To shift our culture from the belief that, “I’ve been sent a coach because I’m a bad teacher” to “A coach can make me an even better teacher,” we had to infuse coaching conversations with growth-oriented statements. For example, at the beginning of a coaching relationship, a coach might say to a teacher, “I’m here to learn about your strengths and to talk about how we can build on them to become even stronger, together.” It might take frequent repetition of this sentiment to instill it in a teacher’s mind, but it is important to take this time to establish the new coaching culture.
Smith, P., & Haap, J. (2019, January 3). Making Coaching Part of Your DNA. Retrieved February 27, 2019
- Posted: May 13, 2019
Home » Best Practices » Smith, P., & Haap, J. (2019, January 3). Making Coaching Part of Your DNA. Retrieved February 27, 2019
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead