The practice of giving glows and grows, like the feedback sandwich, seldom generates growth and change. Frequently, some similar structure is used to give feedback to teachers following walkthroughs. Self-reflection is the key to our decision to commit to a change behavior. Without conversations, these notes rarely generate true reflection. When we generate our own "glows" and "grows," we are on a growth trajectory."Why Bosses Rarely Give Negative Feedback, Backed By Science""Why Emotionally Intelligent Leaders Avoid the 'Feedback Sandwich" "Glows and Grows: A Positive Framing for Self-Reflection"

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Acceleration and equity require teachers to provide ALL students with engagement in on grade-level or above, complex learning tasks. Too little or too much scaffolding prevents students from gaining the needed learning opportunities. Consider when you might be rescuing students rather than scaffolding. Consider why just-in-time scaffolding is important.Read the article, "Just-in-Time vs Just-in-Case Scaffolding: How to Foster Productive Perseverance" here.Read the article, "Are you Scaffolding or Rescuing" here.Listen to the podcast "Rough Draft Math" here.

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"Strengthening organizations one connection at a time," is the recommendation from The Connection Coach, Tara Brown. Connecting to emotions and being valued is critical among leaders and staff if we want to have it present in classrooms for students.

Visit Tara's website here.

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All children are naturally curious and our adult role is to provide an environment where children feel they can ask questions and get support for their explorations. Too often youngsters’ curiosity appears to not be valued as we get more focused on correct answers to questions raised by someone else.  How do we model the value and experiences of curiosity for our learners?Watch Hal Gregersen’s You Tube Video here. Visit Hal Gregersen’s website. Read Fast Company's article, "8 habits of Curious  People" here. 

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How does a coach respond when teachers suggest they don’t have an idea how a coaching observation could support them? Why does everyone deserve a coach’s support for reflection?Reflection on surprises, failures, and frustrations are opportunities for insights and growth. Sample coaching questions are shared.

View Atul Gawande's video, "Want to Get Great at Something? Get a Coach" here.Read the article,"Don’t Underestimate the Power of Self Reflection" here.

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Most elementary teachers have dealt with parent questions and concerns about math instruction. Some teachers have been the parent raising those concerns with their child’s teacher. Hilary Kreisberg, the Director at the Center for Mathematics Achievement at Lesley University, and the author of, "Partnering with Parents in Elementary Math," shares findings from interviews with parents and provides actions teachers can take to support parents in feeling helpful, intelligent, confident, and familiar around their child’s math learning.Find Hilary on Twitter: @Dr_KreisbergVisit the Center for Mathematics Achievement website. Find Hilary's Book, "Partnering with Parents in Elementary Math" here.

What are you finding when you observe discussions in classrooms? Are teachers hearing all students’ voices? Are students’ voices being heard by classmates? What would a student survey tell us? How would you coach teachers to teach and facilitate discussion skills? What’s the quality of discussions taking place in PLC’s and professional learning activities? Explore these questions with Liza Garonzik, the founder of R.E.A.L. Discussion.Read Liza's article, "Three Steps to (Co)create Belonging During Class Discussions" here.Visit the R.E.A.L. Discussion website here. 

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Tara Brown, who has been called the "Teen Whisperer," shares what we know about the teen brain and how that knowledge can support parents in understanding teen needs.  She describes the teen brain as a Maserati with bicycle brakes. Tara is an experienced teenager and parent life coach.Visit Tara's website here.

When parents were interviewed about math instruction in school, the four most frequent words that arose were intimidated, frustrated, worried, and confused. The author who conducted those interviews, Dr. Hilary Kreisberg, explores what school leaders can do to support teachers changing those parent concerns. Hilary is the author of "Partnering with Parents in Elementary Math" and "Adding Parents to the Equation: Understanding Your Child’s Elementary School Math."

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Students have shared that discussion time is scarier than taking a test. How do we create classrooms where students report that during discussions they feel confident to ask a question, feel that classmates are listening to them, and feel connected to classmates? Liza Garonzik, from Real Discussion, provides some immediate steps teachers can take.Read the article, "Three Steps to (Co)create Belonging During Class Discussions" here.Visit the Real Discussion website here.

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!