Eric Schmidt, who was Google’s CEO
from 2001 to 2011, said, “We run this company on questions, not answers.” This curiosity may account for Google’s
success. People perform at their best
when their intellectual curiousness leads them to ask questions, to explore,
and to collaborate. Interestingly,
studies have shows that an emphasis on learning produces better outcomes than
an emphasis on outcomes. For example,
sales associates did better when posed with a challenge to learn about becoming
a better salesman than when given aggressive sales targets to hit. Cultivating an attitude of curiosity is a
healthy organizational goal, and it is a healthy attribute to nurture as a
coach.
Successful coaches perform at their
best not just because they are educational specialists, but because their
knowledge is accompanied by authentic questions. Our questions, not our answers, signal our expertise. We know enough to ask the right questions and
we are curious enough to pursue them doggedly.
When coaching teachers who worked with
a high Native American population, we noticed that one small group was
persistently silent, despite encouragement from their teacher to
collaborate. Talking this through
afterward, we asked, “But are they still learning?” By pursuing our curiosity, we gained insight about
cultural ways of communication among traditional Cherokee students. It turned out these students were learning, despite their silence. They communicated through gestures, head tilts,
and eye movement – subtleties we had initially missed when we wondered about their
collaboration. Our curiosity led to
important insights about culturally-sustaining instruction.
Sometimes coaches refrain from asking
questions they don’t know the answers to because they fear they’ll be seen as
incompetent, indecisive, or unintelligent.
Coaches may feel that they’re expected to talk and provide answers, not
ask questions. However, research*
suggests that when we demonstrate curiosity, people actually view us as more
competent, like us more, and trust us more.
Trust is an important element of a coaching relationship, and it appears
that being curious strengthens this connection!
Cultivating curiosity in the teachers
we work with is also a worthwhile endeavor.
Research demonstrates that framing work around curiosity (skills to
pursue, situations to consider) rather than performance goals (hitting targets,
proving competence) improves outcomes.
It helps to focus on curiosity.
The Poloroid instant camera was
inspired by a 3-year-old’s question about why she had to wait to see the
picture her dad had just taken of her.
“Why” leads to creativity and learning.
For students, teachers, and coaches, a spirit of inquiry promotes understanding.
In 2020, I want my coaching to be
guided by curiosity – by what-if’s and how-might’s. I’m excited to see how organizing my work
around “Why?” will increase my
productivity and effectiveness as a learner and as a coach.
For the past few years, rather than
crafting a precisely-worded resolution for the new year, I’ve selected a single
word as guide. This year, my word will
be “Curiosity.” Will you join me?
*Edmondson, A. (2008). The competitive imperative of learning. Harvard Business Review, 86(7/8), 60.
*Edmondson, A. (2008). The competitive imperative of learning. Harvard Business Review, 86(7/8), 60.
This week, you might want to take a look at:
Helping students sort fact from
not-so-factual:
The value of vocabulary instruction:
I agree with Amy, who talks in the
blog post about the value of Cognitive Coaching:
Easy
author groups:
Getting started with culturally
responsive teaching:
That's it for this week. Happy Coaching!
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