To be a good player on your team, you have to affect someone else on the team. You have to cause them to play better by the way you play.
-Nick Saban
Like 6 Teaching & Coaching Posted by Lori Snell on February 22, 2015 at 10:17pm
I have been a coach for many years, a softball coach, a coach in the classroom, and a coach for adult learners. As I reflect back on my coaching experiences, I think about coaching my daughter's 8 year old softball team. A diverse group of children show up for the first day of practice and even the 6th day of practice, not being able to catch, throw, or hit. I work tirelessly to teach them skills and techniques that some of them have never even heard of before. These children come to me and it is clear that their parents have not worked with them at all and they might actually do more damage if they tried to. It has never been in me, nor will it ever be in me, to put a child to the side and tell her that she "just can't catch or hit and she needs to practice at home if she wants to get better". It is my job as her coach to teach her the same skills over and over, model for her, practice with her, and tell her the same things practice after practice if I have to. Because, one game, she is going to get up to bat, get a hit, and get on base. She will be so excited, so proud. Her parents' heart will fill with pride and excitement for her success and hard work. They will be so grateful that I didn't give up on her, knowing they were not able to help her due to their lack of knowledge or time. I will experience the blessing of helping a child achieve success, even if it is a small success.
So, I pose the question; do we sometimes put children to the side in our classrooms, tell them they can't and we don't have time, and blame their parents and others for their inabilities? The challenge of our job is to take children where they are and work with them until they find some small success that will keep them motivated. It was always my goal on the softball field and in the classroom?
I have been a coach for many years, a softball coach, a coach in the classroom, and a coach for adult learners. As I reflect back on my coaching experiences, I think about coaching my daughter's 8 year old softball team. A diverse group of children show up for the first day of practice and even the 6th day of practice, not being able to catch, throw, or hit. I work tirelessly to teach them skills and techniques that some of them have never even heard of before. These children come to me and it is clear that their parents have not worked with them at all and they might actually do more damage if they tried to. It has never been in me, nor will it ever be in me, to put a child to the side and tell her that she "just can't catch or hit and she needs to practice at home if she wants to get better". It is my job as her coach to teach her the same skills over and over, model for her, practice with her, and tell her the same things practice after practice if I have to. Because, one game, she is going to get up to bat, get a hit, and get on base. She will be so excited, so proud. Her parents' heart will fill with pride and excitement for her success and hard work. They will be so grateful that I didn't give up on her, knowing they were not able to help her due to their lack of knowledge or time. I will experience the blessing of helping a child achieve success, even if it is a small success.
So, I pose the question; do we sometimes put children to the side in our classrooms, tell them they can't and we don't have time, and blame their parents and others for their inabilities? The challenge of our job is to take children where they are and work with them until they find some small success that will keep them motivated. It was always my goal on the softball field and in the classroom?
For full blog and responses visit: Instructional Parnters Network Blog
"The growth and development of people is the highest calling of leadership."
-- Harvey S. Firestone
The instructional leader in the school building is the most significant factor in student achievement. As a result of my experience as a classroom teacher, coach, instructional partner, and central office member, I have learned that nothing is accomplished without the buy in from the principal. The role of the principal has changed in the past 5 years from a manager to an instructional leader. The priority that instructional leaders place on building relationships and growing teachers in their craft will determine the success of the school. I am no more a professional than the teachers I serve, no matter what position I hold. I am confident that my previous experience has prepared me to be an instructional leader that grows and develops others and increases student achievement by investing in people and creating environments that allow them to prosper.
What others think about my philosophy and work in education?
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