Third-Point Communication in Instructional Coaching

In most coaching conversations, making eye contact is an asset. It helps both people focus on the conversation. It’s easier to read facial expressions. This can improve understanding. However, there are times when eye contact might feel uncomfortable. For example, eye contact is inappropriate with “superiors” in some cultures, so expecting it can create awkwardness. Even when both people share a culture of communication that expects eye contact, a direct gaze can undermine the conversation if a teacher perceives the information that is being shared as negative.
 
When confronted with such evidence, the receiver may have a sense of losing face, of being under attack, of having to defend, or of having to hide strong feelings of being upset. To avoid these negative emotions that can damage a relationship and hinder learning, consider adding a third point.
 
Instead of two people gazing into each other’s eyes, evidence in the form of a paper or screen (student work, teaching video, assessment data, etc.) directs the gaze to an object, making the message feel less personal. It’s helpful to look up when communicating positive information, but to shift to a third point when communicating information that might be received negatively.
 
Two-point communication references the two people talking to each other, usually looking directly at each other. Third-point communication, which can be helpful in difficult conversations, shifts attention away from eye-to-eye contact by adding a third point for both people to look at. Here are some things that could serve as third points in a coaching conversation:

·       Academic standards

·       Teaching video of the teacher him/herself

·       Teaching video of someone else

·       Student work

·       Assessment data

·       A list of the teacher’s personal goals

·       Your notes from an observation

·       Anchor chart (previously created or being co-created)

·       A list of potential ideas (previously created or being co-created)

·       A rubric

·       A professional article or book

When preparing for a potentially-difficult conversation, or when considering evidence that could be perceived as negative, it helps to plan in advance for a third point.

This week, you might want to take a look at:
 
Tips on having influence that are just right for coaches:
 
http://jenniferabrams.com/what-not-to-do-if-you-want-to-be-more-influential/
 
 
Cues for classroom management:
 
https://www.teachingchannel.com/free-videos/
 
 
Vocabulary instruction in science:
 
https://www.amnh.org/explore/curriculum-collections/integrating-literacy-strategies-into-science-instruction/vocabulary-instruction
 
 
Visual aids to support elaboration in writing:
 
https://choiceliteracy.com/article/strategies-for-elaboration-in-opinion-writing/
 
 
The engagometer – ask the students if they were engaged:
 
https://studysites.corwin.com/highimpactinstruction/videos/vp2.1.htm
 
 
That’s it for this week. Happy Coaching!
 
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