest of her team via Tangler.com, an online discussion network. Her latest entry expresses her experience with sharing responsibility, collaboration, and technology.

"Ms. Badio, an Instructional Coach and our Teacher of the Year who totally is into technology and also is paperless in her math class have run the last two months of our NESS learning community. She has been showing the entire group online resources that new teachers and really all educators can use. These resources are great for the students because of the world in which we live in today. It brings the teaching to a different level when trying to get students to buy into what is taking place in the classroom. It is interesting to see how the younger new teachers pick up what she is showing so quickly, while someone like me has to take notes and write down the steps involved. We even have started our own online community through Wiki (didn't know what that was either), which is somewhat what we are doing here on Tangler. Ms. Badio shared with the group, "Wiki is a powerful tool for multiple people to edit documents, work together and coordinate projects." She posts information for the new educators and coaches and we can log on and talk with one another on the site as well. It is great!!"

Thanks to Ms. Badio and Debra Stahl