Imagine you’re a cook in a restaurant. It’s what you do every day, you are passionate about it, and consider yourself pretty darn good at it. One evening, the owner of the restaurant decides he is going to attend a meal “as a guest” and is served one of your featured dishes: chicken pot pie. You emerge from the kitchen, excited to find out what he thinks, and his response: “Taste this. What would you do differently next time?”
It wouldn’t exactly feel good.
And yet, we see a similar scenario play out again and again in the most well-intentioned coaching conversations with teachers. You know what I’m talking about. The coach films a teacher, they sit down and watch the video together, and the coach asks, “Now that you’ve seen yourself reading that story to the kids, what would you do differently next time?”
There is something really tempting about jumping to the “problem areas” and zeroing in on “how it can be better next time.” But taking a strengths-based approach to practice-based coaching means avoiding some of the common phrases that can seem so right at the time. Let’s dig into a few examples:
Why it can backfire: As discussed above, this one doesn’t feel so good to the teacher because it implies that she did something wrong.
What to say instead: Use open-ended questions to guide the teacher in reflecting on areas of strength and areas for growth. It is more powerful for the teacher to get to thinking “I want to try something new next time” on her own, rather than being told that what she is doing is not good enough.
Why it can backfire: It’s not that “good job” is inherently wrong. It is when coaches don’t provide specific examples of what was good that this one backfires. At best, the teacher feels good but isn’t sure why. At worst, she has a misguided notion of good teaching practices. We see it all the time—coaches want to be “strengths-based” and so they pepper in “good jobs” and “nice works” all over the place until those phrases become meaningless.
What to say instead: Next time you are tempted to say “good job,” instead, try beginning your sentence with “I noticed that you [insert specific example here].” So, “Good job reading that story” becomes “I noticed that you asked a lot of prediction questions during If You Give a Mouse a Cookie. The kids really had to think!” This paints a detailed picture in the teacher’s head about what went well and how it affected the children.
Why it can backfire: It’s not necessarily a bad idea to give the teacher some ideas about what to try in the classroom. But make sure your advice-giving doesn’t get in the way of listening to the teacher and helping her to set her own goals.
What to say instead: Instead of jumping into goals, prompt the teacher with questions that help her reflect on her interests and expand her ideas. Then, if it’s necessary, it’s okay to jump in to scaffold the teacher in generating a few ideas if she’s stuck. A good way to check yourself is to audio-record the conference (if the teacher if comfortable). When you listen back to the recording, ask yourself: Who is doing most of the talking? If that person is you, then you might be doing too much talking and not enough listening.
Remember, coaching teachers isn’t about imparting your wisdom or giving them all the answers (and yes, it’s okay if you don’t have all the answers!). It’s about developing a partnership. If you found this post helpful, then check out our free e-book: Coaching Tips for Sticky Situations.
Even top athletes rely on the support of a coach to improve their game. Players need coaches to help identify their unique strengths and grow their talents while increasing their skills in areas of challenge. To do all this, coaches spend lots of time observing athletes while they practice—giving real-time feedback based on current efforts, breaking skills down as needed to cultivate mastery, and encouraging players to keep trying in pursuit of their goals.
As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn’t assume the teacher is to blame.
Across the nation, teachers learning about CLASS are asked to narrate their actions and sportscast their children’s experiences in order to support and encourage healthy language development. Hearing this, many teachers may wonder, “Will people think I’m crazy if I start talking to myself in the classroom?”
The answer is no. Self- and parallel talk are beneficial strategies for teachers to engage in because they strengthen language rich environments and enhance vocabulary development, all while supporting effective relationship building between teachers and children.
It’s been a great year. You have just conducted some professional development trainings for the group of teachers you are coaching. You got the opportunity to visit their classrooms and see them in action, do formal and informal CLASS observations, and had countless coaching conversations. You see that it’s all beginning to click. You have the teachers’ buy-in, and the motivation is high.