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Coaching the Reluctant Teacher

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... you re there to help You need to have a relationship with the person before diving in Keep in mind conferencing with students ... unmotivated Remember this ... – PowerPoint PPT presentation

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Title: Coaching the Reluctant Teacher


1
Coaching the Reluctant Teacher
  • Britt Humphries, EdS.
  • Literacy Instructional Facilitator
  • Fort Smith Public Schools

brittsliteracyworkshops.pbworks.com
2
Objectives
  • Hear some practical ideas
  • To learn what professional texts have to say
    about coaching the reluctant teacher
  • Discuss how others have handled hard coaching
    situations
  • Problem solving time

3
Real life experience
  • Tough conversations and situations
  • Using an objective measure
  • Hard evidence
  • Video taping
  • Action plans and timelines

4
Tough Conversations
  • Sometimes they are necessary
  • Remember youre there to help
  • You need to have a relationship with the person
    before diving in
  • Keep in mind conferencing with students
  • More positives than negatives
  • Leave the conversation with one or two things to
    work
  • Have a plan
  • Know that the teacher has a reason for what she
    does

5
An Objective Measure
  • Lesson Plan
  • Observation Guide

Component Component Observations
Mini-lesson Modeling
Mini-lesson Guided practice
Mini-lesson Ind. Practice
6
Video Taping
  • Theres no arguing with what you see
  • Reflective practice
  • Hard evidence that you can see together or
    privately
  • Jim Knight, KU
  • Do yourself first
  • Creates models for new teachers

7
Action Plans Timelines
Activity Purpose Start Date Finish Date Evidence or output



Action Reason Task(s) Misc.


8
What do the professional texts say?
  • Quality Teaching in a Culture of Coaching by
    Stephen Barkley
  • Negative responses represent real fears and
    concerns
  • Reflect earlier experiences and circumstances
    -p.157
  • Coaching is not evaluating trust is paramount
    -p. 161
  • Speedboats, barges, and rocks

  • -p. 157-158

9
What do the professional texts say?
  • Differentiated Coaching by Jane Kise
  • Meet the needs of the teacher
  • Relate or apply the learning to the problems
    teachers want to solve
  • Use a common framework for unbiased reflection
  • Understand the teachers strengths and beliefs
    about teaching and learning
  • How tightly are teachers beliefs tied to their
    own strengths?
  • What are the teachers beliefs about their role in
    student success?
  • What else keeps teachers from trying new
    practices?
    (p.11)

10
What do the professional texts say?
  • Cathy Tolls The Literacy Coachs Survival Guide
    Surviving But Not Yet Thriving
  • Are the teachers goals poor goals or just
    different from yours?
  • To address poor goals
  • Keep eye contact direct but friendly
  • Use a neutral voice, devoid of judgment,
    cajoling, or condescension
  • Turn your shoulders toward the teacher and
    uncross you arms and legs
  • State your concerns, options, or
    perspectives, rather than criticisms,
    opinions, or proof.
    -p.115 LCSG

11
What do the professional texts say?
  • Understand the resistance
  • When we resist it is because we believe we are
    right
  • Not because we are lazy or unmotivated
  • Remember this about teachers

I dont have time for this. Theres nothing I need help with. Theres nothing you can teach me.
I understand. When would be a good time for me to come back? Id like to learn about your work for my own sake. . . You probably have some things you could teach the new teachers. . .
Teacher
Coach
p. 121 LCSG
12
What do the professional texts say?
  • Focus on coaching conversations.
  • Keep the conversations going.
  • Treat teachers with dignity and respect.
  • Ask only questions you want to know the answers
    to if know the answer dont ask.
  • Use information about students to support claims.
  • Develop a sense of what teaching will be like
    when goals, interests, or needs are met.
  • Determine which information will help gauge
    whether the goals, interests, or needs are met.

p. 19-20 SBNYT
13
Other Sources
  • How to Deal With Teachers Who Are Angry,
    Troubled, Exhausted, or Just Plain Confused by
    Elaine McEwan
  • Results Now by Mike Schmoker
  • The Best Schools by Thomas Armstrong
  • Leadership for Learning by Carl Glickman
  • Instructional Coaching by Jim Knight

14
Your Turn
  • How have you as professionals handled difficult
    teachers?

15
Problem Solving Time
  • What are some situations that you are currently
    facing?
  • What are some ideas for helping?

16
Remember
  • . . . adult learners like to have some say in
    the content and format of their learning and like
    to see immediate applications.


  • -p.128 LTSG
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