“Sounds
good!” is a simple statement that might roll off your tongue without much
thought. Maybe your friends suggest
stopping for ice cream, a family member proposes an outing, or someone
recommends a movie to check out. But
what does this phrase mean as part of a coaching conversation?
When
coaching, we can intentionally use the phrase, “Sounds Good!” as an
affirmation. A teacher shares a plan of action, and we confirm it. Perhaps a plan for assessment; perhaps a plan
for small-group instruction, or a specific question to launch a
discussion. When coaching a capable
teacher, a simple endorsement like, “Sounds good!” can boost confidence and
support a strong teacher-coach relationship.
Affirmations
come when a teacher shares a planned-for practice or a recent success. When a teacher describes her plan to include
partner talk at three specific places in a lesson, an affirmation might be
warranted. When she describes positive results
from a recent assessment, affirmation can be a verbal pat-on-the-back. Affirming applauds advances that have been
made, and recognizing advances leads to more!
As one success leads to another, these positive feelings can promote a
winning streak in teaching.
“Sounds
good!” is a catch-phrase that we might say almost flippantly, without much thought.
But finding authentic opportunities to use this key phrase and making it a
coaching mantra can have a positive influence on us and those we work with. Try
keeping this phrase at the ready this week.
Evaluate when and how you use it as a coaching tool. Your thoughtful use
of this verbal catch-all might help you move along in a coaching cycle.
This week, you might want to take a
look at:
How
self-monitoring and self-control relate to classroom management:
Teacher-student
relationships can be foundational for promoting students' deeper thinking:
Mentor
texts by genre, technique, topic, and activity (thanks,
Allison & Rebekah!):
Connect
ELA strategies to the real world:
Why
confidentiality is important in coaching:
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