Carolyn Webster-Stratton, Ph.D.

Transcription

1 Coaching Teachers to Coach Student s Social, Emotional & Academic Competence Incredible Years Teachers Classroom Management Programs Carolyn Webster-Stratton, Ph.D.

2 Underlying Theories for Incredible Years (IY) Teacher Classroom Management Program Modeling Theory - observational learning - children learn from observing teachers appropriate social interactions, emotional selfregulation and expression of positive emotions with their students

3 Underlying Theories for Incredible Years (IY) Teacher Classroom Management Program Cognitive social learning theory - attention principle - children learn to be socially and emotionally competent from teachers coaching, prompting, positive attention & praise given for prosocial & self-regulation behaviors & teacher positive thoughts and feelings - children become less competent when they are the recipient of negative teacher interactions, thoughts or feelings

4 Underlying Theories for Incredible Years (IY) Teacher Classroom Management Program Relational or Attachment Theories - teacher child directed play and persistence, social and emotional coaching influences children s affect, bonding of relationships, and readiness to learn separate from behavioral management strategies

5 Empirical Support for Incredible Years (IY) Use of Child-directed Play and Specific Coaching Skills IY Parent, Teacher and Child Series have each been shown effective in multiple studies in reducing conduct problems & depression & promoting social and emotional competence and school readiness in children One of the key foundational components of all three interventions is specific coaching and child-directed play skills

6 Teacher Coaching Skills are Key to Promoting Children s Social, Emotional & Academic Competence Incredible Years Teachers Programs See paper on web site: Webster- Stratton, C. & Reid, M.J. (2009). Parents, Teachers And Therapists Using Child-Directed Play Therapy and Coaching Skills to Promote Children s Social and Emotional Competence And Build Positive Relationships. In C.E. Schaefer, Play therapy for Preschool children..

7 Coaching Strategies are a necessary but not sufficient part of a larger child management system

8 Incredible Years (IY) Teaching Pyramid Use Sparingly Promoting Social Skills and Problem Solving Decreasing Inappropriate Behaviors Motivating through Incentives Attention, Coaching and Praise Proactive Teaching Building Positive Relationships Use Liberally Teaching Pyramid The Incredible Years 2009

9 Incredible Years Teacher Tool Kit for Building Positive Behaviors The Incredible Years 2009

10 The Incredible Years 2009 Incredible Years

11 The Incredible Years 2009 Incredible Years Teacher Cognitive and Emotional Tool Kit

12 What is a teacher coach? A teacher coach is someone who is learner-centered and supportive, builds on a teacher s strengths, observes and monitors their skills and interpersonal processes with children, prompts or models skills/thoughts and selfreflections according to teacher goals, sets up behavioral practices, and promotes teacher use of strategic behavior plans and encourages, praises and reinforces teacher steps in the right direction.

13 What is a teacher coach? Coaching is a method of teaching and learning that draws on social constructivist learning theory. As such coaching promotes learning that occurs through social interactions involving understanding of teacher learner needs.

14 IY Teacher Coaching Strategies Addresses teachers goals Collaborative Style Supportive Feedback Promotes Teacher Self-Reflection Consults Regarding Behavior Plans Models Management Strategies for Teachers Encourages teacher use of academic, persistence, social and emotional coaching Praise and encouragement for teachers Set up practices/role plays for selected issues Encourage and promote teacher-parent partnerships and training

15 Role #1: IY Teacher Coach Supports Group Leaders with Workshops Sets up workshop room has adequate chairs & is set up in group format without tables Checks workshop room has flip chart, DVD & remote control, monitor, coffee, snacks & name tags prepared Assures teacher handouts for workshop are at the site & toys are available for role plays During workshop coach works with teachers to prepare behavior plans & to talk about self-reflection inventories Videos workshops as requested

16 Role #2: IY Teacher Coach Follow Up with Teachers Post Workshops Check in with teachers post workshop regarding teacher implementation of classroom assignments (e.g., reading, parent notes home, behavior plans) Reinforce teachers who complete assignments & build relationships Check in with teachers regarding their goals & self-reflection inventories Make classroom visits to observe teachers, model strategies and support teachers Complete coach teacher management observation inventory following each classroom visit Encourage implementation of strategies

17 Role #3: IY Coach-Teacher Meetings Following Each Workshop Preparation for meeting by reviewing coach management observation inventory Check in with teachers regarding their goals & self-reflection inventories Review behavior plans Review plans for involving parents Support teachers progress with assignments and needs for additional training from self-learning manuals and DVDs Summarize strengths Future goals determined Teacher completes evaluation of coach meeting Coach completes summary form of meeting with teacher

18 Role #4: IY Coach-Group Leader Phone Calls Post Workshops Review teachers progress toward goals Review teachers needs for support and training & how to provide it Consult regarding behavior plans Discuss any difficulties regarding classroom observations or conducting personal coach-teacher meetings Reflect on success with coaching teachers Discuss preparation needed for next workshop

19 Role #5: IY Coach Preparation and Self-Study Read chapter in teacher book related to each workshop topic before workshop is offered Review DVDs vignettes and self-learning manuals for each topic Seek consultation from group leader about questions or philosophy differences Prepare for meetings with teachers

20 Role #6: IY Coach & Teacher Supplemental Peer Learning Goals Coach selects vignettes to show teacher related to teacher goals DVD vignettes and self-learning manuals for peer discussion Set up practices/role plays to enhance learning Use collaborative process to mediate vignettes Self-Learning and Reflection with Vignettes Pause narrations and vignettes frequently Read questions in manual and discuss ideas Write down brainstorms & apply to behavior plans Review self-reflections & Set future goals