Small successes [are] not stopping points but stepping-stones. (Coyle, 188 pag.)

How might we listen on many levels? What if we change our focus to concentrate on the process of learning in addition to the products of learning?

“Great teachers focus on what the student is saying or doing,” he says, “and are able, by being so focused and by their deep knowledge of the subject matter, to see and recognize the inarticulate stumbling, fumbling effort of the student who’s reaching toward mastery, and then connect to them with a targeted message.” (Coyle, 177 pag.)

How might we deepen learning? What if flexibility, the ability to show what you know more than one way, is deemed essential?

Gallimore explains it this way: “A great teacher has the capacity to always take it deeper, to see the learning the student is capable of and to go there. It keeps going deeper and deeper because the teacher can think about the material in so many different ways, and because there’s an endless number of connections they can make.” (Coyle, 178 pag.)

What if we teach (and learn) that practice makes progress and celebrate growth over time?

“Do we have a better understanding? A better understanding?” Ms. Jackson said, summing up. “You don’t have a complete understanding of this, no way, we haven’t done it enough. But do we have a better understanding? YES!” (Coyle, 191 pag.)

Summer Reading using VTR: Sentence-Phrase-Word:
The Talent Code
Chapter 9: The Teaching Circuit: A Blueprint

A coach’s true skill consists not in some universally applicable wisdom that he can communicate to all, but rather in the supple ability to locate the sweet spot on the edge of each individual student’s ability, and to send the right signals to help the student reach toward the right goal, over and over. (Coyle, 178 pag.)

Coyle, Daniel (2009-04-16). The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. Random House, Inc.. Kindle Edition.