I was disappointed because he clearly had no idea why he was doubling. Pam
sensed my disappointment and began to explain.
PAM: He really picked up on the pattern so I think he has it. He just needed help
to not continue the pattern for 6 floors. Once I showed him the 10, he got it.I wasn’t going to disagree with her in front of Steven, so I just let it go. I knew
we would debrief and I could talk to her about it then. I finished making my
rounds and then called the class to the floor to wrap up for the period. When the
students left for art class, Pam and I sat down to talk about the lesson.
Debriefing the Lesson
This could have been an awkward situation, but Pam and I had established a sense
of openness early in the year. Having worked with other paraprofessionals in the
past, I realized the importance of open communication. Before the start of the year,
we agreed that we should both feel comfortable being open and honest in our com-
munication. She knew that I might question how she did something, and she also
knew that she could question me. Neither of us had all the answers, and it was im-
portant that we could respectfully disagree and ask questions. Establishing these
norms early on helped both of us improve as teachers.
Of course, it did take time for this type of relationship to develop. It is one
thing to say you are going to be open in your communication; it is another thing
to do it. We both took tentative steps during the first few months of school.
When I wanted to suggest she try a different approach with a student, I would go
out of my way to praise everything she was doing already and eventually get to my
suggestion. She in turn would do the same when making suggestions to me.
Eventually, as with any relationship, we developed a comfort with each other and
began speaking more frankly.
As we sat down to debrief, she already knew what I was going to say.
PAM: I know, I know, I showed him how to double, but he really had it. He
was just flying. He finished the other 2 buildings before you called the class
to the floor.
MICHAEL: See, I think that’s the problem though. He was flying through the
activity, but I don’t think he really understands what he’s doing.
PAM: I think he does. He didn’t even need to build the buildings. He saw
the pattern right away.
MICHAEL: Right, but remember this activity is about more than counting.
We want the students to connect what they’re building to the table. He
can’t do that if he’s not making the building.WORKINGCOLLABORATIVELY