Noticing is the one of your five I'd flag as structurally different, and your own list quietly agrees: the reason a teacher needs a dozen explanations ready is that noticing tells her which one this moment requires, and the same goes for when to coach and when to provoke. The other four can be run from a playbook for a while--there are books, as you say; an endless list of them. Noticing, however, is a trained perception rather than a repertoire of moves, built through years of watching particular kids misunderstand particular things, which is why it rarely appears in PD catalogs or observation rubrics: it's invisible until it's absent. It's also the hardest of the five to transfer and the first to vanish when staffing churns. If rigor lives anywhere upstream of the classroom, I'd bet it's here--in whether a school treats noticing as a craft teachers apprentice into or as a personality trait some of them happen to have.
Just how I did it sometimes with less patience than is required .Of course I taught adults many of whom just wanted to get the degree and, hopefully start to make a living. seriously god job here!
Noticing is the one of your five I'd flag as structurally different, and your own list quietly agrees: the reason a teacher needs a dozen explanations ready is that noticing tells her which one this moment requires, and the same goes for when to coach and when to provoke. The other four can be run from a playbook for a while--there are books, as you say; an endless list of them. Noticing, however, is a trained perception rather than a repertoire of moves, built through years of watching particular kids misunderstand particular things, which is why it rarely appears in PD catalogs or observation rubrics: it's invisible until it's absent. It's also the hardest of the five to transfer and the first to vanish when staffing churns. If rigor lives anywhere upstream of the classroom, I'd bet it's here--in whether a school treats noticing as a craft teachers apprentice into or as a personality trait some of them happen to have.
Great point!
Challenge, coach, notice, explain, inspire ... I wonder if those skills can be taught to would-be teachers.
Sadly, in the several education classes I took (as part of an Education Minor), none of this ever came up.
Just how I did it sometimes with less patience than is required .Of course I taught adults many of whom just wanted to get the degree and, hopefully start to make a living. seriously god job here!