Teacher does not Reschedule Coaching Session

Teacher Does Not Reschedule Coaching Session

Teacher, Josiah, has learned that a large proportion of his classroom population have a hard time regulating their emotions. It hits especially hard if they don’t understand the content. He has observed many students yell, hit or even run out of the room.   

Josiah wants to improve their social-emotional wellbeing and implement strategies to help them process their emotions. He contacts his instruction coach to have a coaching meeting about his concerns. When the day comes for his coaching session, Josiah is absent. The coaching session never happened and when Josiah returns to school, he does not reschedule. 

Josiah’s students are still expressing their big emotions, and it is causing disruptive behaviour in the classroom. Student learning is decreasing and more time is spent trying to cease the behaviour than on learning. 

Josiah feels frustrated about his students’ outbursts. Because he never had the coaching session, he is not continuously improving his teaching practices and techniques. Student disruptions are frequent and not having the full timetable to teach is affecting learning mastery.