The Check-In
As a learning coach, my most effective tool is what I call the check-in, which means talking over recent events with a student. The structure and philosophy of my check-ins result in meaningful reflections on learning experiences, the development of effective time management routines, and documenting student progress.
Students need authentic opportunities to reflect on their learning experiences. After I get a student settled with a snack and a drink, my next step is to slowly review each class. Rather than focusing on grades and upcoming assignments, my questions always begin with “what are you learning in…?” If the student starts to tell me about a quiz or a grade, I rephrase the question, “what did you do in class today?” In this way, we talk about learning and not grading. If a student tells me that he earned a C on a vocabulary quiz in Science, I haven’t connected to his learning experience at all. On the other hand, if he tells me that they took notes on DNA, I can ask him to tell me what he knows. In this way, we can assess his understanding of the material and devise new learning strategies.
Over the years, I have codified a check-in method that models effective organization and time-management. For each student, I dedicate a simple but attractive A4 notebook, which I keep on a shelf near our work area. While the student is unpacking and snacking, I write the date and time at the top of a new page and list all her subjects, leaving room to jot down notes. The routine does all the work – within a few weeks of meeting a new student, they tell me about their schoolwork before I start recording. I write down their feelings, topics, grades, achievements, and struggles. I find that even my most disorganized students become more aware of their goals and responsibilities. It feels me with joy when a student shows up with his own calendar where he’s started recording assignments.
The notebook also documents their learning progress. It’s full of undeveloped ideas, mistakes, and questions. After we review the classes, we work together on a strategy for the lesson. I might ask “What do you want to work on today?” or “Where do you need my help?” This allows the student to take the lead. We write all the ideas down, and use the notebook to plan, organize, study, and take notes. We frequently turn back to early lessons for study materials and examples, showing students the importance of keeping organized notes. After months of working with a student, their ability to prioritize grows.
After just a few months, the notebook is full of ideas, outlines, and mind-maps. The notebook allows students to reflect on poor decision-making. I note when a student decides not to use flashcards, for example. If a student struggles on a quiz or test, we talk about the decision not to use flashcards. Equally, we use the notebook to celebrate progress.