Present But Not Predominant

It’s important for coaches to be fully present in coaching interactions, but we must take care not to be predominant. Predominant, according to Webster, means exerting the most-marked influence. Predominance means being the most important or leading factor. When a coach is predominant, she has an air of authority and exerts undue power over the teacher she is working with. A predominant coach is leading, in the sense that they are guiding someone to a predetermined location, maneuvering them to their own point of view.
 
Coaches can be a different, more effective kind of leader by being present. When coaches are present, they listen to understand. They don’t interrupt. They don’t start thinking about what they want to say while a teacher is talking – instead, they tune in completely to what the teacher is saying. They are listening to understand. When coaches are fully present, they put aside distracting thoughts and try to think about nothing other than the words that are coming out of the teacher’s mouth. They listen for the ideas that are wrapped up in those words, for the complete message that is being communicated.
 
If you want to be more fully present, practice deeply listening, noticing, feeling, and being open to the moment.  Do less multitasking. To be less distracted, you may need to deliberately slow down a frenetic pace, creating breathing space so that you can be aware and stay focused. As a coach, it can be hard to be fully present because of the many concerns swirling in your head. It may take a concerted effort to be present. Presence takes practice. To be present, we have to create breathing space so that we can be aware and find focus.
 
To be present during coaching means giving full attention to what is happening in the right now. When present, our brains focus on what is currently going on rather than thinking about what we will say or do later – the now instead of the next.
 
Being present during coaching means observing with clarity and from a place of positive assumptions and empathy. We can choose to perceive with openness and generosity. We are noticing teachers’ questions and quandaries. We also sense whether teachers are engaged in the conversation, and we make adjustments as needed. During classroom observations, we are tuned in to both teachers and students. We notice what we hear, see, and feel and what the teachers and students might be hearing, seeing, and feeling. If our minds wonder, we can pull ourselves back to the present by paying attention to the details from each of our senses.
 
Presence stems from full attention and flow of information. When we are present, our next right move will be responsive to others and to the situation. Predominance creates boundaries. But when coaches are present, boundaries collapse, creating opportunities for connection and growth.
 
This week, you might want to take a look at:

Ideas to get students reading and writing poetry (April is National Poetry Month!):
 
https://choiceliteracy.com/article/three-ways-to-engage-your-students-in-reading-and-writing-poetry-this-spring/
 
 
7 Ways to support executive function in the classroom:
 
https://www.edutopia.org/article/7-ways-to-support-executive-function-in-your-classroom/
 
 
Taking small steps to continuous improvement:
 
https://jamesclear.com/continuous-improvement
 
 
Summarizing in science:
 
https://www.youtube.com/watch?v=nqKvLB2HOlU
 
 
What are trauma-informed practices?
 
https://www.turnaroundusa.org/video/edutopia-presents-how-learning-happens-getting-started-with-trauma-informed-practices/
 
 
That’s it for this week.  Happy Coaching!
 
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! TODAY you can still use the code: MAR2024 for 20% off. 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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