I got a coaching related question this morning from an unexpected place--from my husband who is a high school art teacher. As I rushed around the kitchen preparing breakfast and packing my lunch, he asked me if I could think of any online source that offered tips for facilitating meetings.

Teachers can't be expected to become the brilliant master educators our kids need them to be without 10,000 hours of practice with someone they really trust (and who plays no role in their evaluation) who will give them critical feedback along the way...My primary mission these days is to convince those who hold power in our schools that teachers and administrators deserve and need coaches throughout their careers

This concept--the Spheres of Control--posits that the things we're worried about or that we complain about fall into three domains: things we have control over, things we can influence, and things that are outside of our control and influence. When I hear a coachee talking about something that he is unhappy about, I listen through this framework and try to identify where this issue would fall.

Resolutions are intentions to make change, shift behaviors, and improve our lives. Good ideas, but I don't make New Year's resolutions.

This week I have a guest blogger for you, Laurelin Andrade, offering a wise and insightful reflection on the pace of coaching.

Here's a startling fact: some sixty-five percent of what we communicate is conveyed through our body language, pitch, volume, and tone of voice. The words we select (sometimes so carefully and thoughtfully) only comprise around thirty percent of the message that our audience receives.

Did you know that November 4 is National Coach Appreciation Day? Well, it is!...But I want to back up a bit and tell you the story of how I came to this decision.

Albert Einstein once said that if he had an hour to save the world he would spend fifty-five minutes defining the problem and five minutes finding the solution. This suggestion gets to the heart of coaching in proposing a ratio of thinking to acting in response to what we perceive as a problem.

Planning for a coaching conversation is similar in some ways to planning a lesson--we construct a couple clear goals, design a route to meet those goals, anticipate the challenges that might arise, and review material that might be helpful.

I want to make another suggestion for coaching new teachers that is super high leverage and I can almost guarantee that it'll shift a teacher's practice. Here it is: Get in there and do some model teaching.

The opinions expressed in The Art of Coaching Teachers are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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