If
you’ve taken road trips with children, you’ve heard the oft-repeated mantra
that is the title of this article. But
let’s give it a coaching twist. Likely,
as you’ve been observing a teacher, you’ve had numerous recommendations come to
mind – most of them minor, but perhaps some that are really significant. When
you feel the need for a crucial conversation*, ask yourself the question, “Are
we there yet?” High-stakes
recommendations – those that would require substantial effort or change – need extra
consideration. A high-stakes
recommendation is a big deal, not just a little something. It might be prompted by a concern about
something a teacher is currently doing, or it might be a radical change because
you see that the teacher is ready for a new challenge.
Think about a “big-ticket” recommendation
you’re considering for a teacher you’re currently working with and run it through
the following checklist:
· Will
this recommendation give the most bang for the buck right now? Of all the recommendations you could make,
why does this one seem most important at this time?
· Will
the teacher be able to make sense of the recommendation? Is she ready to really hear it? Does she have the background to understand
what you’re suggesting?
·
Does
the teacher have the prerequisite skills to use this recommendation
successfully? Envision her putting your
recommendation into action. Can you see
her utilizing your suggestion with her class?
What stumbling blocks might there be?
Is there another recommendation you should consider first?
· Can
you work with one of the teacher’s strengths as a way to approach the
recommendation? In other words, could a
strength that she has provide a solid foundation from which to launch this
recommendation? Leading with the
strength will make the recommendation more hearable.
·
Then,
ask yourself, “Have I thought this through enough so that I can articulate the
recommendation well? If yes, then…..
·
Find
the right time to make the recommendation.
A “big-deal” recommendation requires good timing – a thoughtful space
where she can be open to the conversation.
Of course, all of this should be
preceded by a self-check – making sure that the recommendation you’re
considering is founded in evidence-based best practice. Since you’re not trying to create a
“mini-me,” you’ll want to evaluate whether the potential change is more than
just your way of doing things. Teaching
styles can differ, but tried-and-true instructional practices are the
recommendations worthy of our attention.
In your quest to help a teacher become the best she can possibly
be, giving big-ticket recommendations some extra consideration will make these
crucial conversations productive and keep the teacher moving in the right
direction.
The
flowchart below might be helpful as you think through high-stakes recommendations.
*Patterson, K. Grenny, J., McMillan,
R. & Switzler, A. (2002). Crucial conversations: Tools for talking
when stakes are high. NY: McGraw-Hill.
This
week, you might want to take a look at:
Coaches
are some of the busiest people I know! To
shore up your resolve to say “no” the next time a new project gets tossed your
way, consider the ideas in the blog post: “Beat the Shiny Objects Syndrome”:
An
interactive timeline creator:
File-folder
organizers to keep students focused and organized (the description is for
read-alouds, but could easily be adapted:
Evidence
that active learning helps close the achievement gap:
Silent
signals to promote active listening:
That’s
it for this week. Happy Coaching!
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