Some coaches take their work very
seriously. Their job is improving instruction, with not a minute to spare! When
a coaching conversation starts, they quickly jump in with a recommendation.
Unfortunately, such an approach may mean that the recommendation bounces right
off.
This week, I talked with a group of novice teachers about the coaching they received. Early-career teachers are likely the most in need of recommendations, and they are typically grateful for a suggestion that makes their teaching better. They may even be craving it. But if a coaching conversation is launched with a recommendation, the teacher is often not ready to hear it.
Ellie talked to me about how her relationship with her coach has changed over time. After observing a lesson, the coach used to start their debrief conversation with a suggestion about how the lesson could be improved. She saw that as her duty. But the coach has been examining her own practice, and now she does things differently. Knowing that Ellie thrives on affirmation, she starts there and also invites Ellie to say a thing or two about what went well. “I used to not feel comfortable asking for feedback, and she would just tell me. Now I know when I need to ask for help,” she said. Feeling affirmed and having a chance to talk things through has made Ellie confident about seeking support. She is open to recommendations.
Kyler, another novice teacher, has a seasoned coach who is full of stories from her many years of teaching. She uses these stories to illustrate the points she wants to make. But as the stories unravel, Kyler says that her in-the-head response is, “Stop talking already! I have ideas, too!” Even less-experienced teachers want their voices heard first. Kyler’s coach is an amazing teacher with loads of expertise and experience, but her approach made this young teacher pull back. “I think if I could share my thoughts about a lesson before the coach first says, ‘Your pacing was too fast on that one,’ I feel like that would be helpful.”
After an observation, I often start a coaching conversation by asking, “What stands out for you about that lesson?” or “What do you want to celebrate about that lesson?” Even with that second question, I’m often surprised by how quickly the teacher turns the conversation to something he wants help with. At that point, recommendations are likely to stick.
Even though making recommendations is an appropriate, effective move in the GIR model, it matters how and when those recommendations come. When coaches give teachers a little space, teachers often name their own concern, opening opportunities for meaningful recommendations.
This week, I talked with a group of novice teachers about the coaching they received. Early-career teachers are likely the most in need of recommendations, and they are typically grateful for a suggestion that makes their teaching better. They may even be craving it. But if a coaching conversation is launched with a recommendation, the teacher is often not ready to hear it.
Ellie talked to me about how her relationship with her coach has changed over time. After observing a lesson, the coach used to start their debrief conversation with a suggestion about how the lesson could be improved. She saw that as her duty. But the coach has been examining her own practice, and now she does things differently. Knowing that Ellie thrives on affirmation, she starts there and also invites Ellie to say a thing or two about what went well. “I used to not feel comfortable asking for feedback, and she would just tell me. Now I know when I need to ask for help,” she said. Feeling affirmed and having a chance to talk things through has made Ellie confident about seeking support. She is open to recommendations.
Kyler, another novice teacher, has a seasoned coach who is full of stories from her many years of teaching. She uses these stories to illustrate the points she wants to make. But as the stories unravel, Kyler says that her in-the-head response is, “Stop talking already! I have ideas, too!” Even less-experienced teachers want their voices heard first. Kyler’s coach is an amazing teacher with loads of expertise and experience, but her approach made this young teacher pull back. “I think if I could share my thoughts about a lesson before the coach first says, ‘Your pacing was too fast on that one,’ I feel like that would be helpful.”
After an observation, I often start a coaching conversation by asking, “What stands out for you about that lesson?” or “What do you want to celebrate about that lesson?” Even with that second question, I’m often surprised by how quickly the teacher turns the conversation to something he wants help with. At that point, recommendations are likely to stick.
Even though making recommendations is an appropriate, effective move in the GIR model, it matters how and when those recommendations come. When coaches give teachers a little space, teachers often name their own concern, opening opportunities for meaningful recommendations.
This
week, you might want to take a look at:
It’s May! This podcast has ideas for ending this unusual school year well:
https://www.bamradionetwork.com/track/what-can-we-do-now-to-end-this-extraordinary-school-year-well-and-prepare-for-the-next/
Tips for celebrating student writing:
https://choiceliteracy.com/article/sharing-writing-in-a-class-celebration/
Coaching teachers’ mindsets:
http://www.ascd.org/ascd-express/vol16/num10/mindset-coaching-for-mental-health.aspx
Books clubs that build empathy:
https://choiceliteracy.com/article/do-they-care-empathy-book-clubs/
Using improv for SEL and literacy learning:
https://www.teachingchannel.com/blog/improv
It’s May! This podcast has ideas for ending this unusual school year well:
https://www.bamradionetwork.com/track/what-can-we-do-now-to-end-this-extraordinary-school-year-well-and-prepare-for-the-next/
Tips for celebrating student writing:
https://choiceliteracy.com/article/sharing-writing-in-a-class-celebration/
Coaching teachers’ mindsets:
http://www.ascd.org/ascd-express/vol16/num10/mindset-coaching-for-mental-health.aspx
Books clubs that build empathy:
https://choiceliteracy.com/article/do-they-care-empathy-book-clubs/
Using improv for SEL and literacy learning:
https://www.teachingchannel.com/blog/improv
That’s
it for this week. Happy Coaching!
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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips! You can also find me at VickiCollet.com
Was this helpful? Please share!
Want to know about new posts? Click “Follow” (bottom right)
Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips! You can also find me at VickiCollet.com
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