Do you ever picture what our kids must see when they look at us? I started doing this this year-actually, I took it at step further and started recording my sessions with the camera looking a me-and this is what I saw:
I’m waiting, expectantly, for the correct answer-no, sometimes even just for AN answer-so I can mark it down in my big-no enormous- data binder. I’m never without a pen in my hand. I hate the pen. It’s such an unwelcoming tool to always have in front of my students. They know that this pen is constantly assessing their every move, word and twitch. Then, when I’m not waiting expectantly, I’m looking down in my binder writing. And writing. And writing.
I mean, seriously. If I went to a doctor who did this to me while I was talking about an issue I had, I would be out the door! I’d be visiting other clinics searching for a doctor who practices attentive listening.
This post is not meant disregard the importance of taking good data. Data is good. It gives us direction. It guides our therapy. We NEED to take good data and use it. The problem was though, that I wasn’t actually using it effectively. I was just taking data for “data’s sake.” It started taking over my therapy sessions. No longer were my precious students the focus. Instead, it was all about how many trials I could get recorded into that overwhelmingly big binder. When the amount of time we are taking data outweighs the amount of time we spend teaching, something is very wrong.
I made a personal resolution that for the third week of each month. I take some time on Friday afternoons to look over the data I collect throughout the month. I study it. I find trends. I see strengths. I see needs. And then…on the fourth week of the month, I leave my data binder on the shelf. That’s right. I don’t touch it. I know, I’m a little bit of a rebel. 🙂
And here’s what I saw:
I’m looking at the student. Wait for it…I’m smiling! I’m using my free hands because there is no longer a pen in them. I’m illustrating on the white board. I’m getting up out of my seat and demonstrating with my body (such as the verbs “jumping,” “sitting,” “standing,” “bending”). I’m teaching and I’m loving it.
But wait-without my data binder, how did I know where my students were functioning, what goals to work on them with and how to address their needs? Trust me, you know. I’m feeling a little bit more free and sometimes in education these days, that means a lot.
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Mary says
October 27, 2014 at 10:04 amWonderful post! I don’t think we should feel guilty when we put our pencils/pens down and focus on the student!
Emily Creteau says
October 27, 2014 at 12:42 pmWhat a great reminder! Thank you so much for this insightful post 🙂
Erin says
October 27, 2014 at 2:16 pmI love this post! It can be so easy to become distracted by the data and numbers and forget to look at our kiddos and their needs. Love reading your blog 🙂
S. Spelman says
October 27, 2014 at 2:50 pmTotally agree! I, also, have a HUGE pink binder that has data sheets, etc. Oftentimes “anecdotal” data is more important that “trials”. 🙂
JoAnne says
October 27, 2014 at 3:21 pmVery good insight!
Keista says
October 27, 2014 at 9:09 pmI was taught to baseline and post-test. I have never understood what people are writing down when they are teaching and prompting and changing stim to ensure success. I take minimal data during the teaching phase and post-test to see if my teaching was successful. Different philosophy.
Teach Speech 365 says
October 27, 2014 at 9:32 pmAwesome post!! I’m trying to “step away from the data” a little more too because my sessions are always much better when I do!
Deena says
October 29, 2014 at 9:06 pmLoved this! I would love to be able to put my pencil down, but I can’t
due to Medicaid billing 🙁
Lisa says
October 30, 2014 at 2:38 amThank you for putting me thoughts into words! I long for ” the good ole’ days” when therapy was child centered! Thanks for inviting me to be a rebel with you!
Jennifer Alcorn says
October 30, 2014 at 3:20 amNicole, I love this post so much! I did this a couple of years ago, and I absolutely agree…such a freeing feeling. We don’t need to take data every time we see a student! I hope you are inspiring lots of other SLPs to put the pen down!!!
Emily says
November 2, 2014 at 2:16 pmI love this! As a new SLP I do worry about taking accurate data, though. The fear of having an advocate or lawyer pick apart my data when I try to dismiss a student is enough. But you’re right, how is it even possible to teach good skills to a group of students when you’re so focused on tracking every response. I wish I had a robot to take data while I actually do my job!
Sherri Hudson says
November 2, 2014 at 9:37 pmthis is why I have my 10 and done routine. I track 10 responses for each student for each session, then I put the data away and just do therapy.
Nicole Allison says
November 3, 2014 at 4:57 pmGreat idea! I need to try this! Although some of my students would take the entire session to do 10 responses just for one student.