{"id":2255,"date":"2015-07-20T06:00:19","date_gmt":"2015-07-20T13:00:19","guid":{"rendered":"http:\/\/blog.rsed.org\/?p=2255"},"modified":"2017-12-13T00:56:01","modified_gmt":"2017-12-13T00:56:01","slug":"watch-your-language-how-to-talk-so-teachers-actually-listen","status":"publish","type":"post","link":"https:\/\/www.rocketshipschools.org\/en\/latest-news\/blog\/watch-your-language-how-to-talk-so-teachers-actually-listen\/","title":{"rendered":"Watch Your Language: How to Talk so Teachers Actually Listen"},"content":{"rendered":"<div class=\"drop-wrapper\">\n<div class=\"drop-image\">Many of us have heard the Tom Peters quote: \u201cLeaders don\u2019t create more followers, they create more leaders.\u201d Oftentimes, the way we create leaders is through the subtle and not-so-subtle ways that we communicate. Whether you are an instructional coach or another educator who sometimes coaches teachers, your language is often your most effective tool for helping them grow. The challenge, however, is knowing how to talk so teachers will listen.<\/div>\n<\/div>\n<p><!--more--><\/p>\n<h3><span style=\"color: #006b6e;\"><strong>Build a Partnership<\/strong><\/span><\/h3>\n<p>Coaching shouldn\u2019t be an adversarial endeavor, but when coaching relationships fail, it is often because the coach feels the need to tell the other person what to do. Successful coaches, on the other hand, work hard to form partnerships with the teachers they coach. To do so, they use a few deliberate coaching moves:<\/p>\n<ul>\n<li>Use the language of \u201cwe.\u201d For example, instead of saying, \u201cYou should focus on student voice in the classroom,\u201d they might say, \u201cWe could start with looking at what students say in small groups.\u201d<\/li>\n<li>Utilize third points. Instead of telling the teacher what you saw or making suggestions for strategies she should use, try putting a third point, such as a classroom data set, the teacher\u2019s goals or an article in front of both of you as something to explore together.<\/li>\n<\/ul>\n<p>These coaching moves may feel subtle, but they move the relationship from one that could easily become \u201cme vs. you\u201d to that of us as a team. The result is a strong partnership that the teacher trusts will help him or her to try anything with the help of a thoughtful and supportive colleague.<\/p>\n<h3><span style=\"color: #006b6e;\"><strong>Master the Art of Questioning<\/strong><\/span><\/h3>\n<div id=\"attachment_2258\" style=\"width: 391px\" class=\"wp-caption alignright\"><a href=\"http:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2258\" class=\"wp-image-2258\" src=\"http:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching.jpg\" alt=\"Rocketship Teacher Coaching\" width=\"381\" height=\"234\" srcset=\"https:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching.jpg 1039w, https:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching-300x184.jpg 300w, https:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching-768x472.jpg 768w, https:\/\/www.rocketshipschools.org\/wp-content\/uploads\/2015\/07\/rocketship-teacher-coaching-1024x629.jpg 1024w\" sizes=\"(max-width: 381px) 100vw, 381px\" \/><\/a><p id=\"caption-attachment-2258\" class=\"wp-caption-text\">Teacher coaching takes on many forms at Rocketship, including building positive and trusting relationships.<\/p><\/div>\n<p>Many of the struggles we have with communication stem from jumping to conclusions. We have all experienced instances where what we believed we said and what the other person believed they heard don\u2019t align. Questioning improves communication because it allows us to collect information in order to better understand others. Questioning plays an important role in coaching because it allows us to better understand what a teacher knows, believes and thinks. We can then determine what the teacher needs and where we can most usefully enter the conversation. For example, if a teacher states that a new practice doesn\u2019t work, rather than immediately giving advice or defending the practice, it may be better to say: \u201cTell me more. Can you give me some examples?\u201d In essence, this line of questioning places you in a partnership position where the two of you can work collaboratively to solve problems. In addition, we should ask questions in objective ways. For example, when working with a teacher, a question such as, \u201cWhere are you struggling?\u201d can easily place the teacher on the defensive. The question itself may imply that the teacher is incompetent or at fault for a situation. Reframing that question as, \u201cWhere are your students struggling?\u201d can result in a more open and productive discussion. It also focuses the conversation on what\u2019s most important \u2014 the progress of our students.<\/p>\n<h3><span style=\"color: #006b6e;\"><strong>Recognize the Power Dynamics<\/strong><\/span><\/h3>\n<p>An unspoken issue that can impact our ability to connect with teachers is a failure to recognize power dynamics that may exist between us. Most of us want to believe we are on equal footing with teachers we coach and, as a result, we approach teachers from that stance. What happens when we fail to recognize this power issue is that some teachers feel they cannot say no to or disagree with our suggestions. Teachers nod and agree, but no change happens. This is frustrating for the coach and for the teacher. To avoid this challenge, we need to: 1) notice and name the power issue for ourselves and 2) consciously frame suggestions and feedback in open and inviting ways. For example, instead of suggesting one specify strategy, try saying \u201cHere are a few ideas I have seen others employ in this situation. Might one of these work in your classroom?\u201d The difference between the first and second option is a sense of choice. It also empowers the teacher to be the expert on his or her class. The difference may seem subtle but results in a significantly different outcome. Most of all, avoid the phrase, \u201cWhen I was a teacher, I\u2026.\u201d or \u201cWhat I do in this circumstance is\u2026\u201d which suggests you know THE answer. The teacher\u2019s keen awareness of the power dynamic leads him to nod and agree even when he doesn\u2019t because the teacher feels he can\u2019t say, \u201cThat doesn\u2019t work for me,\u201d as that would put him at odds with you. Recognizing the power dynamic and using language that encourages teacher autonomy will result in much more fruitful conversations.<\/p>\n<h3><span style=\"color: #006b6e;\"><strong>Eliminate All-or-Nothing Statements\u00a0<\/strong><\/span><\/h3>\n<p>Time and time again, teachers say that their biggest pet peeve about school leaders is their use of \u201call-or nothing\u201d statements. As an illustration, during a staff meeting a school principal might say, \u201cNo one is doing attendance accurately.\u201d That statement is probably not true. Surely, some teachers are doing it correctly, and they now feel their thoroughness has gone unnoticed. Others may not know how to take attendance correctly; however, the negative comment makes them afraid to ask for help. The same goes for all-or-nothing statements from coaches and teacher-leaders as well. A teacher leader, while collaborating with a colleague, might say something like, \u201cMorphology is the best way to teach vocabulary.\u201d Although morphology has many merits, the best instruction depends on the students and the content. All-or-nothing statements undermine the knowledge and skills of our teachers. In addition, they can usually be proven wrong, which discredits the school leader making the statements and discourages conversations that can improve the school as a whole.<\/p>\n<p>Change happens one conversation at a time. But to make the most of these conversations, educators working in a coaching role need to watch their language and talk so teachers will listen.<\/p>\n<p><em style=\"line-height: 1.5;\">This post was originally published on <a href=\"http:\/\/smartblogs.com\/education\/2015\/03\/17\/watch-your-language-how-to-talk-so-teachers-actually-listen\/\" target=\"_blank\" rel=\"noopener\">SmartBlog on Education.<\/a>\u00a0It has been republished here with permission from the authors.\u00a0<\/em><\/p>\n<hr \/>\n<p><em>Kenneth McKee is a high-school literacy coach for Buncombe County Schools in Asheville, N.C. His interests include teacher leadership, disciplinary literacies, and partnership approaches to instructional coaching. He is a 2014 ASCD Emerging Leader. Connect with him on his blog (kennycmckee.com) or on Twitter (@kennycmckee).<\/em><\/p>\n<p><em>Emily L. Davis, Ph.D., is the New Teacher Center Program Director for Santa Cruz\/Silicon Valley New Teacher Project in California. She is the author of Making Mentoring Work as well as numerous articles on high quality induction. Emily is a 2014 ASCD Emerging Leader. Connect with her on Twitter (@mentorEmily).<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Many of us have heard the Tom Peters quote: \u201cLeaders don\u2019t create more followers, they create more leaders.\u201d Oftentimes, the way we create leaders is through the subtle and not-so-subtle ways that we communicate. Whether you are an instructional coach or another educator who sometimes coaches teachers, your language is often your most effective tool&hellip;<\/p>\n","protected":false},"author":5,"featured_media":2256,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"content-type":"","footnotes":""},"categories":[271,17],"tags":[195,16,196,197,198,19],"table_tags":[],"tips_for_teachers":[],"class_list":["post-2255","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-most-popular-stories","category-teacher-experience","tag-adult-learning","tag-coaching","tag-excellentteachersleaders","tag-lifelong-learners","tag-mentoring","tag-professional-development"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.0 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Watch Your Language: How to Talk so Teachers Actually Listen<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.rocketshipschools.org\/en\/latest-news\/blog\/watch-your-language-how-to-talk-so-teachers-actually-listen\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Watch Your Language: How to Talk so Teachers Actually Listen\" \/>\n<meta property=\"og:description\" content=\"Many of us have heard the Tom Peters quote: \u201cLeaders don\u2019t create more followers, they create more leaders.\u201d Oftentimes, the way we create leaders is through the subtle and not-so-subtle ways that we communicate. 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