Essential Questions As a coach, what principles underlie my relationship

and interactions with my students?• How do I build trust with my students?• How do I encourage reflection and minimize advice giving?• How do I demonstrate that I care about my students?• How do I listen effectively?• How do I ask questions that will promote learning and reflection?• How do I empower students to become independent learners

committed to their own continuous development?

The Power of Relationship

RELATIONSHIP

Ultimate Goal

Create reciprocal, learning-focused relationships, support self-directed learning

Trust +

Rapport +

Commonly Defined Goals +

Clarity of Outcomes =

SUCCESS

Trust and Rapport

Trust Factors Trust Factors

(takes time)(takes time) Respect Competence Personal regard for

others Personal integrity

Rapport

(in the moment) Tonality Language Breathing

Communicating MeaningProportion of meaning inferred from non-verbal and verbal components:

65% 35%

Non Verbal Components Verbal Components

Posture Pitch

Gesture Volume

Proximity Inflection

Muscle Tension Pace

Facial Expression Words

Learning Conversation Skills

4 Ps Pausing Paraphrasing Positive Presuppositions Probing

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

4 Types of Pauses

After a question is asked After someone speaks Waiting before answering A collective pause

Reflective Listening Purposes

Decrease distortion, bias, deletion Verify accuracy, especially when dealing

with important information Lower emotion Build relationship and trust

Effective Listening Eliminates 4 unproductive patterns of

listening: Autobiographical Judgment/criticism Inquiry listening Solution listening

Eliminates reactive responses

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

Categories of Reactive Responses

JudgingParenting /

SolvingAvoiding / Diverting

1. Agreeing / disagreeing

2. Criticizing / blaming

3. Diagnosing4. Praising

5. Ordering6. Threatening7. Moralizing8. Advising9. Questioning10. Problem solving

11. Logical arguing12. Reassuring13. Diverting14. Understanding15. Joking

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.

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.

Paraphrasing

2 Arenas

EmotionContent

3 Messages

I am listening I understand

you (or am trying to)

I care

Principles

1. Attend fully.2. Listen with the intention to understand.3. Capture the essence of the message.4. Reflect the essence of voice tone and

gestures.5. Make the paraphrase shorter than the

original statement.6. Paraphrase before asking a question.7. Use the pronoun “you,” instead of “I.”

Adapted from the Center for Cognitive Coaching

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.

3 Levels

Acknowledge and clarifySummarize and organizeShift conceptual focus

Adapted from the Center for Cognitive Coaching

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

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

Shift Conceptual FocusGoals, 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

More Paraphrasing Practice in Triads Identify 3 roles: an observer, paraphraser,

person with situation Situation #1:

Student who is complaining about having too much on his/her plate.

Situation #2: Teacher who is struggling with classroom

management Situation #3

Student who is angry about having to read a novel he/she doesn’t like.

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

Probing

Clarifying Positive Presuppositions Effective Questions Mediational Questions

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

Effective Questions

Cause thinking, thus learning Examine events from multiple

perspectives Cross categorical

Questions that Invite Thinking

Approachable voice (vs. credible voice)

Plural forms Exploratory Positive presuppositions

Anatomy of a Powerful Thinking Question

Open ended Plural forms Judgment free Tentative and exploratory language Approachable voice

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?

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

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

Planning Conversation

Observe the demonstration conference.

Record your observations.

Guiding Questions for Planning

Consider the example questions in the packet.

In practice, these questions are supplemented with probing questions.

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

Interrogation vs. Inquiry

Have a conversation at your table. What are the characteristics of interrogation? What does it look like?

Interrogation vs. Inquiry

What are the characteristics of inquiry? How does inquiry differ from interrogation?

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

Coaching Behaviors that Influence Thinking Applying rapport skills Structure Mediating questions Using silence Paraphrasing Acknowledging Clarifying Providing data or information

Exit Slip

Something I learned that SQUARES with my beliefs

Three important POINTS to remember A question going AROUND in my mind