Listen First

Before making a recommendation, it’s helpful to observe and listen. That way, you’ll know your recommendations are aimed in the right direction. After observing a lesson. asking, “What stands out for you about that lesson?” or “What do you want to celebrate about that lesson?” gets a conversation off to a good start. Even with that second question, I’m often surprised by how quickly the teacher turns the conversation to something she wants help with. At that point, recommendations are likely to stick.
 
Asking, “What are you wondering about?” or “What do you want to work on?” and then listening carefully can open the door for meaningful recommendations. When I asked this question during one-on-one meetings with teachers, their responses showed insight and gave direction to our conversation. I was surprised when Margaret said she wanted to become more confident in the content she was teaching. Because she came across as self-assured, I never would have thought to make that recommendation. But glancing at notes I’d made to myself about areas for improvement, I could see how knowing the content better could help Margaret use students’ responses to support their learning and ask better follow-up questions – two things on the “to discuss” list I had created.
 
In another debrief conversation, Sarah said she had a desire to have the kids focus better while on the carpet. That led us easily to a discussion of some of the things on my list – like providing opportunities for students to talk with one another so that they could be more active participants in the lesson.
 
During those meetings, not every teacher set a goal that provided a perfect inroad to my aspirations for them, but listening to what the teacher felt she was ready to do next created buy-in for the goals we were working toward.
 
Leading with a question ensures that a recommendation is not the first thing said during a coaching conversation. When a conversation is launched with a recommendation, the teacher may not be ready to hear it.
 
Ellie, an early-career teacher, told 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 examined her own practice and began doing things differently. Knowing that Ellie thrives on affirmation, the coach now begins with a positive comment 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,” Ellie said.
 
Feeling affirmed and having a chance to talk things through has made Ellie confident about seeking support. She is open to recommendations. Listening first ensures that recommendations are on target.

This week, you might want to take a look at:

April is National Poetry Month!  Here are ideas about using poetry for transitions:
 
https://choiceliteracy.com/article/poetry-read-alouds-during-transitions/
 
 
Co-teaching as coaching:
 
https://www.edutopia.org/article/how-instructional-coaches-can-use-co-teaching-support-teachers
 
 
Ways to spread kindness:
 
https://www.learnersedge.com/blog/random-acts-of-kindness-ideas-for-teachers-and-students
 
 
Personalized coaching framework (if you’ve try it, let me know what you think!):
 
https://www.insightadvance.com/blog/personalized-coaching-to-address-teacher-shortage
 
 
Turn & Talk for language development:
 
https://cli.org/2017/01/04/6-easy-ways-improve-turn-talk-student-language-development/
 
That’s it for this week. Happy Coaching!
 
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For more coaching ideas, check out my book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner is available from Teachers College Press!  I’m so excited to share it with you! You can use the code: APR2023 for 15% off plus FREE SHIPPING. Click  here  and I’ll email you the free Book Group Study Guide that includes questions, prompts, and activities you can use as you share the book with colleagues.  I hope you’ll love this book as much as I loved making it for you!
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