In
my work with an early-career teacher named Kelli, I’m a yo-yo coach, pivoting back
and forth between coaching moves in an effort to keep her moving forward.
Kelli
vacillates between over-confidence (is it for real?) and doubt about her
teaching skills. There has not been a
clear gradual increase of responsibility for Kelli as we work together. Instead,
I find myself recommending – even when she is confident. And affirming,
especially when her confidence wains.
These coaching moves are a natural part of my coaching repertoire, but
with most teachers, I move through them in a more systematic way. When working with Kelli, however, I pull them
out on an as-needed basis.
However,
now that we’ve been working together for a while, I find that questioning is
becoming a more effective move. It helps with Kelli when I open with a general
question about her work. After she
talks, I rephrase, trying to state back clearly and concisely what I’ve
heard. Having listened, I’m ready to ask
a follow-up question that moves beyond the surface level – is there more? I try to make sure my probing
question
comes from a genuine stance of curiosity. Then it’s time for listening, couched
before and after in a silent pause.
One
might say that the GIR model is falling apart with Kelli, since I’m not
systematically following the model. But
really that is a benefit of the GIR model. It makes us more aware of our
coaching moves and the varying support they provide so that we can choose the
tool to fit the circumstance, following that wiggly line toward improved
teaching and learning.
This
week, you might want to take a look at:
Mentor texts with characters who write:
Talk “with” students, not “at” them:
Time management tips for teachers:
Avoid misconceptions about growth
mindset:
Using podcasts to share learning:
That’s
it for this week! Happy Coaching!
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