essential questions as a coach, what principles underlie my relationship and interactions with my...
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Essential Questions As a coach, what principles underlie my relationship
and interactions with my students?• How do I build trust with my students?• How do I encourage reflection and minimize advice giving?• How do I demonstrate that I care about my students?• How do I listen effectively?• How do I ask questions that will promote learning and reflection?• How do I empower students to become independent learners
committed to their own continuous development?
Trust and Rapport
Trust Factors Trust Factors
(takes time)(takes time) Respect Competence Personal regard for
others Personal integrity
Rapport
(in the moment) Tonality Language Breathing
Communicating MeaningProportion of meaning inferred from non-verbal and verbal components:
65% 35%
Non Verbal Components Verbal Components
Posture Pitch
Gesture Volume
Proximity Inflection
Muscle Tension Pace
Facial Expression Words
Pausing
Model thinking before answering and before asking additional questions
Become comfortable with wait time in groups Use thoughtfulness in all interactions Value the importance of silence Practice deep listening
4 Types of Pauses
After a question is asked After someone speaks Waiting before answering A collective pause
Reflective Listening Purposes
Decrease distortion, bias, deletion Verify accuracy, especially when dealing
with important information Lower emotion Build relationship and trust
Effective Listening Eliminates 4 unproductive patterns of
listening: Autobiographical Judgment/criticism Inquiry listening Solution listening
Eliminates reactive responses
Reactive Responses
Definition: A stimulus-response reaction to something the speaker says; a non-listening response that interferes with the speaker completing his / her communication
Categories of Reactive Responses
JudgingParenting /
SolvingAvoiding / Diverting
1. Agreeing / disagreeing
2. Criticizing / blaming
3. Diagnosing4. Praising
5. Ordering6. Threatening7. Moralizing8. Advising9. Questioning10. Problem solving
11. Logical arguing12. Reassuring13. Diverting14. Understanding15. Joking
Another Pause . . .
Which kind of reactive responses do you tend to use? When is it useful? When does it interfere with good communication?
Share your thoughts with a learning partner.
Paraphrasing
From the Greek para, (beyond) + phrazein, (to tell) = to tell beyond.
Webster: A rewording of the thought or meaning expressed in something that has been said or written.
Paraphrasing
2 Arenas
EmotionContent
3 Messages
I am listening I understand
you (or am trying to)
I care
Principles
1. Attend fully.2. Listen with the intention to understand.3. Capture the essence of the message.4. Reflect the essence of voice tone and
gestures.5. Make the paraphrase shorter than the
original statement.6. Paraphrase before asking a question.7. Use the pronoun “you,” instead of “I.”
Adapted from the Center for Cognitive Coaching
2 Distinctions An effective paraphrase expresses
empathy by reflecting both the feeling and the content of the message.
Empathizing is a statement that only reflects the feelings of the message.
3 Levels
Acknowledge and clarifySummarize and organizeShift conceptual focus
Adapted from the Center for Cognitive Coaching
Acknowledge and Clarify You’re thinking that . . . So, you’re wondering if . . . You’re frustrated because . . . You’re hoping that . . . You’re concerned about . . .
Adapted from the Center for Cognitive Coaching
Summarize and Organize
So, there are three issues . . .
So, you’re ready to move on to . . .
First you’re going to . . . then you will . . .
On the one hand . . . and on the other hand . . .
Adapted from the Center for Cognitive Coaching
Shift Conceptual FocusGoals, values, beliefs,
assumptions, concepts
So, a strong belief you have is . . .
An assumption you’re operating from is . . .
A goal for you is . . .
Adapted from the Center for Cognitive Coaching
More Paraphrasing Practice in Triads Identify 3 roles: an observer, paraphraser,
person with situation Situation #1:
Student who is complaining about having too much on his/her plate.
Situation #2: Teacher who is struggling with classroom
management Situation #3
Student who is angry about having to read a novel he/she doesn’t like.
Positive Presuppositions
Use positive presuppositions that presume a person has ability, attitude and intention.
It communicates that the listener expects that the person has already considered the question or issue being raised.
Honor the speaker. Model acceptance and respect. Productive Advocacy
Probing Questions To probe is to focus thinking.
Language is filled with generalities and ambiguities. Coaches probe for specificity.• Generalizations• Rule words• Vague verbs and nouns• Comparisons
Effective Questions
Cause thinking, thus learning Examine events from multiple
perspectives Cross categorical
Questions that Invite Thinking
Approachable voice (vs. credible voice)
Plural forms Exploratory Positive presuppositions
Anatomy of a Powerful Thinking Question
Open ended Plural forms Judgment free Tentative and exploratory language Approachable voice
Effective Questions Practice Change the questions below to utilize the
characteristics of effective questions. What did the students learn? Did you consider making sure all the students
understood the learning before moving on? You know it is important to use visuals with
second language learners, how did you do that during the lesson?
Did you actively involve students during the lesson?
Planning Conversation
Coaches mediate by having the teacher: Clarify goals and objectives Anticipate teaching strategies Determine evidence of student achievement Identify the data gathering focus and
procedures
Benefits of the Planning Conversation
Assists in developing trust Provides an opportunity for mental rehearsal Develops a common understanding of what
will be observed Sets parameters for the reflecting
conference Promotes self-coaching
Guiding Questions for Planning
Consider the example questions in the packet.
In practice, these questions are supplemented with probing questions.
Conversation Skills• Have a clear purpose• Remain neutral• Be prepared with
questions and probes in advance
• Ask questions to get information, to understand more thoroughly, to sustain discussion
• Use active listening skills• Balance air time
• Sustain discussion until you have explored the topic thoroughly
• Refrain from giving advice
• Align verbal and non-verbal communication
• Be sensitive to feelings, fears, and emotions
• Maintain positive intentions
• Bring closure
Interrogation vs. Inquiry
Have a conversation at your table. What are the characteristics of interrogation? What does it look like?
Interrogation vs. Inquiry
What are the characteristics of inquiry? How does inquiry differ from interrogation?
Conference Skills Have a clear purpose Remain neutral Be prepared with questions
and probes in advance Ask questions to get
information, to understand more thoroughly, to sustain discussion
Use active listening skills
Sustain discussion until you have explored the topic thoroughly
Refrain from giving advice Align verbal and non-verbal
communication Balance air time Be sensitive to feelings,
fears, and emotions Maintain positive intentions Bring closure
Coaching Behaviors that Influence Thinking Applying rapport skills Structure Mediating questions Using silence Paraphrasing Acknowledging Clarifying Providing data or information