Classroom Coaching- It's All Relational

The following is an altered (read: longer) version of a blog I did for our campus Instructional Coaches' blog. 

Why coaching in the classroom?

As a part of our District's Teacher Leader Academy, three other teachers on my campus and I were asked to help answer that question at the start of this semester.  We believe it is all about perspective- getting to see our classroom through the eyes of another teacher and even through the digital eye of the SWIVL.  We have heard some great stories of classroom activities and lessons that have been observed, and amazing conversations that have begun as a result of your time in your colleague's class.

Now, as we are wrapping up our post-observation conferences, we'd like to revisit the question of "Why coaching in the classroom?"

And the conversations we have heard about have brought about an interesting additional reason for this campus-wide endeavor:  relationships.

We talk about how vital relationships are to our students- it is one of our 3R's, after all ( the others being Rigor and Relevance) so why shouldn't it also be vital to our campus coaching model?  If the long-term goal is for us all to be comfortable with other teachers in our rooms or observing video of our classes so we can share insight, corrections, and, yes, much needed "atta-boys;" then we should definitely use this opportunity to build relationships.  

So how do we build those relationships? We all have packed schedules and busy lives on and off campus. That's where the small things we do can make a difference. Short but meaningful hallway talks, little notes of encouragement, engaging in Twitter Chats and the list goes on. But I think the MOST important thing we can do is encourage. 

It is great when we tell our colleagues "Good Job!"  I love hearing that. But our teacher leaders, our department heads in particular, have an awesome opportunity to give meaningful, powerful encouragement. Don't be afraid of being accused of having favorites- LOOK for specific positives you can encourage your teachers with. IT MATTERS!

But coaching isn't all "Hoorays!"

When someone we are close to offers a critique, it will still sting a bit.  But we understand it to be said for our benefit because we know they care.  When someone we do not have a relationship with offers a critique, we feel judged.  The first example is how coaching should be.  And while coaching implies a closeness, judgment is from a distance.  no one wants judgment, right?

Here are two quotes from Coach John Wooden that I think will clarify what I'm trying to say:

  “A coach is someone who can give correction without causing resentment.” 

If we resent what we are being told to do, we will not listen.  So, how can we, as the coach, make sure that what we say is giving "correction without causing resentment?"  Quote two:

“Seek opportunities to show you care. The smallest gestures often make the biggest difference.” 

Coach Wooden has always come across as the kind of coach who expected the best from his players, and got it by building strong positive relationships with his players.  He seems to understand that coaching requires a connection with the coached that goes beyond getting the fundamentals down and winning the game.  It is about developing an atmosphere on the team that is one of mutual respect and shared vision, all fostered by caring and concern for each others' success.

Why coaching in the classroom?

Coaching is important because "Pursuing Perfection, Achieving Excellence" is dependent on us working together.  Coaching in the classroom allows us to gain a new perspective, but that perspective is most effective when it comes from a place of strong relationship.  As a campus, our desire is to "Have Success, Because of Each Other." (Quote courtesy of Molly Sanders)

Our questions to you are these:

1) How important is it to you to know that your colleagues care about you?

2) How has another teacher helped you to find success because of this- or another- coaching opportunity? 

3) How can you show another teacher your care and concern for their success moving forward?