Coaching Day 2
Please login to the TAH ePortfolio and download today’s podcast onto your iPod.
Thank you!
Day 2 Outcomes
Participant coaches will…
 Practice building rapport using nonverbal
communication
 Use paraphrasing and questioning stems
K-12 Literacy Coaching Academy
Day 2 Outcomes
Participant coaches will…
 Develop an understanding of their own
learning and communication styles and
preferences
 Begin planning and goal-setting for
coaching opportunities at their sites.
K-12 Literacy Coaching Academy
Review of Day 1
K-12 Literacy Coaching Academy
3-2-1
 On a piece of paper or sticky note, write down 3 big
ideas you remember from our first coaching day
together.
 Share 2 of your ideas with your table group.
 Decide on 1 big idea from the table to share with the
whole group.
Judith Viorst
Coaching Video
Planning Conversation
K-12 Literacy Coaching Academy
COACHNGDivide
OBSERVATIONS
the paper in half.
Label one side “I saw,” and the other side “I heard.”
I saw
I heard
K-12 Literacy Coaching Academy
Opportunities for Coaching
Planning
Reflecting
Problem – RE-solving
Why Paraphrase?
 Demonstrates commitment to
understanding
 Clarifies the communication
 Affirms the value of the speaker and
encourages them to elaborate
 Reduces the level of defensiveness in the
conversation
 Keeps the focus on the speaker
K-12 Literacy Coaching Academy
Paraphrasing
 Wait Time
 Acknowledging and clarifying
 Content
 Emotion
 Summarizing and organizing
 Offer themes, categories, or order
 Shifting conceptual focus
K-12 Literacy Coaching Academy
Paraphrasing
 Attend fully
 Listen to understand
 WAIT!
 Capture the essence of the message
 Reflect the essence of non-verbal components
 Paraphrase before asking a question
 Use “you”, not “I”
K-12 Literacy Coaching Academy
COACHING OBSERVATIONS
Divide the paper in half.
Label one side “I saw,” and the other side “I heard.”
I saw
I heard
K-12 Literacy Coaching Academy
Building Trusting Relationships
 Activity
In pairs, answer this prompt, switching roles so
both share
 Listen only
Share a lesson that went well for you
 Practice various body language styles:
 Open, closed, and mirroring
K-12 Literacy Coaching Academy
Paraphrasing Activity:
Sharing a lesson that did not
go well
 Initial speaker tells a story for approximately 1 minute
 Respondent paraphrases in 45 seconds
 Speaker continues story for 1 minute
 Respondent paraphrases in 30 seconds
 Speaker continues/finishes story for 1 minute
 Respondent paraphrases in 15 seconds
K-12 Literacy Coaching Academy
The Goals of Effective
Communication:
To change behavior
To get and give
Information
To persuade
To get action
To ensure understanding
K-12 Literacy Coaching Academy
How can we improve our listening
& facilitation skills?
SUMMARIZING
PARAPHRASING
Pulling together
the main points
of a speaker
Restating what
another has said
in your own
words
QUESTIONING
Challenging
participants to
tackle & solve
problems
K-12 Literacy Coaching Academy
Characteristics of Mediational
Questions
Invitational
 Approachable voice
 Plural forms
 Exploratory/tentative language
 Positive presuppositions
 Open-ended
 Mediational questions open up thinking!
Medational Questions
Engage specific cognitive operations
 Input – What?
 Recall, define, describe, identify, name, list
 Process – So what?
 Compare, infer, analyze, sequence, synthesize,
summarize
 Output – Now what?
 Predict, evaluate, speculate, imagine, envisions,
hypothesize
Probing for Specificity
 Clarify details, process, terms, or issue
 “Everyone” or “no one”
 “Always” or “never”
 “Stuff” or “things”
 Focus the speaker on the relevant topic
 Specifically, what… how… when…
 Can you give me an example…
K-12 Literacy Coaching Academy
Questioning…a Critical Coaching
Skill• Closed questions
– result in short yes/no or other one word
answers
– used only when you want precise, quick
answers
• Open-ended questions
– invite an actual explanation for a response
– Questions that begin with “how”, “what” and
“why” are typical
K-12 Literacy Coaching Academy
Practice Your Questioning Skills…
Rephrase the following closed questions to
make them open-ended:





Are you feeling tired now?
Isn’t today a nice day?
Was the last activity useful?
Is there anything bothering you?
So everything is fine, then?
K-12 Literacy Coaching Academy
Practicing Questioning
 Discuss the culture at your school site and its
relationship to staff morale and student achievement.
 Mediational Questions
 Clarifying and probing for specificity
 Open-ended questions
K-12 Literacy Coaching Academy
Break
Please return in 15 minutes
K-12 Literacy Coaching Academy
Listen to the audio files on your iPod Shuffle as you
read along in the text. Annotate the text as needed.
Whole Systems Work
 After reading the short text Discuss and note in
your group
 The state of identity development your school is
at
 The characteristics of particular sets of
relationships that make extraordinary things
happen around you
 The areas, concerning information, that need to
be unclogged to help things happen more
effectively and how they could be freed
K-12 Literacy Coaching Academy
Whole Systems Work
 What insight do you have about creating
better results for students as a result of this
exercise?
 How do these insights impact that way you
will work in terms of being an agent of
change?
K-12 Literacy Coaching Academy
Review and Reflection
 Reflective Journal:
 Thinking about the probable learning styles of
your participant teachers and the various roles
you will play as a coach, how will you tailor your
approach to the different teachers you work with?
 Complete the 4-square evaluation covering
today’s session
K-12 Literacy Coaching Academy
Gregorc Style Delineator™
 Reference point: the REAL YOU
 Words are not parallel or sequential
 Rank the ten sets of four words
 4 = most like you
 1 = least like you
 No two words with same rank
 First impression is most valid
Scoring the Style Delineator™
 Add across the eight sets
 Add down in dark red columns
 Total of four columns should = 100
 Graph results
 Place dots on each axis indicating score
 Connect the dots
 Note dominant styles (those over 27)
 Read style comparison on back
Mind Styles
 Group by mind style
 Concrete sequential
 Abstract sequential
 Abstract random
 Concrete random
 Chart most notable characteristics the people in your
group seems to have in common.
 How do you like to learn and/or work?
Mind Styles
 Review General Characteristics Extend-a-Chart
 Add to chart any relevant items that were previously
missed
 Share out
 Return to table groups
 Pair/share with person of another mind style
 What mind style characteristics people should know
about YOU?
Perceptual Qualities





Concrete Sequential (CS)
Abstract Sequential (AS)
Abstract Random (AR)
Concrete Random (CR)
Every human being has all four channels for mediating
with the world. However, individuals vary in amounts,
capacities, and refinement of each
K-12 Literacy Coaching Academy
Breaking Rapport
When the coachee is “stuck”…
 Ask permission to provide suggestions
 Break physical rapport
 Shift body
 Eye contact
 Break verbal rapport
 Credible tone
 Ok to use “I”
 Give 3 options
K-12 Literacy Coaching Academy
Re-establishing Rapport
 Re-establish physical rapport
 Shift body
 Eye contact
 Re-establish verbal rapport
 Approachable tone
 “Given those possibilities, how might one of them
fit your situation?”
K-12 Literacy Coaching Academy
Planning Conversation
 Plan your use of a particular strategy or a
particular lesson
Coaching Paradigm
Existing
State
Desired
State
Vague Plan
Precise Plan
Superficial
Reflection
Deep
reflection
Problem Stuck
Resourceful