1. 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?

2. The Power of Relationship RELATIONSHIP

3. Ultimate Goal Create reciprocal, learning-focused relationships, support self-directed learning

4. Trust + Rapport + Commonly Defined Goals + Clarity of Outcomes = SUCCESS

5. Trust and Rapport Trust Factors (takes time) Respect Competence Personal regard for others Personal integrity Rapport (in the moment) Tonality Language Breathing

6. Communicating Meaning Proportion of meaning inferred from non-verbal and verbal components: 65%35% Non Verbal ComponentsVerbal Components PosturePitch GestureVolume ProximityInflection Muscle TensionPace Facial ExpressionWords

7. Learning Conversation Skills 4 Ps Pausing Paraphrasing Positive Presuppositions Probing

8. 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

9. 4 Types of Pauses After a question is asked After someone speaks Waiting before answering A collective pause

10. Reflective Listening Purposes Decrease distortion, bias, deletion Verify accuracy, especially when dealing with important information Lower emotion Build relationship and trust

11. Effective Listening Eliminates 4 unproductive patterns of listening: Autobiographical Judgment/criticism Inquiry listening Solution listening Eliminates reactive responses

12. 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

13. Categories of Reactive Responses Judging Parenting / Solving Avoiding / Diverting 1.Agreeing / disagreeing 2.Criticizing / blaming 3.Diagnosing 4.Praising 5.Ordering 6.Threatening 7.Moralizing 8.Advising 9.Questioning 10.Problem solving 11.Logical arguing 12.Reassuring 13.Diverting 14.Understanding 15.Joking

14. 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.

15. 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.

16. Paraphrasing 2 Arenas  Emotion  Content 3 Messages  I am listening  I understand you (or am trying to)  I care

17. 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

18. 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.

19. 3 Levels Acknowledge and clarify Summarize and organize Shift conceptual focus Adapted from the Center for Cognitive Coaching

20. 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

21. 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

22. Shift Conceptual Focus Goals, 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

23. 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.

24. 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

25. Probing Clarifying Positive Presuppositions Effective Questions Mediational Questions

26. 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

27. Effective Questions Cause thinking, thus learning Examine events from multiple perspectives Cross categorical

28. Questions that Invite Thinking Approachable voice (vs. credible voice) Plural forms Exploratory Positive presuppositions

29. Anatomy of a Powerful Thinking Question Open ended Plural forms Judgment free Tentative and exploratory language Approachable voice

30. 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?

31. 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

32. 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

33. Planning Conversation Observe the demonstration conference. Record your observations.

34. Guiding Questions for Planning Consider the example questions in the packet. In practice, these questions are supplemented with probing questions.

35. 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

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

37. Interrogation vs. Inquiry What are the characteristics of inquiry? How does inquiry differ from interrogation?

38. 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

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

40. Exit Slip Something I learned that SQUARES with my beliefs Three important POINTS to remember A question going AROUND in my mind