How do I communicate to students that what we’re doing is important, that they can do it well, and that I won’t give up on them?
A list of important tasks that all teachers need to accomplish regardless of the age, grade level, subject area, or courses they teach is shown in Table 2.1. We have cast the task as a challenging question to answer. Each of these questions is associated with a particular area of performance. We indicate the area of perfor- mance next to each question. Every one of these questions (and related areas of performance) is important unto itself, and there is a chapter in this book dedi- cated to each one. Collectively the questions and areas of performance address virtually all of the decisions, actions, and situations a teacher needs to handle with students in classrooms.
We answer these questions by drawing on the rich knowledge base about teach- ing. This knowledge base is not a set of prescriptions or a list of behaviors known to produce effective learning (though there are a few of these). Rather, it offers options, or repertoires, for dealing with each area. It also asserts that effective teaching lies in choosing appropriately from among the options to match given students, situations, or curricula.
Conceptualizing our knowledge base as repertoires for accomplishing tasks rather than as “effective behaviors” legitimizes professional conversations and healthy debates about choices. In contrast, the “effectiveness” paradigm implies there are singularly effective ways of performing tasks, thus discouraging dis-
Video: Repertoire and Matching
T H E S K I L L F U L T E A C H E R 13
THE SKILLFUL TEACHER | FRAMEWORK
agreement and debate—at least if we don’t want to damage friendships with peers. (If there is only one effective way of doing things and we disagree, we can’t both be right.) Thus the repertoire and matching model of professional knowledge is a foundation for strong “Adult Professional Culture” where we need each other to think through difficult matching choices.
Essential Questions Areas of Performance 1. How do I get students to pay attention and stay on task? Attention
2. How do I keep the flow of events moving smoothly and minimize downtime, delays, and distractions? Momentum
3. How do I get the most out of my space and furniture? Space
4. How do I time events and regulate schedules so that students get the most productive learning time? Time
5. What procedural routines are important and how do I get maximum mileage out of them? Routines
6. How do I eliminate disruptions while building responsibility and ownership? Discipline
7. How do I make concepts and skills clear and accessible to students? Clarity
8. How do I design more efficient and effective learning experiences? Principles of Learning
9. How do I create learning experiences that develop the mind as well as the content? Models of Teaching
10. How do I communicate to students that what we’re doing is important, that they can do it well, and that I won’t give up on them? Expectations
11. How do I build good personal relationships with students and make them feel truly known and valued?
Personal Relationship Building
12. How do I build a climate of inclusion, risk-taking, and personal efficacy? Classroom Climate
13. What do I need to know about my curriculum? Curriculum Design
14. How should I frame objectives so they precisely guide my planning and are on-target for my students’ learning? Lesson Objectives
15. How do I plan lessons that will reach all my students? Planning
16. What choices do I have for differentiating learning experiences? Differentiated Instruction
17. How can I use assessment to inform instruction and improve student performance? Assessment
18. How do my personal passions show up in a “test-driven” world? Overarching Objectives
Table 2.1 The Important Questions of Teaching and Areas of Performance