“Humility
is not thinking less of yourself, it is thinking of yourself less.”
~C.S. Lewis
What
does humility have to do with coaching? To move forward in a coaching cycle, I
have to shift the focus from me and what I know to the teacher and what she
knows. It’s not hard to make a recommendation when a teacher asks for support. It’s
much harder to hold my tongue and instead of sharing my wisdom, ask a question that
allows a teacher to share hers. She doesn’t need to know how smart I am; she
needs to know how smart she is. My questions can help her realize that she
really does have the answers.
If
I ask, “What else have you been considering?” my question affirms the teacher
as one who thoughtfully deliberates her decisions.
If
I ask, “What did you notice about students’ thinking?” my question recognizes
her thoughtful observations.
Questions
like these that hold positive assumptions of teachers’ actions and abilities
build teachers’ confidence and encourage ongoing use of the attributes that
have been noted.
I’m
always humbled when a teacher extends or accepts an invitation for us to work
together. It takes courage to open your practice and your thinking to a
colleague. When a teacher is courageous enough to speak openly of her concerns
and questions, I tread lightly on that space. Posing questions acknowledges the
teacher’s willingness to inspect her practice. When my questions are answered
with thoughtful noticings and ponderings, my role is to be a sounding board and
a supporter. These are signals that we are successfully moving through the GIR
cycle, with an increase in teacher responsibility and independence.
This week, you might want to
take a look at:
A colorful way to reinforce word
knowledge - vocabulary paint chips:
Why online communities boost our teaching
confidence:
This handy checklist for proofreading
your students’ writing – or your own:
The importance of
non-academic, social-emotional learning:
Teaching students to self-monitor their
behavior:
That’s it for this week. Happy
Coaching!
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