Dantonio’s (2001) statement also resonated with me: “Maintaining effective instructional practices is as important as changing ineffective ones” (p. 82). I hope that Sasha continues to feel empowered by this experience. I also told Sasha that I would be happy to be a sounding board for her ideas in the future. Even though this formal coaching experience is complete, as a teacher, I feel that it is my responsibility to be there for my colleagues.
That leads to another takeaway from this experience, which is the power of collaboration between two educators. My coaching experience was so clearly focused on the area that Sasha wanted to develop and, even though there is still room for improvement in conducting reading conferences, Sasha demonstrated
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As a novice, I felt like I had very little credibility. I lacked confidence when going into this experience because I would ask myself, “Who am I to be the coach?” However, while I was more tentative at first, I felt more comfortable in the collegial coaching model as time went on. My advice for someone else who is about to begin their first coaching experience is to approach the coaching relationship as being two teachers, who are equals, embarking on an inquiry-driven process to refine their teaching practices. Within the collegial coaching model, the coach does not impart all of the knowledge, but rather facilitates the teacher’s growth.
Overall, I have learned so much from the experience of coaching Sasha. I gained the experience of working with another educator and problem solving together. Through being a coach, I also learned more about myself as a “teacher of teachers.” I found myself to be more nervous about it than I had expected, even though I have been friends with Sasha long before this coaching experience. Most of all, this experience has shown me that no matter where I am in my teaching career, I will be continuing to grow as an
Rogers, C., Lyon, H., & Tausch, R. (2013). On Becoming an Effective Teacher. New York: Rutledge.
On my senior project I recorded myself actually coaching a team and showing them how being a coach is easy and fun but it is also very difficult and tough. I coached my senior class as they faced the teachers at the teacher versus senior game. They had fun as well as I did but it is still difficult in that situation when you’re losing and there is only five minutes left on the clock and you as the coach have
Mr. Fauth has encouraged me throughout my experience to try new teaching strategies with students that I have not previously thought of. I believe teachers who have the opportunity to work with Mr. Fauth will also benefit greatly from his drive to encourage others and his ability to collaborate on new ideas and strategies to incorporate in the classroom. The positive experience I had while working with Mr. Fauth and his class reinforces my dream and desire to continue to work towards my goal to become a
My high school basketball coach was also my sophomore English teacher, the one whom I tend to refer to as Coach because the connection between a coach and her player is so much different and closer compared to just having a teacher and scholar connection. Coach was the one who walked around with a bright, cheerful smile despite how her day may have begun or ended. Coach Bubalo was a fighter, she stood with her head held high, giving me the strength to do more than what I thought I was capable of doing. She was the definition of real. Her advice, empathy, cheer, and personality would light up the room. She provide advices that is from what she had experienced as she was growing up. She not only coached basketball but taught the team, especially me, what life was like.
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
This report concentrates on implementing a systematic observation on the use of Instruction, Hustle and Scold verbal coaching behaviours of a County Level Coach. Within this report the behaviours will be justified in regards to academic literature, the method of the observation will be presented and results of the observation will be discussed to gain a further understanding of the coaching process.
The word coach in a dictionary means a process that enables learning and development to occur and thus performance to improve. This means, being successful requires a knowledge and understanding of the process as well as the variety of styles, skills, and techniques that are appropriate to the context in which the coaching takes place. Next is mentoring, which means off-line help by one person to another in making significant transitions in knowledge, work or thinking. Both are very efficient whenever you’re dealing with student-athletes. However, mentoring, particularly in its traditional sense, enables an individual to follow in the path of an older and wiser colleague who can pass on knowledge, experience and open doors to otherwise out-of-reach opportunities. Coaching, on the other hand, is not generally performed on the basis that the coach has direct experience of their client’s formal occupational role unless the coaching is specific and skills focused. Given that shows there are professionals offering their services under the name of mentoring who have no direct experience of their clients’ roles and others offering services under the name of coaching who do. In other words, it is essential to determine what needs are productive, and to ensure that the coach or mentor can supply their student-athletes with the level of service that is required; whatever that service is
As I mentioned before, I was assigned to coach a new teacher a couple of years ago without been properly trained and I do not think I did a good job. Understanding the methods of cognitive, content, instructional and collegial coaching methods gave me more confidence as an educator on how to approach colleagues without getting them upset. I learned that each of these methods is targeted to achieve specific goals depending on the needs of the teacher. Now I can say that I feel more comfortable with the knowledge acquired on how to implement the four coaching effective methods according to teacher’s personality. I feel that I am more capable of doing a good job as a coach because I have learned to implement the formal observation cycle such as the pre-conference, observation, post-conference, and feedback. Implementing instructional and collegial coaching in my coaching experience, I learned how to establish a positive relationship trust and respect with my collaborative colleague as well as with the principal. The respect, trust, and confidence principals have for teachers’ abilities to influence their own development are essential to building a strong collegial school culture that fosters teacher talent development (D’ Antonio, 2001). There were some challenges that I faced with my
Other professions, especially those in business, have been in on this secret for a while: coaching is instrumental in developing yourself personally and professionally.
My ethical and moral views, beliefs, attitudes and values have been fashioned by an up bringing that centred on Christian beliefs. Even though religion was not forced upon me as a child, my mother raised us all with a strong sense of right and wrong. Along with the influence of my family, the Navy has had a big influence on the person I am. The Navy has a strong ethos of what is expected of the personnel that serve; this is made up of the following: Leadership, High Professional Standards, and Courage in Adversity, Determination, Loyalty, Mutual Respect, Discipline, A Sense of Humour, Teamwork, and A Can Do Attitude. Most recently of all though, the biggest thing that has influenced me as a person and a parent has been my experiences of working with young people. This includes acting as a Youth Advisor for Portsmouth City Council, a Mentor for Barnardos and a Youth Advisor for East Sussex County Council. I am currently working in two secondary schools as part of my resettlement from the Navy. This has given me the experience of working with young people living in virtual poverty, in constant trouble with the Police and education services and some young people with varying levels of disabilities. This work has given me a good ability to stay impartial, to be non judgemental and has given me a capacity to treat people a lot more emphatically than I was ever able to. This is because I have been exposed to a greater range of problems and personalities than I have been used to in the Navy. These are qualities that I will hopefully be able to transfer into my coaching practice.
My cooperating teacher has been employed in the field of education for 19 plus years. She has been in her current position as a Pre-Kindergarten teacher at the Lighthouse Learning Center for 12 years. Observing a teacher who has so many years of experience in the classroom is very beneficial. She shared with me this week her teaching philosophy that has evolved from her many years in the classroom. The components of her philosophy include a focus on people, strategies, and tools.
Over the course of observations, I learned that there is no one way to do anything in teaching. After a few weeks of observing, I was relieved because I thought that I could stop worrying so much about doing the “right” thing with the students. I saw a successful teacher doing, or neglecting to do things that went against what I had been taught. I incorrectly assumed that the choices the teacher made about how to organize the day, approach a lesson, or manage the classroom were mostly a matter of personal preference and that several approaches would produce equally desirable results.
This experience as a whole provided me with the opportunity to show my professional quality as an educator, a cooperative team member, and a lifelong learner. A few things that I continuously had to reflect on throughout this experience was my self-competence, my performance as well as the children’s, and of course my professional demeanor which directly impacted the effectiveness of my planning, teaching and...
Teaching is much more than just work inside of a classroom; it is our job as a teacher to get to know our students, on a personal level, inside and out of school. An excellent way to perform this task is through extracurricular activities within the school corporation. Throughout this expectation, I will demonstrate how my knowledge, and participation, in extracurricular activities has bettered my student relationships, and thus bettered my teaching.