Asking questions is a valuable
coaching move, the centerpiece of the GIR model. Questions can provide just enough support to
push a novice teacher to consider new approaches or to nudge an experienced
teacher forward in her thinking. But if questions are our first communication
during a conference, they may put the brakes on the conversation rather than
inviting contemplation. To encourage
productive discussion, listen and then “take up” a teachers’ story.
Tom Newkirk describes this “taking up”
as a contingent response and says uptake is “a demonstration of connectiveness”
(Newkirk, 2017, p. 83). A coach who is
skilled at uptake makes a teacher feel attended to; the teacher feels like her
comments matter.
There may be a tendency for coaches to
say, “That reminds me of…..” Such a
response, however, shifts attention away from the teller. Instead, we want to make a teller-focused
comment. We might say, “It sounds like
you…..” or “You must have…..” Uptake
means we acknowledge that we’ve heard the teacher’s “story.” We show that we
understand her excitement or frustration. We comment or empathize before moving
to analysis. We receive the information.
“Receiving” might sound like
referencing ideas that were shared or generously summarizing the information.
It might sound like, “Let me see if I got this right” (Johnston, 2004). We reflect back the message in a way that
conveys its significance. We send the
message, “I get it.” A teacher then feels
attended to. Her comment matters – it is
not lost. It is the basis for the
conversation.
Through the social give-and-take of
coaching talk, ideas are explained and extended. Once a teacher feels understood, we ask
teller-centered questions that lead to analysis. Follow-up questions help a teacher test her
ideas, “What did you notice…..? “Why do
you think…..?” As the teacher volleys
back the conversation, she feels not only understood, but validated. She feels smart.
Through repeated uptake, teachers
strengthen and internalize their analysis process. This happens through
authentic questions. Authentic questions are those we are genuinely curious
about. Such question are gratifying;
someone is curious about our experiences and insights. Authentic questions are focused on the “story”
and ask for elaboration. They don’t feel
formulaic. The opposite is a “display
question,” one to which the coach already has an answer. Display questions feel
like a pointed finger; like a “let’s see if you are as smart as I am.” They don’t empower. So much is in the tone and the
follow-up. A “Why do you think….” could
be either a genuine or a display question, depending on the coach’s
intent. If the coach is using the
question to drag a teacher to a specific response, the teacher is not likely to
feel valued. If the “Why do you think….”
is asked with curiosity, useful analysis follows as ideas are explained,
challenged, and defended. Uptake
supports the development of an idea; it supports analysis.
And good listening invites good
listening. A teacher who feels heard is more likely to respond thoughtfully
herself when a question is posed.
When we are in a hurry, we may skip
the “uptake” step and jump to questions or recommendations before a teacher is
convinced she’s been understood. Taking the time to acknowledge what was heard
lays the groundwork for a deeper conversation.
Newkirk suggests that, in the “serve
and volley” of conversation, linking the volley to the serve is what’s
important. When we take up a comment by
echoing or extending it, we strengthen the coherence and depth of the
conversation, building capacity for analysis and change.
Johnston, P. H. (2004). Choice words: How our language
affects children's learning. Stenhouse.
Newkirk, T. (2017). Embarrassment: And the
Emotional Underlife of Learning. Heinemann.
This week, you
might want to take a look at:
Using
student-led conferences to bridge perspectives:
I often use the book, I Have a Little Problem to remind coaches to listen before recommending. I love the suggestions here for using the book to remind students to listen:
Considering coaching roles:
This
“Circle of Viewpoints” activity helps participants to explore a text or event
from a variety of perspectives:
Three
tips for richer student discussion:
That’s it for
this week. Happy Coaching!
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