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How do we make sure other people hear what we have to say? Perhaps the best way is to make sure we understand them, which is to say we demonstrate empathy. In today's video, I describe what empathy is, why it is important, and how to demonstrate it. In this time of polarization, trying to understand others may be one of the most important things we can do.

You can download free forms to help with demonstrating empathy here:
https://resources.corwin.com/node/28065/student-resources/chapter-3

Please note: Radical Learners will be taking a holiday break from today until January 9. I'll be posting my next video in this communication series then. Thanks for reading and watching.

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How do we make sure other people hear what we have to say? Perhaps the best way is to make sure we understand them, which is to say we demonstrate empathy. In today's video, I describe what empathy is, why it is important, and how to demonstrate it.

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To consider key ideas from previous sessions and reflect upon the impact these ideas have had on our coaching practices.

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Search by entering a portion of your Institution Name and Zip/Postal Code above, and then click the Search button below. Results will display in the Institution field, click the drop down arrow to select your institution.

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TEKS (Permission to use given by Texas Education Agency)

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TEKS (Permission to use given by Texas Education Agency)

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Session Number:
Instructor: Sarah Hogg

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To reimagine the coaching conversation as one crafted to strengthen the coach-teacher partnership and student outcomes through reflection and goal-setting.

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Directions:
1. Review Three-part Reflective Coaching Prompts handout with examples.
2. Review The Coaching Habit list of Probing Questions.
3. Analyze “Who’s the Coach?”
a. Given that Kay is the coach, identify one place during the conversation where Kay could ask a three-part coaching prompt. How would you word it?

b. Identify at least three places where a question from The Coaching Habit could be inserted. Which ones would you use? Why?

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Talk Norms

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TALK MOVES: A FACILITATOR'S GUIDE / Video Clip 2.1b: Turn-and-talk modeling

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Choose a Practice from the Learning Environment 

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Choose a Practice from the Learning Environment 

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Introducing Respectful Behavior

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TALK MOVES: A FACILITATOR'S GUIDE / Video Clip 2.1e: Introducing respectful behaviors

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Choose a Practice from Reasoning and Sense Making 

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Choose a Practice from Reasoning and Sense Making 

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Choose a Practice Reasoning and Sense Making

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Subtracting on the Number Line

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TALK MOVES: A TEACHER'S GUIDE / Video Clip 4B: Subtracting on the Number Line

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Examining Area and Perimeter

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TALK MOVES: A TEACHER'S GUIDE / Video Clip 3B: Examining Area and Perimeter

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Math Practice_IPI Practices and Exemplars 2020 corrected

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Given the coaching script below for facilitating the analysis of data, identify the 3-Part Reflective Coaching Prompts and probing questions from The Coaching Habit.

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Classroom Observation Data for Lorraine/ Sarah

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Classroom Observation Data for Lorraine/ Sarah

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Consider today’s learning experiences. What have we learned that will require changes in our coaching practices?

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Number Talks, or Math Talks, are a time of togetherness for a classroom - much like an Interactive Read-Aloud. It's not just about the content, it's about the bonding experience that happens. That's been extra important this year (with COVID and many other challenges we've faced).

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Number talks
Talk moves
Jam boards- fun new resource for me
-Coaching process and ways to support teachers in the classroom.

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It was helpful in identifying strategies that would help students deepen their communication of math reasoning and how to guide teachers in their conversations with students.

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03 Demonstrating Empathy - Looking Ahead

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Remembering to pause after questioning - using the reflective coaching prompts

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Plan and Perform a Mock Coaching Session with a Resistant Teacher

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Plan and Perform a Mock Coaching Session with a Resistant Teacher

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What does a reflective coaching conversation with a resistant teacher look/sound/feel like?

How do I facilitate such conversations with resistant teachers?

With your Small Group:
1.  Select a goal, action steps, and data tool.
2. Design "mock data" and a "mock coaching conversation".
Review the coaching script as a guide to support your work.   Incorporate strategies you have learned from Probing Questions, Norms, Three- Part Reflective tools, etc.

Be ready to share your data and conversation at 3:00.

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So often we pull teachers together to collaborate but never set norms regarding how they will interact, communicate, and learn from one another. This is particularly ironic since as teachers, we know to do this with our students and spend countless lessons teaching them these precious skills.

Many of you are familiar with the Seven Norms of Collaborative Work (Garmston, R.J. and Wellman, B.M. (2016). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Lanham, MD: Rowman and Littlefield) and have probably used them in your work with teachers. I was recently asked to paint a picture of how these norms look in action, which made me think about how they look within collaborative groups and how that compares with how they look for coaches working with individual teachers. Here's what I came up with:

Pausing Pausing before responding allows time for thinking and enhances dialogue, discussion, and decision-making.

In Group Work: Group members engage thoughtfully in the conversation by taking time to think and reflect before responding. This requires participants to slow down, listen, and weigh the thoughts of others before sharing their own thinking. To promote this behavior, the facilitator may use practices such as; reflective writing/journaling at specific points in the conversation, reminding group members to resist the temptation to solve a problem right away, and using protocols that build in time for each person to contribute.In Coaching Conversations: The coach listens attentively to the teacher before responding with the 'right' answer. The coach also recognizes that coaching conversations are more meaningful when both the teacher and coach are provided with the opportunity to share their knowledge and ideas over time.

Adapted from: Garmston, R.J. and Wellman, B.M. (2016). The Adaptive School: A Sourcebook for Developing Collaborative Groups. Lanham, MD: Rowman and Littlefield.

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So often we pull teachers together to collaborate but never set norms regarding how they will interact, communicate, and learn from one another.

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Learning Environment Sample Data Collection Tools

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5 Coaching Strategies That Help Coaches Connect with Resistant Teachers

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5 Coaching Strategies That Help Coaches Connect with Resistant Teachers

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As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior. While this can be frustrating, you shouldn't assume the teacher is to blame.

There are often many factors that can lead to a teacher becoming resistant to coaching. Maybe they don't understand the professional development tool(s) that are being used in their program and how it can help them improve their teaching practices. Other teachers may have had bad experiences with past coaches and are hesitant to trust someone else.

No matter the reason, here are five coaching strategies to get to the bottom of what's going on, and help every teacher you work with get excited about being coached.

1. Form a Relationship

Forming a relationship with a teacher is the basis for every coach. This can be more challenging in an online platform, but not impossible. Getting to know the teacher you're working with shows them that you care about them as a person. It also opens them up to sharing their teaching struggles with you.

You can begin by selecting a resource that speaks to you, such as a professional development video or article . R ecommend the resource to the teacher and the reasons why it drew you in. This is where you can talk about struggles you encountered as a teacher or struggles you've seen other teachers deal with. If you expect vulnerability from them and an openness to communicate, you must also show them that you're willing to do the same. At this stage, don't worry about talking too much about their own practice. Remember, you're simply trying to build a relationship with them.

2. Understand the Resistance

It's easy to assume a resistant teacher is irrational or difficult. But there is typically a logical explanation for why the teacher is behaving the way they are. Perhaps they don't trust you yet, or they feel like you don't appreciate all the effort they make. It could also be that they haven't had a good experience with coaching in the past. You might also see resistance if the teacher hasn't bought into the process.

At this point, keep working on the relationship building. You can ask them to share more of their personal experiences with you. You can also recommend another resource to help assure them that they're not alone.

3. Ask Questions

It's not enough to contemplate the reasons why a teacher might be hesitant to coaching. You should ask them!

Start by asking questions that will advance the dialogue. For example, "How can we work together?" Or, "What do you feel is holding you back at this moment?" You can mention the resistant behavior you are observing so long as it's in a non-critical way. Asking questions will help you figure out where your work needs to begin.

4. Be Transparent

If you have not explained the purpose of your coaching, be explicit. Acknowledge what you are trying to do and why. This might include explaining the professional development tool you're using and how it can help them improve their teaching practices. It can be hard to buy-in to coaching if the teacher doesn't understand what it is you're doing and how it benefits them.

Let them know that the work you're doing with them is a collaboration. Use a strengths-based approach to coaching and acknowledge that they are already doing many things well. You can recommend another resource and ask them to share what stood out for them.

5. Acknowledge Efforts and Build Trust

To accept coaching is to make oneself vulnerable. Coaches need to show teachers that they are worthy of trust.

Acknowledge the teacher's efforts. Coaching can feel like a punishment, especially for those teachers who think they've got it figured out. State specifically what you value about their practice and why. Emphasize confidentiality and keep your word. If a teacher finds out that you are talking about their performance in another setting, they'll question the relationship. Make sure you stay committed throughout the coaching process. Don't get fired up about how you're going to help and then get distracted.

Connecting with resistant teachers is all about building a relationship and coming from a place of understanding and transparency. Make sure teachers understand how coaching can help and why you're excited to be working with them. Coaching teachers is incredibly rewarding, especially when you get to see them blossom as teachers and as people. It's hard work but it's all worth it when the feedback and strategies you're giving them improve their teaching practices.
Editor's note: This post was originally published in September 2019 and has been updated for accuracy and comprehensiveness.

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5 Coaching Strategies That Help Coaches Connect with Resistant Teachers

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As coaches, we've all encountered resistant teachers. Resistance to coaching can take many forms. You might encounter a teacher who is direct, making it clear they don't want your help. Or a teacher who is passive, putting off your meetings and recommendations, or acting like they're open to coaching but never actually changing their behavior.

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Building relationships I feel is very important. I feel like having these relationships is a creates the opportunity to have those positive conversations and even those that may also not be comfortable to have. SF

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Building relationships I feel is very important. I feel like having these relationships is a creates the opportunity to have those positive conversations and even those that may also not be comfortable to have. SF