Or C4C as we affectionately refer to it, is a fairly new addition to the NTPRS line up. For several years now we have offered this day-long workshop to teachers who would like to be trained to support and encourage other teachers on their journey as Comprehensible-Input/TPRS teachers.

This year 30-40 people signed up to attend, and we had decided, just the night before to flip the paradigm on coaching. We showed up nervous, but eager to share this new perspective.

I have to tell you how blown away I was by the courage and heart of my fellow coaches. We really like to be ‘in the know.” We like to plan well and execute well….and here we were with a brand new plan.

The morning began with a series of activities organized by coordinator Teri Weichart. In a series of “mixer” activities, we shared ideas about teaching, coaching and life. By the time the morning was over we had gotten to know the people in the room, and especially those in our smaller groups, much better. There was a lot of laughter and a supportive, caring atmosphere. We had also had the opportunity to talk about the role of coach and what a good coach looks/sounds like. Also, and maybe most importantly, we had each developed an outline of our own personal coaching philosophy.

The next event was to demonstrate how the coaching practice (or teaching cycle) would run using our new paradigm. At least half of these teachers had been to a number of conferences (and C4C trainings) previously and were most familiar with the ‘directive” coaching approach (ie the coach tells the teacher what to do, when to do it and how to do it.) They had signed up for this workshop believing that that was what they would be trained to do.

We recruited Skip Crosby of Maine to be our teacher. I have to give a shout out to Skip for being willing to do this in front of so many other teachers!!!

Five teachers were recruited to be Skip’s students and another five to be the observers. (Two of these ten teachers were coaches and had been through the training the day before….all of the other eight were totally new to the process.) The rest of the 30 or so participants gathered around as an “audience” for the demo. Gary DiBianca and Amy Wopat were coaches on deck to observe me as coach and to give me feedback.

As the coach, I outlined the roles of the:

Teacher (teach; strive to make students feel important and make the language comprehensible)
Students (pay attention to the teacher, try to understand the teacher, tell the teacher if confused)
Observers (watch teacher and students. What does teacher do to make students feel involved/supported and how does teacher make the language comprehensible?)

Skip and I discussed his goals for the lesson (use the verb structure “le da”) and the level of language he wanted to use (level 1 Spanish). He shared that he wanted to try using actors as part of the story.

Skip was a fantastic teacher for the demo. He has his own laid-back style and wasn’t afraid to regroup or ask for input during his teaching. He was also honest about being nervous. (Who isn’t in front of peers?!) His genuine love for teaching and interest in his students was incredibly apparent in his lesson (and he only taught for 5 minutes!!)

****Hope to have the video of this lesson available for you to watch so check back!****

After his lesson, Skip reflected:
”

His students reflected:

His observers reflected:

“You involved us. The story was about us.” Keith Toda

“It was totally understandable for us and I am a total beginner…because of the pointing, going slowly…and eyes..meeting our eyes.” Pu-mei Leng

“I was happy to be the student because when you asked me the question, I knew the answer. I wasn’t afraid to answer.” Matt (Latin teacher)

“He looked at me and smiled at me and so I felt special in his class.” Kristen Eastland (coach)

Observers:

“I loved how you added surprise to the lesson by throwing the glass on the floor….it showed how the class is going to be fun and spontaneous and unpredictable.” Carla Tarina (coach)

“I loved the (use of the) two colors (when writing Sp/Eng on the board for the students),and you took time to write, you didn’t rush yourself, which gave time to the students to soak it up.” Anna Gilman

“….the smile/frown ..what you did with your face,I thought that really connected, how you communicated with it…the surprise..and when you pulled the actors up there I thought, aha, our whole group’s involved, there’s a strong connection.” “Buck” Arbuckle

“I really noticed how incredibly in-tune you were with your students, students you barely know…you really went through it to make sure that it was comprehensible instead of just plowing ahead. I thought that was amazing.” Kelly Ferguson (coach)

After hearing from everyone Skip shared this:

“(It’s good to hear about) the comprehension piece, which the most important part of this. It’s gratifying to know that they comprehended everything.”

My response to Skip was that I was amazed that it made him feel good to hear that he was most gratified by knowing that his students had full comprehension rather than hearing that he had a “good story.” (because too often that is what we teachers are worried about!)

Skip then shared,
“I tend to think of things as right and wrong…and that there is a right way to do this and if I just learn the right “code” it will all work, and that is really debilitating sometimes, so, I was really trying to figure out what would be realistic in terms of “le da” (gives to him/her) and I think it was working.”

Then he went on to share that he felt that he was just at the point (after 5.5 minutes in) to add another structure–le gusta–because the class was solid on “le da” and the class/observers totally agreed.

Amy Wopat and Gary DiBianca then gave their observations about the coaching process:

“When you were setting him up, you talked to him about his goals and his professional life, you took the time to truly listen.”

“You did everything on the front end, so everyone stayed in their role…There really wasn’t a need to manage.”

and I concluded:
“The point of all of this was for everyone to have a job, to know where to look for what went right, so that we can build on our strengths. If at any point you thought something might have gone wrong, here is my suggestion for you: hang on to the thought and when you get up here to teach, DEMO what you would have liked to have seen. Demo it so people have the chance to see other ways to handle things.”

I believe that this is so important. People do not change because we tell them to change…or even because we ask them to. They change when they are ready, willing, and able to. When we demo options, if they are ready to see a new way, they will see it!! Otherwise, our advice will be wasted and our roles as coaches will be frustrating.

Then Carla Tarini offered one last astute observation:

“As an observer I am just loving looking for everything I love about what you (Skip) did. It was so relaxing and then I want to write so many things down, even the things that are so little but so nice that you showed.”

Carla, as one of the previous day’s teachers, shared how much more she had learned by watching than by teaching.

What is so clear is that our teaching to each other is a true gift. By watching and reflecting I can learn so much from my colleagues and peers. Then I have the courage to teach for you. Thank you to all of those willing to share.

Now you know the background….what happened next was truly astounding…

with love,
Laurie

I hardly know where to begin. I have been to a number of national conferences and I am still surrounded by the effects of this one.

For the coaching team, the week started on Friday evening as 20 of us began to arrive in Reston, Va. We usually only see each other once a year and so our first hours are spent hugging, laughing and catching up on the previous year personally and professionally.

The following day we began with what is affectionately known as “the Retreat”. It’s a meeting amongst the coaches to craft any changes in the NTPRS coaching philosophy and approach. The coaching coordinator and the C4C coordinator also share their plan for the week with us. It’s a full day and we count on it to prepare us for an unusually busy week ahead.

This year, Lizette Liebold and Teri Weichart (our coaching coordinators) asked me to demonstrate a slightly different take on coaching that worked well in Maine and in Vermont. Dubbed “Coaching from the Heart” by Beth Crosby (Maine), this approach has two important elements: a) The coach’s job is to make the teacher feel safe and supported throughout the experience b) The focus is on the teacher’s strengths, not weaknesses.

The purpose of this approach to coaching is to empower the teacher. Teachers, particularly now, need to feel safe and to feel empowered. Without those two elements, teachers will not step out of their comfort zones to try new things nor to grow. They are ESSENTIAL to a growth mindset and a growth plan.
I wanted teachers to believe in their own abilities to understand teaching with Comprehensible Input, to apply the skills of TPRS in their own classroom and to be able to adjust without the direction of a trained presenter or coach as necessary.

Michele Kindt and Carla Tarini each took turns as teachers as we walked through the steps of Coaching from the Heart. How do I put into words what happened?

As each of them finished their 5 minute lesson, they sat down and shared what they felt had gone well. It’s so very hard to teach to, and in front of, a group of our peers, that it’s often hard to know what went well!!! When they had finished, the teachers who had been the “students” in the class each gave Michele and Carla their feedback. They were instructed, from the perspective as a student, to share what had made them feel supported, safe and included and/or what the teacher had done to make the language comprehensible. One by one each shared his/her insight with the teacher. EACH ONE had a slightly unique and personal perspective on what the teacher had done to accomplish the two goals. They were encouraged to be specific about the actions of the teacher and their own reactions.

Then the group of “observers” who sat directly behind the students during the lesson shared their observations about what the teachers had done in the lesson that had made the students feel included and had made the language comprehensible. They were reporting from the perspective of an observer and fellow teacher.

Not one “I would have” or “You should have” or “In my classroom” was spoken. When the observers were finished, the coach asked the teacher to reflect again, this time including any “Aha” moments that might have occurred during the feedback from students and observers. Then the coach asked, “Is there anything that you might try differently? and Is there anything here that you will think about differently in your classroom when you return?”

After each demo, there was almost a hushed feeling in the room, as if something profound and sacred had occurred. (No, that isn’t hyperbole.) Teachers, Coach, Students and Observers were deeply moved by the experience.

The group, who had been offering a different kind of support for teachers for a decade, offered to change to a new way of coaching, literally overnight since Coaching For Coaches began the next day at 8:30 am !!!

Within 30 minutes we had agreed on the following adaptations to our coaching plan:

1. There will be two coaches for each coaching station, a coach and a coach on deck.
2. Each teacher teaches for 5 minutes.
3. The coach does not interrupt the lesson unless the teacher asks for support/input.
4. The teacher can stop at any time to talk with the coach, make a change or restart the lesson.
5. If asked for help, the coach offers two options and invites the teacher to choose which s/he prefers.
6. The coach, students and observers only give positive feedback for the teacher to build on.
7. The feedback centers on the two questions: How did the teacher make students feel safe and welcome? How did the teacher make the language comprehensible?

Comments that I heard that day:

“It felt as if we were all in this positive growth mode together: teacher, coach, students and observers, a team.

“I could stop worrying about what the coach and the observers were thinking, because I knew that their feedback would only be positive.”

“I needed the reminder of how it feels to be the teacher.”

“I felt heard. Really heard. For the first time in years.”

“I had no idea that I was doing half of the things that they (students and observers) saw.”

“I am so touched by the love everyone is showing the teacher.”

“Student and observer reports were so insightful, I was blown away.”

“The time to reflect, as a teacher, student or observer was so valuable.”

“I learned so much more by watching than by teaching….who knew?”

It became clear that observing was the key to personal growth. It allowed us to watch and reflect in a way we had not done before. With that in mind, we welcomed participants on Sunday’s Coaching for Coaches workshop.

with love,
Laurie