ROLE PLAY—COACHING CONVERSATION
Role: Multi-Classroom Leader
Background info: The Multi-Classroom Leader has previously provided feedback to the team teacher based on a
review of instructional practice that the fourth-period class is taking too long to get settled, losing valuable
instruction time.
Setting: Weekly meeting between the Multi-Classroom Leader and the team teacher in the team teacher’s
classroom. The Multi-Classroom Leader will begin the conversation.
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So how did things go this week with getting your fourth-period class settled in and ready to learn?
Okay. So what would be considered a success? [Goal Setting]
All right. So how long is it taking right now? [Reality]
So what have you tried so far to improve upon that? [Options Part 1]
How is that working out so far? [Reality]
What else could you do to try to get those students settled? [Options Part 2]
Okay, what else?
Why Jane?
So what do you think you could do to get Jane to settle down sooner?
Okay, let’s brainstorm a few options [Options Part 3]. So it sounds like you’ve tried standing in her vicinity
already, and that isn’t working. You could try being direct and asking her to sit down.
How would you describe your relationship with Jane?
Why do you think that is?
When you try to get her to follow directions, do you ask her or tell her?
Have you explained why you are telling her what you are telling her?
If Jane is a leader among her peers, and you are the leader of the classroom, then no wonder you are at
odds. Have you tried to work with her so she could lead her peers in the right way?
How could she help you reach your goal of having students seated two minutes after the bell?
Okay, so it sounds like there are a few options. What would you like to do next? [Way Forward]
Good. So when would you like to try that?
Perfect. What part of the day tomorrow will you have your conversation with her?
Sounds like we have a plan!
©2015 Public Impact
To copy or adapt this material,
see OpportunityCulture.org/terms-of-use
1
ROLE PLAY—COACHING CONVERSATION
Role: Team Teacher
Background info: The Multi-Classroom Leader has previously provided feedback to the team teacher based on a
review of instructional practice that the fourth-period class is taking too long to get settled, losing valuable
instruction time.
Setting: Weekly meeting between the Multi-Classroom Leader and the team teacher in the team teacher’s
classroom. The Multi-Classroom Leader will begin the conversation.
1. It went better than last week but still not great.
2. Two minutes after the bell, the students are all in their seats, quiet, with their notebooks on their desks and
something to write with.
3. It’s taking almost five minutes!
4. I’ve tried verbally recognizing the students who are doing what I’m looking for, hoping that the others will
follow suit.
5. Well, it’s getting a few more students to be ready, but there are a couple who are always out of their seats
and talking to others.
6. I could try “proximity,” and stand in the vicinity of the students who are usually distracted.
7. If I can get Jane to sit down and be ready to learn, I think I can get several other students to follow suit.
8. Jane is a leader among her peers, and I’m not sure what to do about her. She doesn’t seem to listen no
matter what I try. And she is pretty influential among her circle of friends. I’ve tried separating them into
different parts of the room, but they still follow her lead.
9. I’m not sure.
10. I’ve tried that already.
11. It seems like we are always at odds with each other.
12. Because she doesn’t want to do what I ask her to do.
13. I guess I’m telling her.
14. No.
15. No, I haven’t thought of that.
16. Maybe I could have her be in charge of getting the class to sit down.
17. I’d like to try asking her if she would be my helper and get everyone to settle down since she is a leader
amongst her peers.
18. I’ll try it tomorrow!
19. At the end of class tomorrow, I’ll ask her to stay a moment, and talk to her and acknowledge her natural
leadership ability and how her classmates look up to her. And then I’ll tell her that I could really use another
leader in the room to help me out when the students arrive, and see if she would like to help be that person
to help me get class started, because I think she would be really good at it.
©2015 Public Impact
To copy or adapt this material,
see OpportunityCulture.org/terms-of-use
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