Joining implementation can also be used to support teachers with their classroom management. Classroom management and routines describe the specific procedures that facilitate smooth and efficient classroom operations.
As the coach joins implementation, the coach can help the teacher recognize areas of need and then support effective implementation through practices such as modeling or co-teaching. For example, coaches can help teachers to build positive relationships with children and establish predictable routines and transitions as part of strong classroom management.
While working alongside the teacher in the classroom, a coach can assist with modifying existing classroom management systems and routines. The coach can help to improve how the classroom or schedule functions. For example, while moving from one activity to another, the coach can quickly model a transition activity for the teacher to try with the children. The benefit of in-the-moment coaching is that a teacher can see the effects in real time while teaching the new skill to the children.
Coaching competencies that support teacher classroom management and routines include the following:
- Provides opportunities for immediate practice by recommending adaptations, modifications, or extensions to improve instructional delivery or interactions in the moment and when the coach is present to provide support
- Provides adaptations, modifications, or extensions to improve future delivery of instruction or support
- Clearly articulates the steps/procedures during modeling and demonstration to draw attention to the key aspects or transitions in lessons
Mentoring Prompts
- “Show me the routine you use during transitions. Let’s try this new one.”
- “As you are moving from one activity to the next, provide a cognitive transition.”
- “Let’s see how your daily calendar/schedule is working.”
- “Notice how the children are moving through the centers, let’s find a way to organize how they navigate throughout the room.”
- “Let’s get the children involved in developing classroom procedures.”
- “Child [X] is not following the classroom norms. Let’s help [x] think about how to redirect the behavior or refocus on the task.”