The Value of a Respectful Stance

Whether working with veteran teachers or novices, coaches can be co-learners alongside their colleagues. Bringing an attitude of curiosity into our role as knowledgeable and supportive partners provides opportunities for discovery. Respect is trust in action, demonstrating belief in the knowledge and skill of teachers. As coaches act on this belief, they cultivate mutual trust and respect, key elements of an effective coaching relationship.
 
Several years ago, I read a short article about observing in teachers’ classrooms.  What has stuck with me, as it applies to coaching, is this:
 
Respect and understanding are always intertwined. 
 
When reviewing a lesson plan or observing a lesson, the question I always ask myself is, "What is the logic behind this teaching?"  When we respect the teacher, everything will eventually make sense. That is an important idea to keep in mind as we consider the stance and attitude we will have as we work with teachers.  Our job is not to criticize, but to work to understand the teacher's logic, finding out what has happened previously, as well as what is planned for the future.  Start with the stance that the teacher is brilliant and everything they are doing makes sense, even if it isn't what you would do in the same situation.
 
It's amazing to see how conversations and perspectives unfold when you start with a respectful stance.  Because the teachers we work with have thought about their students and their curriculum with such care over long periods of time, their plans are deep and thoughtful.  There is logic in all teachers do, and we can see it if we begin with respect and take the time to understand their choices.
 
When using the GIR coaching model (below), we acknowledge the funds of knowledge* that teachers bring to any learning situation.  The coaching path (shown in the GIR model by the curving line) depicts teachers’ previous knowledge and experience by starting above the “0-0” position on the axis.  The model also illustrates the belief that teachers will continue to learn and grow in their profession by having the line end below the upper corner.  As we respect teachers’ logic and where they are now in their thinking, our coaching changes so that it aligns with teachers’ needs. Respecting teachers as they are makes us more effective in helping them become even more than they are. That is the value of a respectful stance.
 
* Moll, L., Amanti, C., Neff, D. & Gonzalez, N. (2001). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

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

High fives for teachers:
 
https://www.facebook.com/attn/videos/1479756855393102/
 
 
Creating class values rather than class rules:
 
https://blog.stenhouse.com/summer-series-classroom-values
 
 
How to teach handwriting and why it matters:
 
https://www.edutopia.org/article/how-teach-handwriting-and-why-it-matters/
 

A short video about monitoring small-group conversations with your phone:
 
https://www.teachingchannel.com/free-videos/
 
 
That’s it for this week.  Happy Coaching!
 
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Want more coaching tips? Check out my book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner, available from Teachers College Press!  I’m so excited to share it with you! You can use the code: AUG2023 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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