Chapter 5 focused on learner strategies as well as learner focused teaching. I think one of the most important practices a teacher must constantly work at is to reflect on their own teaching. This is a hard practice because it requires criticism either by ourself or others. In chapter 5 I focused on the practice of cognitive coaching for teachers. Cognitive coaching involves, "...teachers (who) talk aloud with a peer about their instruction (to)...become clearer about the underlying bases for their decisions and increase their awareness of how they might expand their teaching repertoire" (Diaz-Rico, pg. 115). It was also stated elsewhere, "In Cognitive Coaching, the person being coached, not the coach evaluates what is good or poor, appropriate or inappropriate, effective or ineffective" (http://www.cerra.org/mentoring/cogcoaching.html). The role of the coach is to listen, to act as a sounding board and even guide the person being coached to think more critically about what they are teaching and how students are learning. This is especially important in thinking about English language learners in our classroom. Often they are more quiet and participate less due to the language barrier. Yet when participating in cognitive coaching a teacher is forced to think about his or her practices and how they are successful with every student. Through cognitive coaching, a teacher may change a way of teaching a concept from an auditory strength to presenting more visuals so that an English language learner can track what is taught better. He or she may also learn that her class may benefit more from hands on activities. Sometimes through cognitive coaching a teacher learns that he or she is dominating the discussions and not giving students enough opportunity to think critically and actively engage in learning. The bottom line is reflection and having a cognitive coach is an excellent way to improve teaching practices in the classroom.
Also, with cognitive coaching teachers often come to the point of breaking out of their shell in thinking that learning only occurs in the classroom. Alyssa Barnard wrote that because teachers cannot teach second language learners everything they need to know while in class the goal should be to teach students how to learn outside the classroom. This realization could come through cognitive coaching when a teacher is frustrated and comes to the point of saying, "There is not enough time in my class to teach Maria English effectively." A cognitive coach could say, "You're right." Then the teacher might come to the conclusion that she needs to help Maria interact at home and in the community in order to gain greater English proficiency. An example could be giving Maria small assignments to interact in certain ways throughout the week after school. The pressure then comes off the teacher to make Maria successful. Maria herself is part of the success as she takes responsibility for her learning. Emily Ismael wrote about SDAIE or specially designed academic instruction in English. This type of teaching is used for those in the beginning stages of English acquisition. A teacher experiencing cognitive coaching may come to the conclusion that most of their teaching really leaves out those who are learning English as a second language. Through SDAIE practices the teacher might use more props, visuals, and even auditory methods to help those in the class who are not proficient in English learn concepts that might otherwise go over their heads. SDAIE methods will not hold back those who are proficient in English but only enhance their learning also. Through cognitive coaching, a teacher is more reflective on what goes on in their classroom and they through the help of their coach become better teachers.
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