Question Detail

Coaches - Feedback Question

Feb 11, 2014 4:21pm

Coaches, what do you do when a teacher takes your feedback personally? How do you get them to see it's not about them as a person, but about the students they teach?

  • Coaching


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    • Feb 25, 2014 6:20pm

      I try to put it back on what students said and did. I make two columns and on the left I write what I hear and see and on the right I write thoughts and comments. When we reflect together, I share what I saw and heard and then pose an "I wonder" statement. (EX: I wonder what the big ideas is about this math? I wonder if he needs those cards for support. I wonder when it makes sense to use turn/talk. I wonder how it would be with another context.) I have the teacher elaborate on that and share their thoughts from those student/teacher actions.

      • Feb 18, 2014 1:00pm

        This is unfortunate but a reality. I try to refocus it to the instruction. I ask the teacher to vision the lesson as if they were the students. What about it would they as a student like to see changed. I always start with the positive and put the other comments in a cloud with Think Abouts in it. This is to make the suggestion but not a direct criticism. It seems to work better than negative remarks. We talk about those think abouts and brainstorm how it could work in the class.

        • Feb 25, 2014 10:47am

          It is easiest to ask the teacher what they saw. What they felt the students understood. I get the teacher to do their own reflection so they provide feedback and next steps from my guided questioning.

          • Jul 29, 2014 10:55am

            Help the teacher to "see what you see" by offering to review professional goals and what steps are needed to reach them. I agree that keeping the conversations about the work is most effective. Backing off a bit on the rate of progress or degree also gives the teacher time to review prior conversations and actions. This part of self-reflection supports the teacher's need to have control over her practice.
            Building trust by asking what the teacher needs most from you the coach, also puts the responsibility on the teacher to think about what is working and what really isn't.