Energy Check-ins
To get a sense of a teacher's feelings BEFORE you begin a coaching conversation, try some of these "energy checks"
How the teacher responds gives you a bit of insight into the emotional energy at that moment---- which allows you to "join up" alongside whatever energy level your teacher brings to the conversation using empathy and inquiry
- How would you describe our energy level right now, on a scale from 1-10?
- What 3 adjectives describe how you're feeling right now?
- What color might capture how you feel right now?
- What song could be your personal theme song for your day?
- How are you showing up for today's coaching session?
How the teacher responds gives you a bit of insight into the emotional energy at that moment---- which allows you to "join up" alongside whatever energy level your teacher brings to the conversation using empathy and inquiry
When we tell or listen to a story, this builds the relationship between the administrator and the teacher. When you ask the teacher to "Tell me when you knew that your lesson was working…. that your students were really in tune with you"- you are learning about the strengths of the individual.
With a second year teacher, you may ask "Tell me about the difference between last year & this year?" …. "Tell me more…"
You do this to listen for and determine what are the STRENGTHS of the individual.
Let's say a teacher is struggling and feeling defeated. You can reassure the teacher that you are here to help… " I may have some ideas and I know you do as well…. we'll get there…. but, right now, I'd like for you to tell me a story about time when you …. (were excited about teaching, realized that every student was engaged in a lesson, were in a similar situation- what did you do then?)
With a second year teacher, you may ask "Tell me about the difference between last year & this year?" …. "Tell me more…"
You do this to listen for and determine what are the STRENGTHS of the individual.
Let's say a teacher is struggling and feeling defeated. You can reassure the teacher that you are here to help… " I may have some ideas and I know you do as well…. we'll get there…. but, right now, I'd like for you to tell me a story about time when you …. (were excited about teaching, realized that every student was engaged in a lesson, were in a similar situation- what did you do then?)
Beginning of the School Year Conversation Outline
When we ask our teachers to tell us a story, we listen attentively, calmly, openly, and without judgement. Depending on the context of the meeting/conversation, you may want to invite the teacher to tell you a story about times when they felt engaged in, excited about, or challenged by their work as a teacher. Try one of these story-starters in August and September when you are getting to know your teachers and establishing trust prior to conducting classroom observations. Don't forget your Energy Check-in first!!
ORIGINAL STORY (for more information, go to Evocative Coaching p.65)
1. Tell me the story of how you became a teacher.
2. Tell me the story of how you came to take on this particular teaching assignment.
3. Tell me a story that illustrates what has been working really well for you.
4. Tell me a story when you handled a tough situation really well.
5. Tell me a time when you made a real contribution (to your family, team, job, etc.)
6. Tell me a story about a time when you felt strongly connected to one of your students.
7. Tell me about a time when you tried something new in your teaching.
8. Tell me a story about a time when your lesson went remarkable well (or when the students were very engaged.)
9. Tell me a story from your first year of teaching and an insight that emerged from that.
10. Tell me what you love most about being a teacher.
ORIGINAL STORY (for more information, go to Evocative Coaching p.65)
1. Tell me the story of how you became a teacher.
2. Tell me the story of how you came to take on this particular teaching assignment.
3. Tell me a story that illustrates what has been working really well for you.
4. Tell me a story when you handled a tough situation really well.
5. Tell me a time when you made a real contribution (to your family, team, job, etc.)
6. Tell me a story about a time when you felt strongly connected to one of your students.
7. Tell me about a time when you tried something new in your teaching.
8. Tell me a story about a time when your lesson went remarkable well (or when the students were very engaged.)
9. Tell me a story from your first year of teaching and an insight that emerged from that.
10. Tell me what you love most about being a teacher.
Imaginative Story Listening Conversation Outline
Evocative coaches have a playful, creative, mindset when listening to stories being told. For example, "I wonder how this story would play out if it were told instead by one of the characters in the story? i.e. from a different vantage point. The act of reworking & retelling stories from different perspectives opens the door to new frameworks, understandings, & possibilities. Any of these "POV" prompts would be appropriate to use during a post-observation conference.
REWIND #1- VANTAGE POINT (for more information, go to Evocative Coaching p.81)
Ask the teacher to : "Imagine you are ______________ in the story now. Tell the story from his/her point of view using 1st person voice.
WHY DO WE DO THIS? The more teachers can learn to see from the vantage points of other characters, the more open teachers become to considering alternatives.
REWIND #2- PIVOT POINT (for more information, refer to Evocative Coaching pp.81-2)
Perhaps after hearing the story, you determine an even more creative approach would be to ask the teacher "Imagine how this experience might have turned out if you had handled the situation differently?" (or if they had viewed it from a different perspective.
"What if?" and "How might?" are awesome question stems to proceed using the pivot point strategy.
WHY DO WE DO THIS? When teachers are comfortable with this type of questioning format, they can often release the attachment to a particular decision (probably made in the moment) and instead begin to generate alternatives they may want to try in the future. This allows teachers to then discover new ways of approaching individuals, thus improving relationships. When discussing a classroom observation, the same is true; with the end result being improving instruction… & learning… & student achievement.
REWIND #3- LESSON POINTS (Check out Evocative Coaching pp.82-3)
Asking teachers what have they learned from imagining different vantage or pivot points invites them to go deeper and to see WHAT ELSE might be possible.
WHY DO WE DO THIS? The more articulate teachers become about the many things they can learn from their experiences (stories), these POSITIVE, GROWTH-ORIENTED things, the more open they will become to trying new things in the service of desired outcomes.
WRAP-UP & FEEDBACK
Following the conversation, ask " How did this experience help you? Is there something else I could have done as a coach to help you? How has your energy changed?"
EC TIP ** If teachers don't respond to your invitation to rework/retell stores, they should not be pushed. Be curious about teachers' stories, but the teacher should never feel interrogated. It is better for coaches to listen to what is being said, what is not being said, and to what teachers may want to say. Imaginative listening takes teachers in the opposite direction as they ponder possibilities of what might have been and what might be.**
REWIND #1- VANTAGE POINT (for more information, go to Evocative Coaching p.81)
Ask the teacher to : "Imagine you are ______________ in the story now. Tell the story from his/her point of view using 1st person voice.
WHY DO WE DO THIS? The more teachers can learn to see from the vantage points of other characters, the more open teachers become to considering alternatives.
REWIND #2- PIVOT POINT (for more information, refer to Evocative Coaching pp.81-2)
Perhaps after hearing the story, you determine an even more creative approach would be to ask the teacher "Imagine how this experience might have turned out if you had handled the situation differently?" (or if they had viewed it from a different perspective.
"What if?" and "How might?" are awesome question stems to proceed using the pivot point strategy.
WHY DO WE DO THIS? When teachers are comfortable with this type of questioning format, they can often release the attachment to a particular decision (probably made in the moment) and instead begin to generate alternatives they may want to try in the future. This allows teachers to then discover new ways of approaching individuals, thus improving relationships. When discussing a classroom observation, the same is true; with the end result being improving instruction… & learning… & student achievement.
REWIND #3- LESSON POINTS (Check out Evocative Coaching pp.82-3)
Asking teachers what have they learned from imagining different vantage or pivot points invites them to go deeper and to see WHAT ELSE might be possible.
WHY DO WE DO THIS? The more articulate teachers become about the many things they can learn from their experiences (stories), these POSITIVE, GROWTH-ORIENTED things, the more open they will become to trying new things in the service of desired outcomes.
WRAP-UP & FEEDBACK
Following the conversation, ask " How did this experience help you? Is there something else I could have done as a coach to help you? How has your energy changed?"
EC TIP ** If teachers don't respond to your invitation to rework/retell stores, they should not be pushed. Be curious about teachers' stories, but the teacher should never feel interrogated. It is better for coaches to listen to what is being said, what is not being said, and to what teachers may want to say. Imaginative listening takes teachers in the opposite direction as they ponder possibilities of what might have been and what might be.**
Too Busy Not to Listen?EC TIP **You might be thinking "it takes too much time" to tell a story... let alone to retell it from a different vantage or pivot point. Be selective about using these "POV" techniques- some situations might not call for a vantage point while other stories beg for it... you will know over time. It is critical to make/take the time for MEANINGFUL conversation- isn't 12 minutes worth moving a teacher from resistance to compliance to even ownership!? |
Yes, … and?Remember the video " Working Without a Script hosted by Keegan-Michael Key? This entertaining video reminded us that GOOD COMMUNICATION starts with a "Yes, and" Philosophy. This approach fosters open mindedness and empowers people to think on their feet & take risks!
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