Coaching Conversations

Thoughts on implementing the listening techniques

What techniques have you tried?

How did they work?

What is the hardest part for you?

Powerful Speaking Julian Treasure

Five Ways to listen better

Creating an Intention 1. Choosing Words

Promise - plan - passion – preference- possibility - obligation

Did _______? Or Have you ______?

Do you have lesson plans for today’s lesson?

or

What are you considering for the lesson plan?

Did you think about how to differentiate the lesson?

How were you thinking about differentiating the learning?

What do you think of these questions?

Why didn’t you include the practices in this lesson?

Are you prepared for the benchmark?

Do you know what you are doing in class tomorrow?

Are you teaching anything important in class today?

Carrying someone’s monkey…

What message are we sending to

others about their own strength and

capabilities?

Think of yesterday alone – How many monkeys did you take on?

What were they?

Coaching Conversations encourage others to be reflective and exercise responsibility.

We want to convey the message that “I trust you. I support you. It is ok to take risks.”

When might this have happened to you?

In reading this chapter, I couldn’t help see the connection to asking good questions in a mathematics classroom.

Assume positive intent and focus on positive connections

Are open-ended

Invite multiple answers , not one correct answer

Act as thought starters to energize the mind and consider new perspectives

Focus on solutions, not problems

Empower to help us to go to a deeper level an uncover patterns of thinking

Questions…

What strategies are you considering?

What will your criteria include when you implement a plan?

What barriers do you anticipate?

What resources will help you?

What additional information will help you make a decision?

Think about a problem you are facing…

What are some questions you can ask about that?

Negative Feedback

Negative Feedback

Lay it on the line – critical

Is worsened when it focuses on the person’s core identity rather than a product or idea

The information can be alienating and over time can provoke defensiveness and negative attitudes

Conciliatory Feedback Positive and Vague – Avoids criticizing in order to be supportive

and avoid conflict; comes from the belief that negative feedback will be rejected and relationship harmed

Often called “social stroking”

Usually read as pleasant, encouraging, and nonthreatening. Not feedback at all; it’s encouragement and conflict avoidance in the guise of feedback

Chooses relationships over information

Receiver learns over multiple occasions that the feedback is empty and can be read as evasive or pandering

Communicative Feedback Clarifies an idea or behavior under consideration

Communicates positive features toward preserving and building upon them

Communicates concerns and suggestions toward improvement

Consumes more time, requires thought and effort

Read as careful, respectful, and honest

Clarifying questions and statements

Ask for more information

Rooted in concepts or ideas about which the speaker is curious

Valuing statements Useful for naming or labeling the topic under

consideration

Value Statements – affirm strengths, identify positive

Reflective questions or possibilities

Take the spotlight off the speaker

Push the thinking of the other person

Ask for creative or out=of-the-box thinking.

Think about an issue or problem…

Brainstorm some current issues in your schools.

Now, think about the questions or prompts you might use for each component.

Clarifying

Valuing

Reflecting