Co-Teachers: What’s Your Story?
While researching implications of new brain research on memory, I stumbled upon this information:
“Somewhere in the left hemisphere of our brain is a module called “the interpreter” that makes sense of sensory input, seeking patterns and inserting judgments based on received data. This module makes sense of random pieces of information by making up a story that creates meaning, including cause and effect. Further, our brain rewards us with a burst of dopamine for each story that makes sense to us. This process is required for memories to form. ”
In a future blog, I’ll explore implications for instruction, but first, let’s explore this phenomenon in co-teaching relationships.
Suppose in the middle of a class discussion, Andrea looks over at her co-teacher, Jake, raising her eyebrows. Once their eyes meet, she tips her head in the direction of Sara, a student who is frantically pawing through her backpack. As Jake directs his attention to Sara, he recalls two related factors: First, in an earlier discussion Andrea had complained that Sara’s outbursts too often bring classroom learning to a halt. Second, Sara had chosen “organization” and “emotional control” as the two executive functions she wanted included on her IEP this year so she could have supports to improve both.
The story Jake creates in this moment (which is instantaneous, much briefer than the time it took me to describe) will influence what he does next. It will also impact his relationships with both Andrea and Sara.
Let’s explore possible stories he could create:
Oh, there she goes again! Andrea thinks I’m a babysitter – according to her, my job is to prevent any disruption that Sara might create. OR
Andrea wants me to help Sara, but that doesn’t give Sara space to deal with her organization issues. OR
Andrea just noticed that Sara is dealing with her organizational challenge again. We are aligned with letting Sara work things out for herself.
Will Jake smile back at Andrea? Or frown? Will he help Sara? What will he believe about Andrea’s opinion of him? Further, what will Andrea think about having Sara in her class? about working with Jake? Ultimately, how will their co-teaching relationship impact the stories Sara and her classmates create about what happened in class today?
And what will students say “always” happens in this classroom?
What story have you made up about your co-teacher or co-workers? How often do you talk with them to compare the stories you each have made up?
