Toni coaching Bonnie
Bonnie Barnes has joined the chat.
Toni McAfoos has joined the chat.
Toni McAfoos: Hello Bonnie!!!!!
Bonnie Barnes: Hi Toni
Toni McAfoos: So, how are you?
Bonnie Barnes: I'm glad I'm not the
only one confused with this course!
Bonnie Barnes: so what do you think
we need to discuss?
Toni McAfoos: so, since you know
what your teacher is doing, do you want me to coach you first? I will just use the questions I already
designed.
Bonnie Barnes: sure
Toni McAfoos: Ok, I'm looking for my
questions. The first one would be,
so what is the lesson and what is the goal of this lesson?
Bonnie Barnes: ok i need to find the
lesson to answer.
Toni McAfoos: k
Bonnie Barnes: i'm on my home
computer rather than my work laptop where I keep most of my stuff. I guess i
will use the CSI lesson.
Toni McAfoos: doesn't matter, I
suppose.
Bonnie Barnes: my main goal or
objective is to have the students learn problem solving by analyzing the hair
samples. They will then document their data, summerize and come to a conclusion
or prediction.
Bonnie Barnes: don't know if i stated
that correctly... i have it on the lesson plan.
Toni McAfoos: Sounds good to
me. As you progress through this
lesson, how will you know that the students understand what it is you are trying
to get across?
Toni McAfoos: Another question is,
more specifically, what are your students looking for in these hair samples
Bonnie Barnes: I will observe them
with the data gathering and recording. Then we will have a discussion on our
findings. They will write down their summary & conclusion besides
discussing it. I have a lab data sheet.
Bonnie Barnes: the students will be
looking for the difference in thickness, color and the end of the hair... cut,
pulled, burned, etc. I have a powerpoint from the FBI for them before.
Bonnie Barnes: we will have discussed
the difference between animal & human hair using dna pictures and look at
the thicknesses.
Toni McAfoos: So, what I'm hearing
is that as your students are working, they will gather data and record their
findings on a data sheet. After
they write it all down and it is discussed, they will come to a
conclusion. My question is what is
Toni McAfoos: the purpose for this,
will the students know before they start?
Toni McAfoos: Is this like a
forensic class?
Bonnie Barnes: this is a regular
science class but my unit is about forensics. i also cover fingerprints and
footprints.
Bonnie Barnes: students will know
before they start the purpose.
Toni McAfoos: what is the purpose?
Bonnie Barnes: i did the lesson with
4th & 5th grade already. i will be doing it with high school now.
Toni McAfoos: I hear you say
students will be analyzing hair for data, but why?
Toni McAfoos: Is this like a
"who dunit" unit?
Bonnie Barnes: the hair analysis lab
meets TEKS 1 A for scientific processes... field and laboratory
investigations.... also 2 A-E... scientific inquire methods, 3 A-E for critical
thinking and scientific problem solving... also some LA TEKS
Bonnie Barnes: yes, it's like a
"Who Dunit"... we already had a video field trip with Ft. Worth Crime
Lab.
Toni McAfoos: Cool!
Bonnie Barnes: it was boring
Bonnie Barnes: the guy just talked
monotone to the kids
Bonnie Barnes: he had boring
powerpoints, too.
Toni McAfoos: ha, ha
Toni McAfoos: you are funny
Bonnie Barnes: Thanks... my teachers
say that, too!
Bonnie Barnes: i like to have fun!
Toni McAfoos: Your goal is to get
students to analyze information?
Toni McAfoos: You will know this by
the data sheets and the discussions. Right?
Bonnie Barnes: yes and to think about
gathering data and summarizing for a conclusion.
Bonnie Barnes: the data sheets and
discussions help both visual and auditory learners. the gathering of the data
& analyzing under magnifying glass and digital microscope help the tactile
learners.
Toni McAfoos: How does this
goal/lesson fit in with the rest of the science teams? I don't know if this is
a good question.
Bonnie Barnes: there is only one
science teacher... i work with REALLY small schools!
Toni McAfoos: So you've included all
learning styles in this lesson, you'll know your lesson was a success how? I think I've asked this.
Bonnie Barnes: yes, i am very big on
including all learning styles in my lessons... that's why i love project based
learning. i usually know that the lesson is a success because the students will
have an assignment completed correctly.
Bonnie Barnes: for measurement
data... grades. discussions are informal assessment but i give participation
grades. classroom management is the hardest part.
Toni McAfoos: what are your strategies
on that?
Bonnie Barnes: i found that covering
expectations in the beginning helps.... rules about stations for observation.
then do group setup... partnerships and rotate to the stations and also a timer
for changing stations.
Toni McAfoos: As your coach, what
would you like for me to do that could help you know that you've obtained your
goal?
Bonnie Barnes: i have the teacher or
principal come in after the powerpoint as the "victim" and fall on
the ground.... that is fun but is challenging in keeping the lesson going on
task.
Bonnie Barnes: as my coach, you could
probably help me out with more classroom management techniques. that is my weak
point.
Toni McAfoos: ha, ha. So, you want to improve your classroom
management techniques. What do you
think you could do to deal with these issues?
Bonnie Barnes: also organization and
whether results really reflect the actual learning.
Toni McAfoos: I am only here to
gather data for you so that you know you've improved or succeeded in your
lesson.
Bonnie Barnes: any input helps me. i
don't have a lot of experience with primary grades.
Toni McAfoos: Are you asking this
for real?
Toni McAfoos: Do you think that
working in groups, and having each student in the group have a specific
assignment that contributes to the whole would work?
Bonnie Barnes: yes... i want to make
sure that i am covering the correct TEKS in the correct manner. i guess that is
the data that i should collect?
Bonnie Barnes: does that make sense?
Toni McAfoos: You've told me your
weak points are classroom management and organization. My question would be, how would I
quantify your covering the TEKS in the "correct" manner?
Toni McAfoos: It would be easier for
me to observe how the children respond to your questions, etc.
Toni McAfoos: I could write down
data.
Bonnie Barnes: yes, observation would
be easy. would a rubric be a good way to quantify this lesson?
Toni McAfoos: Yes.
Bonnie Barnes: that's what i was
thinking.
Toni McAfoos: Can we end for now and
pick up at 1:00 pm
Bonnie Barnes: yes, i was thinking
that you need to go now. i will be back on at 1 p.m
Toni McAfoos: K. We'll finish this, and then set a time
to do me then. Okay?
Bonnie Barnes: sounds good... try at
1 p.m.
Toni McAfoos: Great talking to you,
bye.
Bonnie Barnes: bye.... have fun!
Toni
McAfoos
has left the chat.
1
p.m.
Bonnie Barnes has joined the chat.
Toni McAfoos: I'm in heaven!
Bonnie Barnes: hi! how was your
massage?
Bonnie Barnes: good!
Toni McAfoos: There should be a law
that says we have to get a massage once a week!
Bonnie Barnes: i agree! i've had my
lunch... cottage cheese & pumpkin pie... the slim-slow diet!
Toni McAfoos: I've picked up taco
bell. Not so slim.
Toni McAfoos: My son's request
Toni McAfoos: I got the salad,
however.
Bonnie Barnes: sounds better, though....
both my sons' favorites, too. salad is good.
Toni McAfoos: Ok, where'd we leave
off?
Bonnie Barnes: i was able to copy the
text and save it.
Toni McAfoos: Yeah!!!!!
Toni McAfoos: a rubric for me as the
coach to quantify my observation of whatever it is you want me to observe.
Toni McAfoos: Right?
Bonnie Barnes: i haven't made a
rubric for that class but thought it would be a good idea.
Bonnie Barnes: i like rubistar...
have you used it?
Toni McAfoos: I don't think I'm
supposed to give you an opinion, but rubrics are great and YES I have used
rubistar!
Toni McAfoos: I teach classes that
aren't always quantifiable. I
teach journalism. With writing,
you have to have a rubric to grade
Bonnie Barnes: i think it's ok to
give an opinion. i agree that rubrics work well with writing and projects.
Toni McAfoos: So a rubric that you
design, would better help me and the students know what you are looking for on
performance and on the project objective.
Toni McAfoos: Great idea!
Bonnie Barnes: yes, i think so. what
about the observation? are we supposed to videotape the class?
Toni McAfoos: I think that is
somewhere down the line, but I don't think it is of the class.
Bonnie Barnes: ok... that part makes
me nervous... i'm used to being behind the camera... i was a journalist out of
high school.
Toni McAfoos: If you go in the
REGXIMTTC folder on the Channel1-1001 desktop, you will be able to go into
other grad classes folders and view what they have done. I found this last night and it has
helped me understand what we are supposed to b
Toni McAfoos: e doing.
Toni McAfoos: I haven't viewed a
video yet, but that was on my list of things to do.
Bonnie Barnes: i feel comfortable
with all that we've covered in this coaching session for myself. i started
looking at the other folders, too.
Bonnie Barnes: what kind of lesson
are you doing?
Toni McAfoos: Ok, I still have questions. I'm not done yet, hee hee
Bonnie Barnes: darn!
Toni McAfoos: ha ha
Bonnie Barnes: ok... shoot!
Toni McAfoos: Okay, what would you
like to take away from this lesson?
It could be better classroom management, if that is what you want.
Bonnie Barnes: yes, that's a big one
for me... also how to improve on the lesson... i always try to
"reflect" on how I can improve.... how's that for using the lingo?
Toni McAfoos: reflect, I like it!
Toni McAfoos: What are you learning
about yourself in this process?
Bonnie Barnes: i've learned how to
use the terminology working for the Service Center
Toni McAfoos: ????
Bonnie Barnes: i've also learned that
i need to have a better attitude in this process
Bonnie Barnes: i work for the Service
Center... where Connie works..
Toni McAfoos: so when you say
terminology, you mean the science terminology or the technology
terminology? What a mouthful
Toni McAfoos: you work with Connie?
Bonnie Barnes: the
"educationize"
Bonnie Barnes: yes... but not in the
same location... i am a field consultant
Toni McAfoos: how fun!!!! When we're done, I'll ask you to
explain. Now on to completing this
coaching.
Bonnie Barnes: this is part of my
"staff development"
Bonnie Barnes: let's finish
Toni McAfoos: What do you think
about this coaching process?
Bonnie Barnes: i think that having
someone ask you questions about your purposes makes me more accountable.
Bonnie Barnes: my purposes
Bonnie Barnes: sorry about the
grammar!
Toni McAfoos: I would agree. How has the data gathered (using your
rubric) helped you in your teaching?
No problem with grammar on my end.
Bonnie Barnes: i can better quantify
or measure results.
Toni McAfoos: What have you learned
from all of this as a teacher?
What worked, what didn't?
Bonnie Barnes: i know that i do a
good job but having something tangible is important for the powers above.
Toni McAfoos: I agree.
Bonnie Barnes: i learned that setting
the expectation up front helps, organization and setting time limits also
helps. By doing those two, class management is easier, too.
Toni McAfoos: How will you commit to
making what you've learned a reality in your classroom?
Bonnie Barnes: i am going to expand
the lesson with more to the CSI unit and document the results. i'm a believer
in success stories and photos so i take photos of the projects and do small
success stories for the school newsletter.
Bonnie Barnes: does that answer your
question?
Bonnie Barnes: i get off target at
times... my brain works strangely... not so logically at times!
Toni McAfoos: You are so good!!
Yes, Last question, what do you
think of this type of coaching process?
Have you ever been coached like this? You said that this type of coaching makes you more
accountable and thoughtful - about expectations,
Toni McAfoos: etc. Correct?
Bonnie Barnes: yes, i have been
coached before. it was more of an observation... but i always ask the teachers
to coach me before and after lessons.
Toni McAfoos: Was it the same as
cognitive coaching? Or did they
"judge" you and then give you tips, etc.?
Bonnie Barnes: i had some
observations this last semester where it was more judged and then given
tips.... by the teaching program from a college here. the cognitive coaching is
different.
Bonnie Barnes: i think your questions
are good and make me think about why i
Bonnie Barnes: i'm doing something
rather than just the process.
Toni McAfoos: I was trying not to
insert my opinion in anything you were saying. I think it is important for the coach to not say that is
good or bad, but better to get the teacher to say whether she thinks it is good
or bad.
Bonnie Barnes: very good point.
Toni McAfoos: As Connie has said, it
is not for us to judge, but to help the mentee judge if she is going where she
wants to go.
Bonnie Barnes: constructive criticism
is hard to do... but i think of a cognitive coach as still being a leader, too.
Bonnie Barnes: like a sports coach...
they need to lead the teacher into the right direction, too.
Toni McAfoos: So much in the world
is opinion. I find it difficult to
judge others based on what I think.
Who am I? I think helping a
person reach where they want to go is best. Maybe pumping them up on the way too. Okay, I think I am done.
Toni McAfoos: I know you have to go
to a game. When do you want to
meet again?
Bonnie Barnes: you're right....
motivation is probably the best quality of a good coach.
Toni McAfoos: teaching one to
believe in themself.
Bonnie Barnes: exactly! i can meet again
anytime this afternoon or evening or tomorrow after church.... it's chat with
you or clean house.
Bonnie Barnes: i'd rather chat.
Toni McAfoos: Hmmmm, choices,
choices.
Toni McAfoos: Me too
Toni McAfoos: Okay, how about around
4:00?
Bonnie Barnes: yes, 4 is fine. see
you then.
Toni McAfoos: bye, thanks!
Bonnie Barnes: bye
Toni McAfoos has left the chat.