# data[].attributes.headline
Connections -  "forcing" children to slow down and think is a necessary task.  They are not wired to slow down and think about what they are doing, they react!  We could all benefit from slowing down and thinking before speaking and connecting it to what we already know - I know I could! :D

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Connections -  "forcing" children to slow down and think is a necessary task.  They are not wired to slow down and think about what they are doing, they react!  We could all benefit from slowing down and thinking before speaking and connecting it to what we already know - I know I could! :D

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Challenge - time is always the challenge.  There is so much to teach and so little time.  It is a matter of surface teaching vs. owning the knowledge.  To truly understand requires the time to think, process, then apply what we are learning. Scaffolding the tasks also differentiates and supports developing their thinking skills. 

# data[].attributes.subject
Challenge - time is always the challenge.  There is so much to teach and so little time.  It is a matter of surface teaching vs. owning the knowledge.  To truly understand requires the time to think, process, then apply what we are learning. Scaffolding the tasks also differentiates and supports developing their thinking skills. 

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Concepts - There are many strategies to use to help students truly think.  Building the questions, "Why do you think that?", "How did you get that?", and "Show me how that is possible?" into our teaching may take more time but once routine, the children will expect it and be "thinking" about how they will answer it.  Accountability for learning! 

# data[].attributes.subject
Concepts - There are many strategies to use to help students truly think.  Building the questions, "Why do you think that?", "How did you get that?", and "Show me how that is possible?" into our teaching may take more time but once routine, the children will expect it and be "thinking" about how they will answer it.  Accountability for learning! 

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Changes - remember we are not and should not be doing all the talking.  Having some uncomfortable brain struggle to figure things out is a life skill.  Thinking is a necessary practice for every and all day.  Teaching how in the classroom is logical!  Remembering to model how to think is a change too!  

# data[].attributes.subject
Changes - remember we are not and should not be doing all the talking.  Having some uncomfortable brain struggle to figure things out is a life skill.  Thinking is a necessary practice for every and all day.  Teaching how in the classroom is logical!  Remembering to model how to think is a change too!  

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I feel like there are so many small connections and patterns in our day that are missed because of our constantly looking at where we are supposed to end up instead of the road we are on.

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As an educator with so many demands that seem to not be part of the widely important goal, I feel like the challenge is ultimately responding to all that we are expected to do while helping our teachers and students be the best they can be. Figuring out the best way to navigate the endless "do this" list has become a huge challenge for so many of us.

# data[].attributes.body
Getting lost in the concepts themselves and not really checking understanding is something I have run into a lot this year. It is important to not just review, but make concepts come alive and become relevant in real life for those we are teaching.

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Concepts- Ways of teaching are constantly changing and now we are in a push for mastery of the concepts. This is wonderful for our students but a lot of push back from parents who do not understand. When a student is able to demonstrate the concepts of why we are learning what we are learning, then we have been successful as educators.

# data[].attributes.subject
Concepts- Ways of teaching are constantly changing and now we are in a push for mastery of the concepts. This is wonderful for our students but a lot of push back from parents who do not understand. When a student is able to demonstrate the concepts of why we are learning what we are learning, then we have been successful as educators.

# data[].attributes.body
This is a vital life skill that children need to learn. Pausing, thinking and listening with the intention of understanding and not just reacting makes a difference when it comes to establishing relationships. It is also an important component of self regulation.

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All learners, regardless their age, need time to "chew" or process the information presented. For meaningful learning to occur, students need time to process and practice. I believe the challenge for teachers is to present the target content in a meaningful way so it catches the students attention and then allowing time to put it into practice and then revisiting the content from a different perspective.

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Depth of knowledge questions are the ones that activate real learning. They make student think about their own thinking and there is a lot of self-discovery in that process.

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This brain struggle is actually very productive as it takes the learner from one level to a higher one. Change is part of life and being flexible enough to adapt to it is a necessary life skill. A teacher who does not provide all the answers but remains silent and gives students room to figure things out on their own or in groups, is a great model.

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It is so important that adult especially teachers know that slow down the thinking can help both teachers and students to connect what is happening in the present. Zohreh Ashkevar

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I believe that it takes time to understand the materials that teachers are teaching to the students. Zohreh Ashkevar

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It is important that teacher check the understanding regularly to make sure that the students understand the concept. Zohreh Ashkevar

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I believe it is important to teach the students that changing is good and cause progress in their thinking, learning, and life. Zohreh Ashkevar

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The majority of people will resist change at first. The risk takers must be identified so they can be the first to try out the change. Then others will see the change in action and want in. 

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The majority of people will resist change at first. The risk takers must be identified so they can be the first to try out the change. Then others will see the change in action and want in. 

# data[].attributes.body
I believe that the session reminded me of what the role of coaching is so important compared to traditional professional development. It is more impactful, focused and relevant to individual teachers.

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I think one of the challenges that I recognize (even in myself) is the self reflection and asking for support. What do you do when someone doesn't know what they are lacking? Sometimes you don't know what you don't know- and you need someone to guide you on what you need improvement on. It's not that they feel they are perfect, but there's a balance of needing insight from others.

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Help. I can't find the 4Cs from Project Zero.

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Help. I can't find the 4Cs from Project Zero.

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Based on Session 4, talking about motivators leading to enthusiasm links both Instructional Coaching and Teaching.  If the people involved are not motivated, then there is no enthusiasm in trying to improve.  Sometime being a little spark in a person's life can bring on a big explosion of motivation when they need it the most. 

# data[].attributes.subject
Based on Session 4, talking about motivators leading to enthusiasm links both Instructional Coaching and Teaching.  If the people involved are not motivated, then there is no enthusiasm in trying to improve.  Sometime being a little spark in a person's life can bring on a big explosion of motivation when they need it the most. 

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A challenge to the Factors for Managing Complex Change is fidelity.  A student recently pointed out that a lot of times the school/teachers start off with something, and then it fades out.  If the students can see this, then  adults should too.  Unfortunately due to lack of support, or being overwhelmed, fidelity fades.  Instructional Coaches can help to keep the flame burning bright.

# data[].attributes.subject
A challenge to the Factors for Managing Complex Change is fidelity.  A student recently pointed out that a lot of times the school/teachers start off with something, and then it fades out.  If the students can see this, then  adults should too.  Unfortunately due to lack of support, or being overwhelmed, fidelity fades.  Instructional Coaches can help to keep the flame burning bright.

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A concept that stood out was how coaching in the classroom truly makes a difference for knowledge, skill demonstration, and for use in the classroom.  Based on this data, the emphasis should be on having Instructional Coaches at all teacher's disposal to improve the well-being of educators, and ultimately the students.

# data[].attributes.subject
A concept that stood out was how coaching in the classroom truly makes a difference for knowledge, skill demonstration, and for use in the classroom.  Based on this data, the emphasis should be on having Instructional Coaches at all teacher's disposal to improve the well-being of educators, and ultimately the students.

# data[].attributes.headline
Changing a negative mindset to be less cynical is a major hurdle.  Professional Learning is often seen as a "well this will be a waste of my time" activity.  Being an Instructional Coach and helping to provide skills WITH the person/team to turn the learning into action will take a lot of effort.  After all, change can be difficult. 

# data[].attributes.subject
Changing a negative mindset to be less cynical is a major hurdle.  Professional Learning is often seen as a "well this will be a waste of my time" activity.  Being an Instructional Coach and helping to provide skills WITH the person/team to turn the learning into action will take a lot of effort.  After all, change can be difficult. 

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Change - I used to really like change, but I am finding that the older I get I am not enjoying it as much as I used to. I feel like change in the education field is non-stop throughout the school day (now more than in the past), but there is not enough time to process what is coming our way. 

# data[].attributes.subject
Change - I used to really like change, but I am finding that the older I get I am not enjoying it as much as I used to. I feel like change in the education field is non-stop throughout the school day (now more than in the past), but there is not enough time to process what is coming our way. 

# data[].attributes.body
Being flexible when there is not enough time to process and complete tasks when I have planned is a challenge for me. I am just a bit hard on myself when I need to allow myself some grace.

This year has really allowed me to feel like my students when we are constantly throwing information at them all day long. Do we really give them enough "chew" or process time?

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I wish it was as easy as the individual dancing in the field by himself and people joining him. Patience is a virtue when change occurs for those of us working with the risk intolerant people.

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Remembering to allow time for others to reflect and receive feedback after a lesson or coaching session. I am always reflecting on what I do, so I assume other adults do as well.

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I still don't understand the article by Joyce and Showers and their conclusion to not give feedback. After I observe a lesson, I ask my teachers what they thought of the lesson (reflect). Of course, they always go to the negative, so I have learned to ask, "What positive outcomes did you have from the lesson?" I listen and then provide feedback in the form of acknowledgement or contradictions depending on what they say. I do this for these 2 reasons...

1. I was taught that sometimes we just have to tell students, "No, I'm sorry, that is incorrect." Because when we say, "that was a good thought" or "you are on the right track", when they weren't, then you are setting up them for failure. The same goes for adults. If they reflect on something positive that was not correct, they need to be provided feedback on how to correct it.

2. We all want to know when we have done something right.

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I believe best instructional practices for students (explain the why, choice, engagement, discussion, feedback and follow-up), including differentiation, scaffolding and equity, are also best professional development practices for adults.

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I don't have a hard time with change, so it is sometimes hard for me to understand why other's do and as a coach I need to know and understand how to handle that. The important concepts I am taking away are The Factors for Managing Complex Change and the flow chart of Factors for Sustained Change. I believe these concepts will help me to understand other's resistance and be able to more accurately pinpoint how I can support them.

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A connection I made to the information presented in session 4 was to the chart that showed coaching had by far (95%) the strongest impact. This reminded me of SPOT training back in the day where they were saying the impacts of Whole Group, Small Group, and Conferencing, and how Conferencing with students had the most impact.

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I, too, think that a challenge is time. That is a case for a lot of things. So it comes down to prioritizing. Going back to the discussion on the article and omitting feedback, and one of our presenters saying it's better to ask things like "How do you think it went?" I think that's good because it gets people thinking. It does take more time than just saying your thoughts but it takes away from giving people time to do the thinking. I am curious to get to the session about asking people questions and those questions stems. Also I'm curious about the "coaching light" and "coaching heavy" mentioned tonight.

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Giving choice (self-directed) learning helps adults and children learn best.  I know I have appreciated professional development that gives me options, because not all learners learn the best the same way.  I was able to connect to the resistance of change with a personal experience of moving.

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Giving choice (self-directed) learning helps adults and children learn best.  I know I have appreciated professional development that gives me options, because not all learners learn the best the same way.  I was able to connect to the resistance of change with a personal experience of moving.

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A concept new to me was how people react to change. I was one of the people who when asked to write with my left hand and then my right, and ask how it was different in how it felt, I said that writing with my right hand was easier and faster, but it was not as interesting. I think I embrace change and like change. So I need to be more aware of the concepts I learned about change, knowing that I am perhaps in the minority for my perception of change, and a lot of people I'd be working with don't like change. I need to keep the "Factors for Managing Complex Change" in mind (Vision in middle, with Action Plan Skills, Resources, Motivators, Fidelity, Sustainability around it.). The Concept of time and going through the steps of "Current Reality, Foreign Element, Resistance, Chaos, Transformational Idea, Integration, New Reality) is something I want to delve into more deeply too and to learn even more about. I was wondering, do coaches show this normal progression chart to teachers? I think it would help them to see the normal progression but I wasn't sure. It reminded me of the chart for progression for new teachers at the mentor training to show them what's normal for what time of year. It could validate someone's feelings.

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I believe that positive and helpful feedback is important and should not be viewed as judgmental but as supportive.

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I believe that positive and helpful feedback is important and should not be viewed as judgmental but as supportive.

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When we think of Visible Learning (Hattie) and characteristics we want in our learners, we want our learners to be reflective, to goal set, to think about their own thinking and learning, to ask questions, etc. All of that requires a change in mindset. It's the same with teachers...we have to ask ourselves what we want in teachers. We don't want teachers who just listen to someone else's ideas and does them with 100% fidelity. We want teachers to think for themselves, and what's best for their students, and we want them to ask questions, goal set, reflect......and change is necessary for all that too.

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Having instructional coaches in the classroom yields the highest impact on student learning. The data presented, showed that just providing theory and discussion and modeling the skills is not enough.  Teachers need to practice, reflect, and collaborate with a coach for optimal student impact.

# data[].attributes.subject
Having instructional coaches in the classroom yields the highest impact on student learning. The data presented, showed that just providing theory and discussion and modeling the skills is not enough.  Teachers need to practice, reflect, and collaborate with a coach for optimal student impact.

# data[].attributes.headline
When students are frustrated due to change or challenges in curriculum they do not understand, they may need the resources of time and collaboration with others to support them.  It's important how we provide feedback to not sound judgmental.

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When students are frustrated due to change or challenges in curriculum they do not understand, they may need the resources of time and collaboration with others to support them.  It's important how we provide feedback to not sound judgmental.

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I connected with our discussion about how adults learn best when the learning is self-directed, they know the why and the content is relevant. The level of engagment is so much higher! 

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I connected with our discussion about how adults learn best when the learning is self-directed, they know the why and the content is relevant. The level of engagment is so much higher! 

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The largest struggle is having an appropriate amount of time to process. Change can be difficult. As an elementary school teacher, we teach various content areas and when multiple changes are happening at once, we need time to digest all of it. 

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The largest struggle is having an appropriate amount of time to process. Change can be difficult. As an elementary school teacher, we teach various content areas and when multiple changes are happening at once, we need time to digest all of it. 

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The "Research Behind Professional Learning" slide from class is so important. Coaching in the classroom yielded 95%. The power of instructional coaching is evident.

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The "Research Behind Professional Learning" slide from class is so important. Coaching in the classroom yielded 95%. The power of instructional coaching is evident.

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It's important to make that shift from a fixed mindset to a growth mindset. Although change can be difficult at times, sometimes we realize that the change helped or improved in ways we didn't know were possible. Working with an instructional coach can lead to great discussions, growth in use of strategies, etc. 

# data[].attributes.subject
It's important to make that shift from a fixed mindset to a growth mindset. Although change can be difficult at times, sometimes we realize that the change helped or improved in ways we didn't know were possible. Working with an instructional coach can lead to great discussions, growth in use of strategies, etc. 

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I connected with our discussion about PD and how adult learners learn best through a self directed experience, know the why they are doing something, and no judgement. I believe in continuous improvement, for all of us and was connected with my group in this discussion. Why haven't we done this more in PD?

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As an instructional leader in my building I see the impacts and struggles of change! From my experience I see a lot of teachers living in that resistance and chaos state. Through my coteaching I have been able to get a number of teachers to embrace the changes that are being pushed out and move into integration, but I am struggling with how to get those other educators on board. Supporting those teachers that what to stick to "the way we've always done it" is a challenge for coaches and instructional leaders. I think it is such a challenge because change means being vulnerable, and if the sense of community and climate is not right in the building or on a team change is going to be very difficult. So how do we impact school climate to foster growth mindset and change?

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Reflecting on slowing down immediately made me think of my ADHD students. I teach gifted education and gifted students with ADHD seem to have a brain the moves very quickly from one thought to another. I connect that to myself and I realize I do this as well. It interferes with my concentration and full absorbtion of the material being discussed. It is something I work on continuously to improve my concentration and think about students in the same light.

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When looking at factors for sustained change, I am not sure that I agreed that resistance to change is related to motivators. I am not sure that student success is a motivator for many teachers at this point after sitting in various CLTs. I think motivators currently are not feeling so overworked. So how to we will change practice if any change is going to require some work.

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I agree that time is the only resource we cannot increase as teachers. We must work within the schedule we have available to us. I believe that is why it is so important that schools are teaching the skills necessary for students to think for themselves. 

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I agree that time is the only resource we cannot increase as teachers. We must work within the schedule we have available to us. I believe that is why it is so important that schools are teaching the skills necessary for students to think for themselves. 

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Teaching students how to question as critical thinkers is vital. I think it is also vital for teachers to be critical/creative thinkers when planning and discussing teaching and learning. 

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Teaching students how to question as critical thinkers is vital. I think it is also vital for teachers to be critical/creative thinkers when planning and discussing teaching and learning. 

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I agree with the guiding principles for adult learning that we discussed and did on our own independent learning. With this course along, all who are taking it are self motivated and want to improve our practice. With the support of the instructional coaches that are facilitating our learning we are continually reflecting and putting in to practice new skills from each session.

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Using the factors for sustained change graphic is a great way to dive into your own feelings when something new is being presented at work. Also as an instructional leader asking and being attuned to my colleagues feelings about a new initiative or change can help me better determine how I can support them moving forward. I plan to print out a copy of this to use with teams or teachers when I plan with them.

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I agree with my colleagues here talking about productive struggle. At times, our students want the quick answer and are uncomforable with not knowing the answer immediately. This is especially true of gifted students. Teachers know to give wait time or allow a student to ask a follow up question. The same strategies should be used as mentor teachers and coaches. Teachers need the time to consider solutions in conversations about their practice. 

# data[].attributes.subject
I agree with my colleagues here talking about productive struggle. At times, our students want the quick answer and are uncomforable with not knowing the answer immediately. This is especially true of gifted students. Teachers know to give wait time or allow a student to ask a follow up question. The same strategies should be used as mentor teachers and coaches. Teachers need the time to consider solutions in conversations about their practice. 

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Having connections encourages individuals to consider how the topic or information relates to their prior knowledge, experiences, and the world around them. It helps in building a bridge between what is already known and the new information being presented. It also help in building relationships.

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Encourage learners to pose questions that challenge assumptions, explore uncertainties, or uncover hidden complexities. Foster a culture of inquiry and curiosity. Encouraging individuals to identify any challenges, questions, or problems related to the topic. This step encourages critical thinking and problem-solving, pushing individuals to explore complexities and uncertainties.

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Connections play a critical role in facilitating learning and growth. We encourage our students to make connections to their prior knowledge, personal experiences, and interests to support deep engagement with what they are learning. As adults we also thrive on connections but it can take many forms. It could be connecting with colleagues and/or participating in communities of practice. This gives us diverse perspectives, valuable insights, and collaborative opportunities.

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A challenge is too many things happening at once and not really having time to process, implement, and reflect any of it. Challenges like this can occur for students and teachers.

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Change is uncomfortable for anyone. It doesn't mean there is always a resistance to change, there just may be too many changes happening at once and not enough explanations as to why things are happening.

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Stop and think: Where have I seen this before? How can I use this? Even teachers sometimes struggle to find a "real world" connection. I teach math and daily we get the question: Where can I use this? The struggle is real.

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Both students and teachers need challenge. Students need challenge so they can learn to think. I'm a big advocate on not teaching them exactly how to solve a math problem. I'd rather teach them how to think through solving a math problem. Teachers challenge themselves daily trying to figure out how to teach the way a student or students learn. What worked last year or last week may not work today.

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When I reflect on connections and being an Instructional Coach, I believe that if the teachers we coach do not feel a connection or supported by us, then they will not be open to learning from us and willing to implement strategies and ideas we suggest. If we can build a relationship and give teachers autonomy to choose what their needs are that we can address, then they may have more connections with us and what they want to learn.

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There are several challenges that we will encounter as Instructional Coaches, such as time and resources. I see it now and I am not an Instructional Coach but I see it in my current role when I put into place behavior plans.

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As an Instructional Coach, we know that teachers know the concepts that we need to focus on in our classrooms, what we need to focus on is strategies and support on how to teach those concepts to our students. As an Instructional Coach, we can model and show how to teach strategies of concepts, as well as provide constructive feedback and support following our teachers starting and utilizing the strategies we have put into place.

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In education, changes are inevitable. It is how we react to those changes, that can impact our teachers and student learning. It starts with us as Instructional Coaches being flexible and willing to change, which will then (hopefully) bleed over to our teachers and students being okay with changes.

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The chart showing the impact of coaching on learning is really resonating with me. I want to work with teachers to find creative solutions to improve student engagement.

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Time (especially the lack of time) is a constant challenge in education. We have so many teachers teaching 6 classes. They are exhausted and have little time (and patience) for anything outside of keeping on top of lessons and assessments.

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Change requires time, patience, and perseverance. A coach can help support a teacher through the chaos by providing resources, growing skills, and serving as a motivator.

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Change is difficult and takes time, but our students need us to make changes in our practices, so they have the time to learn, to create, and to communicate. How can educators change the focus away from 'planning to teach students' to 'planning for student learning'? As a coach, I want to be part of this change.

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I think Professional Development is relevant when it is a chosen thing to do. Having a choice of what, when, how and especially why gives the learner opportunity to have agency in their learning. I find this true for the students as well.

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Many of the principles for working with adult learners were in alignment with my own professional learning experiences that I've found most effective/beneficial. Being solution focused with follow-up support helps us implement the concepts beyond the PD session - which is the ultimate goal of professional learning!

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How can we apply the principles of working with adults with required professional learning? When it is not a self-selected experience, some teachers will not be as open-minded towards professional learning. But as a coach, I want to still be mindful and respectful of these principles as much as possible when supporting teachers with required literacy PD.

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Joyce & Showers' research on the classroom impact of coaching was quite impressive. I knew it was effective but didn't expect it to be so high! Excited to continue building my coaching toolbox to make a greater impact for teachers!

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I agree, my thought is that what is most important is being truly present in the moment, owning the knowledge and then taking the necessary steps to appropriately scaffold in a way that all students have access to the information presented. Which requires us to take ownership over what we can control.

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I scroll through the comments here and find a very relatable topic. If only we had the time to implement all that we are asked and all that we KNOW will work (or not) in our classrooms. We can do and have all PD in the world, but if we aren't given the time to plan and add it into our instruction, then it becomes a moot point. Finding and balancing everything requires time on our hands.

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Isn't it something...to dream of a perfect system, were every teacher had a coach in the classroom, and could also serve as a coach to another colleague - yielding a 95-98% success rate for profession development. I wonder how that would look exactly and of course, I might question the probability or reality of this. I do believe that if we think and act like coaches, we can model this peer teaching method to our students - what might that success rate look like for our students then?

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As they say, 'go through it'...not over it, not around it, not under it. As we know change is on the other side of fear. This is growth. While facing the fear of change we can contemplate the better way which is personal to each person. Being faced with challenge is often times when a person finds their most innovative work. Either way - one must move through it.

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The connection I made is that, through all of the professional development I have received through the years, I have learned the best and most impactful types of PD involve consistent & continuous one-to-one support like instructional coaching and providing one-on-one conferences with students.

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I think one of the biggest challenges in coaching is the time it can take to go through the processes of change. Research tells us it will most likely take a minimum of three to five years to see and experience change in schools. I suspect that rule also applies to time in forming truly trusting coaching partnerships, looking at the effects of those partnerships in the data that is collected, and in the patience to see it all through.

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I think the key concepts to take away are the guiding principles for working with adults, the awareness of the elements involved in change, and the factors involved in sustaining that change. I believe the "flow chart" that was shared could be an invaluable tool to help coaches navigate sustaining that change given they can have such a tremendous impact in the classroom.

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In education, it seems when some change initiative doesn't work, it is not really given the time needed to see if it is truly effective. Instead, there seems to be a constant flow of change initiatives that teachers are expected to implement with fidelity. Given that, teachers need to use their time as wisely as possible to apply these changes and they really need the support to do so. I believe that coaches who are being cognizant of and considering the factors for sustaining those changes can really help provide that support moving forward.

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Slowing down is so important! It's a skill few of us use regularly! The adults working with the children should take the time to model this as well! I could definitly benefit from slowing down more and thinking before speaking!

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Time is precious! Every year, I wish for more time in my day to help my students! I've always scaffolded my teaching, but this year, I'm finding this year it's all the more important than in years past.

The term "owning knowledge" resonantes with me! Since scaffolding supports this, I'm finding it all the more important to teach students to "own their knowledge." Which leads to the question "How do we get students to "own their knowledge?" I think scaffolding is defintely a way to facilitate this process, but I also think explaining the "why" behind their learning helps this process also.

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This reminded me of QSSSA! I wish I could remember the name of the person that facilitated the session I attended, becasue he was AMAZING! I've tried to incorporate questions daily into my lessons since attending the session in the fall and it's definitly paid off! My students expect the questions and know how to answer. :)

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Connections are an essential part of the learning experience. Making connections is one of the metacognitive strategies that we start from the early ages of kindergarten and to be able to make connections to what we are learning is an essential part of retaining information. It makes our learning relevant to ourselves.

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Challenge is what drives us to become better. If everything was easy, we would not become better. Just as students require challenge to increase their knowledge and keep their interests, so do teachers. It makes experiences more meaningful and memorable.

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Change is an important part of life in general but over the past 4-5 years, change has become a huge part of all of our lives. When COVID happened, it changed all of our lives from home to work to school. What once wasn't possible, now has become a norm. Now people can join meetings from anywhere in the world, people can learn from home more easily than they once did, and teaching has even changed. We cannot always do things the same way as we once did.

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When teaching, we have to look at the overall concepts that we are teaching. Thinking back to when I went to school, I learned many of the same concepts but I learned in a totally different way. We have to look at the concepts as the base of what we are teaching and then develop best practices and strategies to teach those concepts for the best student understanding.

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I frequently tell my students this!! If they find it hard in the beginning that's not a bad thing! I read a book called "The Productive Struggle" and it was basically about allowing students to struggle in the beginning when learning something new and this actually helps them to become better at this task!

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Thinking about connection, brings me to acknowledging the why of student learning. Why are they learning a concept and how does it impact them beyond just being a student.

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Challenge to me means keeping in mind ideas, positions, or assumptions that may challenge my own ideas, positions, or assumptions based on the lived experiences of those I am coaching or teaching.

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Concepts brings me back to why, Why am I learning and what from the lesson is important to ensuring that my why is met.

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I believe change has to take place when learning occurs, what changes in attitudes, thinking, or action are suggested by the text, either for you or others?

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Making connections enable learning and build background knowledge.

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Time is a constant challenge that can causes additional challenges. I also think that challenges can be viewed in varying mindsets.

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Concepts can be subjective- therefore its important to understand how to assess or gage learning.

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Change is a constant- one must adapt and practice mindfulness.

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One of the connections I draw between the information presented in session 4 and my own learning experiences is that when I have a choice to decide on my own professional growth, I feel empowered and thus motivated.

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Time is one of the challenges. With all duties we have added to our daily obligations, it is not easy find time to work with a coach.

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When teachers see changing as a tool for growth, the anxiety that usually surrounds it is erased. We should be reminding ourselves constantly that we need to foster a mindset that we are a work in progress.

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Concepts are the meat of the subject. I believe student learn better by discovering the how by themselves or within a group. Spoon feeding the material and how does not lead to long term memory.

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Life is ever changing. You have to change to learn. You have to change to teach. I've heard a lot that teachers are flexible but I've also heard that some teachers get in a groove on how to teach something and stick with it because "It works. Why re-invent the wheel?"