I finally realized that an important
mini-lesson has been missing from my repertoire. For years I’ve used and talked
about mini-lessons for readers’ and writers’ workshop, and I’ve even played
around with math mini-lessons before turning kids loose with manipulatives. But
I’ve never transferred the mini-lesson concept to my coaching, and now I see
the need. The teachers and interns I work with could use a mini-lesson on how
to
receive feedback both
gracefully and efficaciously.
Giving feedback is an important part
of what a coach does – especially during the early phases of coaching. Data
about what was seen and heard, on the part of both teachers and students, is
often partnered with modeling and recommendations. But, as you’ve probably
noticed, giving feedback is far easier than receiving it!
Think about it from the receiver’s
standpoint for a moment. Someone has just pointed out something that didn’t go
well or could have been done differently. If you’re on your best behavior, you
probably smile and nod. If you were really looking for help, you might even go
one step further and file it away for future reference. But maybe we can do
better than that.
So what would an effective
mini-lesson on receiving feedback look like? I’m thinking that it would start
with the reminder that feedback is a gift that’s meant to help us improve in
ways that we may not be able to see on our own.
However, sometimes that gift can be like a surprise party where we get
woken up in the middle of the night and hauled off to a restaurant in our
pajamas! I’m thinking that having everyone imagine such a scenario at the
beginning of our mini-lesson might be just the thing! We’ll take a minute for turn-and-talk about how
we might react. Then we’ll make the connection to receiving feedback about
their teaching that catches them off guard. What could they do to make the best
use of it?
We can choose in advance how we’ll
respond to such feedback, visualizing and even practicing our reaction. So, after
a discussion about what the benefits of responding positively to feedback might
be, I think I’ll have teachers partner up and give it a try with some role-playing
scenarios. Here are the emotionally intelligent* steps I’ll suggest they try
out during their mock-feedback session:
1. Consider the source. Is the
giver’s perspective relevant? Have they seen you in action? Do they know you?
Do they have an interest in seeing you improve? If yes, then go to step 2 (if
no, go happily along your way!)
2. Listen and hear what is being
said.
3. Seek to understand. Ask
clarifying questions. Listen again.
4. Ask for examples – both of what
they saw in your practice (possibly painful!) and of what they are suggesting
as an anecdote.
5. Say thank you!
6. Pause. Take some time to think
through what your response will be. Does it make sense to try the suggested
course of action? Why or why not?
7. Follow up with your plan. Make
adjustments as needed.
8. Let your friend know that you
gave it a try!
That’s
my coaching mini-lesson for this week. I’ll give it a try and let you know how
it goes!
*Bradberry, T. & Greaves, J., (2009).
Emotional intelligence 2.0. San
Diego, CA: Talentsmart.
This week, you might want to
take a look at:
A
bunch of great ideas for National Poetry Month (make them multi-disciplinary!):
How to make “Hidden Message Poetry”:
Twelve tips for Twitter poems (plus a contest!):
Poetry lesson plans:
Have a poetry tournament!
Top 10 books for spring:
And
one more:
Building
understanding through a gradual release of responsibility:
That’s it for this week. Happy
Coaching!
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