B18 Peer coaching to improve practise

I have actively engaged with my peers to reflect my practise. I have developed my own coaching skills and have then taken part in a series of video recorded lessons and subsequent peer coaching interviews where the purpose is to dig deep into our practise using the Levels of questioning (adapted from those described by Robertson, 2005).

Taking part in peer coaching sessions

A change to my practise resulting from these peer coaching sessions is that I have developed a simple checklist for my students so they can keep track of their independent learning during spelling lessons.

Part of my reflections based on the first peer coaching session. 

The students have identified a range of learning opportunities for themselves  to develop a rotation during the week while they are not engaged in small group learning with myself. By having a simple checklist on the board the students are able to self-monitor and make positive choices for their own learning.

It also allows me to be fully engaged with the group I am teaching because I feel the students are going to be on task and learning what is important to them.