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Reciprocal Interviews. Use the handout to conduct an interview with a learning partner. Divide your time so that your partner can reciprocate!. Essential Questions. As a coach, what principles underlie my relationship and interactions with my colleagues?How do I build trust with my colleagues?How
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1. NSDC Coaches AcademyMemphis City Schools Reflective Coaching / Communication Skills
Day 3 -- July 25, 2007
2. Reciprocal Interviews Use the handout to conduct an interview with a learning partner.
Divide your time so that your partner can reciprocate!
3. Essential Questions As a coach, what principles underlie my relationship and interactions with my colleagues?
How do I build trust with my colleagues?
How do I encourage reflection and minimize advice giving?
How do I demonstrate that I care about my colleagues?
How do I listen effectively?
How do I ask questions that will promote learning and reflection?
How do I empower teachers to become independent professionals committed to their own continuous development in order to improve student learning?
4. The Power of Relationship
5. Coaching Stances Skilled mentors and coaches support learning for themselves and others and operate across a continuum of interactive patterns.
6. Ultimate Goal Create reciprocal, learning focused relationships, support self-directed learning
Enhance capacity for engaging in productive collegial relationships
8. Trust and Rapport Trust Factors
(takes time)
Respect
Competence
Personal regard for others
Personal integrity Rapport
(in the moment)
Tonality
Language
Breathing
12. Reflective Coaching Cycle: 3 Phases Planning (pre-conference)
Observation (of teaching)
Reflection (post-conference)
13. Communicating MeaningProportion of meaning inferred from non-verbal and verbal components:
14. Learning Conversation Skills
4 Ps
Pausing
Paraphrasing
Positive Presuppositions
Probing
15. 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
16. 4 Types of Pauses After a question is asked
After someone speaks
Waiting before answering
A collective pause
17. Reflective Listening Purposes Decrease distortion, bias, deletion
Verify accuracy, especially when dealing with important information
Lower emotion
Build relationship and trust Certain times to use this tool
Reflective listening helps people who are in the reptilian brain mode to become more resourceful faster.Certain times to use this tool
Reflective listening helps people who are in the reptilian brain mode to become more resourceful faster.
18. Effective Listening Eliminates 4 unproductive patterns of listening:
Autobiographical
Judgment/criticism
Inquiry listening
Solution listening
Eliminates reactive responses
19. 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 Picture a person trying to understand another person’s perspective. Speaker says something that triggers an emotion in the listener. If listener interrupts the speaker with a reactive response, interferes with speakers’s communication process and shuts down. Reactions are not wrong, they’re just not listening.
Think about your organization and your role. What is the culture you are trying to create? Go back to the purposes of reflective listening.Picture a person trying to understand another person’s perspective. Speaker says something that triggers an emotion in the listener. If listener interrupts the speaker with a reactive response, interferes with speakers’s communication process and shuts down. Reactions are not wrong, they’re just not listening.
Think about your organization and your role. What is the culture you are trying to create? Go back to the purposes of reflective listening.
20. Categories of Reactive Responses Logical arguing -- men tend to do this; Reassuring -- women do this; Understanding -- “I understand”
Joking -- guys do this
These are not wrong (sometimes useful and necessary) -- they are just not listening. Takes rigor and discipline to be present for the other person. Job is to take in the data.
Which reactive response do you generally find yourself using? What can you do about it?
Listener: Interrupt every 30 seconds or so if necessary to let the speaker know you are listening.Logical arguing -- men tend to do this; Reassuring -- women do this; Understanding -- “I understand”
Joking -- guys do this
These are not wrong (sometimes useful and necessary) -- they are just not listening. Takes rigor and discipline to be present for the other person. Job is to take in the data.
Which reactive response do you generally find yourself using? What can you do about it?
Listener: Interrupt every 30 seconds or so if necessary to let the speaker know you are listening.
21. 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.
22. 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.
23. Paraphrasing 2 Arenas
Emotion
Content 3 Messages
I am listening
I understand you (or am trying to)
I care
24. Principles Attend fully.
Listen with the intention to understand.
Capture the essence of the message.
Reflect the essence of voice tone and gestures.
Make the paraphrase shorter than the original statement.
Paraphrase before asking a question.
Use the pronoun “you,” instead of “I.”
Adapted from the
Center for Cognitive Coaching
25. 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.
Adapted from the
Center for Cognitive Coaching
26. 3 Levels Acknowledge and clarify
Summarize and organize
Shift conceptual focus
Adapted from the
Center for Cognitive Coaching
27. 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
28. 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
29. Shift Conceptual Focus Goals, 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
30. Practicing the 3 Levels of Paraphrasing With a learning partner consider the examples on page 75. Discuss the differences among the 3 examples.
Write a comment that paraphrases the presenting statement for each level with the second example.
31. More Paraphrasing Practice in Triads Identify 3 roles: an observer, paraphraser, person with situation
Situation #1:
Coach who is complaining about too much data
Situation #2:
Teacher who is struggling with classroom management
Situation #3
Person who is angry about being mandated to work with you
32. 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
34. POSITIVE PRESUPPOSITION PRACTICE
Embed what is expected within the
positive presupposition.
35. POSITIVE PRESUPPOSITION PRACTICE
Do you have any ideas for dinner?
36. EVER SAID? “I just don’t understand why they won’t even consider what I am suggesting.”
“They are so closed minded about this.”
“They already think they know all about this.”
“It doesn’t matter what I say or suggest. They are going to do what they want anyway.”
37. Presume Positive Intention Teacher says, “These students are always behind.”
Coach thinks and says, “You are aware of how students are progressing.”
38. Presume Positive Intention Teacher says, “I don’t have time to plan different projects for students who are lagging behind.”
Coach says, “ . . . .”
39. Positive Presupposition Exploration and Practice Turn to page 78. Compare the examples to the non-examples. What are the differences in the feelings elicited by either?
On the following page, practice rewriting the statements or questions as positive presuppositions.
40. Probing Clarifying
Positive Presuppositions
Effective Questions
Mediational Questions
41. 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
42. Probing Questions Continuum
43. Clarifying Practice
Look at page 77. With a partner decide whether you will accept or clarify the teacher’s statements. If you decide to clarify, determine what you will say.
44. Effective Questions Cause thinking, thus learning
Examine events from multiple perspectives
Cross categorical
45. Questions that Invite Thinking Approachable voice (vs. credible voice)
Plural forms
Exploratory
Positive presuppositions
46. Anatomy of a Powerful Thinking Question Open ended
Plural forms
Judgment free
Tentative and exploratory language
Approachable voice
47. 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?
48. 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
49. 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
50. Planning Conversation Observe the demonstration conference.
Record your observations.
51. Guiding Questions for Planning Consider the example questions in the packet.
In practice, these questions are supplemented with probing questions.
52. 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
53. Practice Planning Conferences Get together in triads. Each person will play each of these roles: observer, coach and coachee. Each round will last 15 minutes.
Coachee will identify something real they are planning. Coach will then use planning map and appropriate communication skills to move through the map(10 minutes). Observer will take notes.
Observer will give feedback and then all three will discuss what occurred including suggestions.
54. Gathering Data Fact: observable and verifiable behaviors
Inference: the meaning made from the observed facts
Judgments: placing a worth or value on behaviors
55. Areas about Which to Gather Data Teachers
Teachers’ verbal behaviors
Non-verbal behaviors Students
Verbal feedback about students
Non-verbal feedback about students
56. Guiding Notes for Observing Teaching Observing teacher and student behaviors
Observe what the teacher says and does and how students respond. Gathering data about student and teacher behaviors
Use checklists, scripting, time maps, interaction processes, etc., to gather information about what is occurring in the classroom.
Record notes about the learning processes.
57. Data Gathering Task Review the handout.
Working with a partner, select a few of the types of feedback most often requested by teachers.
Design a process and/or a template for gathering data appropriate to the items you select.
58. The Reflecting Conference Coaches mediate by having the teacher:
Summarize assessment of the lesson
Recall data supporting assessment
Compare planned with performed teaching decisions
Infer relationships between student achievement and teacher decisions/behaviors
Synthesize new learnings and prescribe applications
Reflect on the coaching process and recommend refinements
59. Interrogation vs. Inquiry Have a conversation at your table. What are the characteristics of interrogation? What does it look like?
60. Interrogation vs. Inquiry What are the characteristics of inquiry? How does inquiry differ from interrogation?
61. 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
62. Coaching Behaviors that Influence Thinking Applying rapport skills
Structure
Mediating questions
Using silence
Paraphrasing
Acknowledging
Clarifying
Providing
63. Approaches to Giving Feedback Find a learning partner.
Determine when you might choose to use the approaches to giving feedback listed on page 88.
Compare your answers to those of another pair of coaches.
64. Exit Slip Something I learned that SQUARES with my beliefs
Three important POINTS to remember
A question going AROUND in my mind