When
I talk with coaches about the GIR model, they often describe the focus on asking
questions as a pivot point in their own growth as supporters of
instructional improvement. As educators, we are used to asking questions. Finding
the question that prompts thoughtful planning or deepens reflection is a
fulfilling moment for a coach. But what if your questions seem to fall flat?
That
was the frustration expressed as I met with a group of coaches this week. One
coach had been so invigorated by our meeting last week. She felt like the
questions she had selected as she planned for a coaching conversation would be
just the thing to break through the silence she was getting from a teacher. In the past, she’d asked generic questions (How’d the lesson
go?”) that had been met with curt replies (Great!). When we talked last week
about asking questions that help teachers analyze their practice, she jotted
down questions she thought would surely open up productive conversations. She
felt that asking, “What are some of the things you think might have helped that
lesson be successful?” and “What might have been going on for (student)?” would
surely bear fruit.
When
I saw her face at the beginning of our meeting this week, I could tell the outcome
was not as expected. I asked how her questioning went, and she said, “I got
nothing.” What ensued was a discussion that was enlightening for me and for the
other coaches at the table. One coach discussed how some people aren’t
comfortable sharing, especially when things don’t go well. She thought about
how her spouse responds when asked about a difficult situation, and recognized
that some people just aren’t comfortable with the vulnerability of talking
about a difficult situation.
Another
coach described how she really needs to write things down to process, so the
option of sending an emailed response to questions was discussed. But just as
quickly as that idea was raised, another coach responded, “You’d never get a
good response out of me that way; I’d be too guarded about putting something
down in writing.” Lesson learned – different strokes for different folks. For
some, writing may be a more comfortable way to respond to reflective questions.
For others, not so much.
Another
useful insight was shared and then affirmed by nods around the table: “Even if
you don’t get an answer, asking the question is worthwhile.” Coaches talked
about times when, even though they haven’t responded to a question, it has gotten
them thinking and resulted in changes in their own practice.
So
keep asking those questions! Whether you get an answer verbally, in writing, or
not at all, a good coaching question often prompts thinking that results in
improved instruction.
This week, you might want to
take a look at:
Teachers
observe teachers: Collaborating from Shanghai to Nashville:
Why
teachers don’t ask open-ended questions:
Such
a cool idea for developing emotional intelligence (it’s in Pre-K, but should be
all over!):
The
benefits of being a serial reader:
A
podcast about substantive conversation in the classroom:
That’s it for this week. Happy
coaching!
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