The
GIR Model is a fluid description of how coaching changes over time. The way we
apply it is contextualized and based upon the needs of the teacher we are
coaching. Every teacher is different, so as we plan for support, we keep in
mind what we have learned along the way about that teacher’s needs.
I
was reminded of the importance of keeping these needs in mind as I met with
Cindy this week. Cindy is a very hard worker. She is pleasant, loves her job,
and wants to do what is best for kids. She wants to be better at what she does.
And, quite honestly, she needs to be better at what she does.
I’ve noticed, though, that Cindy takes feedback very personally; an
insensitively-delivered comment can burst her happiness bubble and set her back
for weeks. She can be very hard on herself. Knowing this influences how I use
every single move on the GIR model.
Because
she needs it, I open every conversation with praise, and I usually close it the same way. But I know praise
isn’t going to inspire needed changes, so I often model or recommend. Modeling is well-received, but I have
to be careful that Cindy doesn’t put my teaching on a pedestal that is above
her reach. I always ask about things she sees in my teaching that could be
changed the next time, and if she doesn’t notice them, I point them out myself.
When
I make a recommendation to Cindy, I
often begin with “I wonder…..” so that she doesn’t feel that her current mode
of operation is being criticized. “I wonder what would happen if you introduced
fractions using a number line” feels a lot softer than, “You should plan to use
a number line when introducing fractions.” The more direct approach is fine for
some, but not for Cindy.
When
I sense that Cindy is ready for questioning
as the dominant coaching move, I tend to use more probing questions. This type
of inquiry shows my honest curiosity in the teaching and learning that is going
on in her classroom. It also gets me further than the inquiring questions I use
frequently with other teachers. Those more open questions, I’ve noticed, often
fail to hit their mark with Cindy, I think because she just doesn’t want to put
an idea out there and have it be “wrong.”
When
I affirm Cindy’s instructional
decisions, there is sometimes a clinginess that I don’t feel with other
teachers. We say that the difference between affirming and praising is whether
the teacher is looking for approval. In Cindy’s case, that is very clearly the
case. Just like praising, affirming
is a frequent coaching move in my interactions with Cindy.
These
realizations came to mind as I planned for my coaching conference with Cindy
this week. At the conference, Cindy greeted me with a worry – an email received
from a colleague left her concerned that she had done something wrong. She
shared the email and we calmed her fears. “Thanks,” she said, “I feel so much
better! I’m glad we’re so close.”
I’m
glad, too. It hasn’t been easy getting there. With Cindy, the coaching journey
is a cautious one. My steps are trepidatious – I have to test the ground before
I move. I have to think things through before I say them and measure what the
impact might be. With Cindy, I am coaching with kid gloves. For some, the light
touch is the best touch.
This week, you might want to
take a look at:
Ideas
for efficient end-of-year assessment:
It’s Dr. Seuss – it’s supposed to be
good for you!
Using Google forms to simplify grading:
12 Ways Teachers are Using Social Media
in Their Classrooms:
The art of making a book
recommendation:
That’s it for this week. Happy
Coaching!
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