In the Classroom: Coach Actions
In the Classroom: Coach Actions
8. Model first, then gradually release
Offer to model the lesson while she observes:
- She sees device management in action
- You narrate your decisions
- Then co-teach, then she leads
Card reference: I Do, We Do, You Do
9. During observations, focus on specific look-fors
Don't try to fix everything:
- Pick one focus per lesson (e.g., transitions)
- Take notes on that specific thing
- Debrief that one area deeply
Card reference: One At a Time
Anticipating Complications
If she says "I've tried everything":
- Gently probe: "Tell me about what you tried and what happened"
- Often teachers have tried things briefly or without full implementation
- Help her see that persistence + iteration matters
If the chaos continues:
- Reduce scope further (shorter sessions, smaller groups)
- Consider unplugged activities to build culture first
- Model more lessons yourself
If she wants to quit:
- Acknowledge this is her choice
- Explore what would make it workable
- Suggest a modified approach before full abandonment
Summary Response
A coach might respond:
> "That sounds really frustrating—28 third-graders on devices is a genuine challenge. Before I suggest anything, I'd love to understand more about what's happening. When you say 'chaotic,' what does that look like? Is it during transitions to the devices, during the actual coding, or both? And how does management usually work during other subjects in your class?
>
> [After gathering context...]
>
> It sounds like the main challenge is the transition—getting everyone settled with devices and on task. Here's what I'd suggest we focus on first: let's build a really tight device routine using the structures that already work in your classroom.
>
> For our next session, could you think about what routines work best for you during other subjects? We can adapt those for CS time. I'd also like to co-plan just the first 5 minutes of your next CS lesson in detail, and then I could model it while you observe how I handle the device distribution. What do you think?"
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SCENARIO 2: Gender Stereotyping by a Teacher
The Situation
> "During a debrief, a teacher tells me 'the girls just aren't interested in coding. They'd rather do art projects.' What do I do?"
Diagnostic Questions
Before responding, consider:
1. What's the evidence behind this belief?
- "What makes you think that? What have you observed?"
- "Which girls specifically? All of them?"
2. What's happening in the classroom?
- "How are coding activities structured?"
- "What opportunities do students have for choice and creative expression?"
- "How is group work organized?"
3. What's the teacher's awareness level?
- Is this an offhand comment or a deeply held belief?
- Is she open to other perspectives?