Coaching is becoming common across many organizations. If coaching works for top athletes, Fortune 500 companies, and other professions, why shouldn’t educators capitalize on the benefits of coaching as well?
Classroom coaches can enhance a teacher’s individual teaching practices, provide support and encouragement, build upon their existing strengths, help them overcome daily classroom challenges, and increase effective interactions in the classroom. This leads to positive outcomes for students and increased professional development and growth for the teacher.
A typical teacher’s response to learning they’ll be working with a coach are often affected by their previous experiences. I’ve received a range of responses when I’ve asked teachers, “What do you think working with a coach will be like?” Some teachers remember a coach from their childhood yelling or screaming at them on the sports field. They fear that the classroom coach experience might be the same. Others have shared images of compassionate and encouraging individuals who helped them overcome challenges, provided resources, and gave support.
No matter how you feel about your past coaching experiences, building an open, collaborative, and positive coaching relationship can truly enhance your overall quality of life in the classroom.
Teachers are used to supporting others, providing instruction and building relationships with students. Transitioning into being coached can be difficult. Your ability to build a collaborative trusting relationship with your coach is one of the key ingredients for success. It’s important to know what you as a teacher can do to enhance the coaching relationship and make the most of your coaching experience.
So, it’s June and you have just wrapped up the year with your students. They have made tremendous progress over the course of the year. The routine of the day flows naturally, the expectations about what is and isn’t appropriate behavior is fairly clear to all of them (and to you), and you leave the school year feeling confident that they are ready for the new challenges that lie ahead. You go into the summer months looking forward to a much needed break, but also looking forward to your new group of students in the fall.
As a Certified CLASS Affiliate Trainer, I enjoy reading the discussion posts and responses in the CLASS Learning Community. It gives me further insight into the areas that teachers have questions about, and the responses and techniques that members of the community are sharing with others. Usually I just sit back, read along, and take it all in.
Then recently someone posted, “I'd love some great examples of what Quality of Feedback looks like when you're working with less verbal children. For instance... creating an effective feedback loop off of what a child does more so than what he or she says.”
Many teachers will agree that their first year of teaching can be one of the most grueling, challenging, and stressful experiences for them as they take on the task of educating our youth. In my first year of teaching, I was not familiar with the CLASS tool and its impact in the classroom. I was not aware of the dimensions, indicators, and the tremendous power of interactions. Looking back, I recognize the many ways the CLASS tool was reflected in my classroom, but I also see the value in how familiarity with the CLASS tool could have benefitted my classroom. Although many external forces impacted my role as a high school Spanish teacher, the CLASS tool’s invaluable purpose could have made a profound impact on my first year teaching.