Growing a Growth Mindset

Steps to a Coaching Classroom: Newsletter #11 Extra

”I might not be able to pay teachers more money, or give them the public recognition they deserve for the amazing work that they do, but I can teach them about a coaching approach. And that will be my contribution to a better world.”, Martin Richards

In previous articles I have written about getting feedback from students and from a School leader about your teaching. In this article, you will learn the mindset that gives you the greatest benefit from such feedback. We begin with a trip to the dentists, a place that scares a lot of people, and take a look at what's actually going on; and then compare the Dentist with an Observer, someone who has come to observe your lessons, your Coach, the Head of Department perhaps; or your students armed with a sharp object - a lesson feedback form.

My Dentist

I have had a series of bad experiences with dentists. But that improved when I changed my mind about what was going on.

Sitting in the dentist's chair, hearing the words "Open wider" fills me with dread. I can see that the dentist has a sharp pointed object in his hand; and I know how it will feel when he puts that in my mouth.

And then I remember. The dentist and I have a shared purpose, to discover what's been causing my teeth to hurt this past month.

It's probably a filling that needs replacing, or a tooth that needs a new filling, or maybe it has to come out. I have gone to the dentist and asked for help. I have given him permission to open my mouth, have a look at my teeth and probably poke at them a bit.

The dentist is talkative in a soothing way. He checks in with me, often, "How are you doing?" And he pauses whist I try to answer. He listens, and that makes a difference.

I remind myself, I'm OK. There is discomfort; but no pain. And if I need it, there will be injections that will numb the nerves so I feel no pain at all.

The dentist tells me the news, "That tooth is broken, it must come out," and I feel my stomach churn with fear. He puts a hand on my shoulder and tells me, "You will feel no pain. I promise" and I give him permission to inject my gum. He does so, and I relax. I remember he is not here to hurt me, he is here to help me. It's my mantra for the duration of the visit.

He removes the broken tooth, but he does not tell me. He cleans up in my mouth where needed and keeps talking to me as before. When he finally tells me, "The tooth is out," I laugh, then almost faint with relief.

The same can happen for a teacher who has previously experienced tough lesson observations and feedback. There is fear.

If you are fearful of the Dentist, or having your lessons observed, there are strategies that the observer can use, and strategies that the teacher can use, that will help them both turn the observation into a great outcome. Yes, both the Observer (Coach, Head of Department, Students...) must agree on the feedback strategies.

From Fear of Feedback to Insights and Learning

A) Remember Why You are Doing This

When I am coaching educators, we spend plenty of time on discussing WHY we are doing the observation. I make sure they agree to all the aspects of the observation. If they don't agree, it's NOT observed. I mean I might SEE, but I don't write it down and I don't mention it, ever!

For the lesson observation, I have a list of twelve aspects that could be observed, two aspects are blank so we can include whatever the teacher wants observed.

The whole observation is voluntary, in fact the teacher must ask for it.

I don't begin observing until we have built up a trusting relationship. That can take more time for certain teachers, so we continue developing the relationship until we feel ready; because there's no point rushing into the lesson and observing a teacher who is not feeling confident.

B) Manage your Fears, both of you

The ten most common fears are: 1) Fear of Failure 2) Fear of Loss 3) Fear of Change 4) Fear of Intimacy 5) Fear of Being Judged 6) Fear of Success 7) Fear of the Unknown 8) Fear of Loneliness 9) Fear of Rejection 10) Fear of Not Being Good Enough

How many of these fears are triggered by a lesson observation?

How can you manage them?

Managing does not mean ignoring or rejecting; it means acknowledging and accepting that the fears are there for a reason, and have a purpose. When we know what's going on, we have more choice about how we proceed.

C) Keep up the Communication between You

The observer and teacher are a team, they have a common purpose and are collaborating so that insights and learning can occur. When teachers are triggered by their fears, it's important to pause the observation and feedback process to learn from what's going on. We discuss and explore:

"Which fear are you feeling?"

"What is the purpose of this fear?"

"What is this fear asking of you?"

When we know, we can choose what we do with the feelings of fear. Managing fear is a process and writing a journal helps. When I coach educators, I always recommend they keep a journal of what they are thinking, feeling and doing during the weeks around the lesson observation. Those who write a journal say they learn as much from it as they do from the feedback after the observation.

TIPS

The above text is inspired by Carol Dweck's work on Fixed Mindset and Growth Mindset. A?fixed mindset is the limiting belief that the capacity to learn and improve cannot be meaningfully developed. A growth mindset is open to making the effort even if it takes time.

NEXT?

In the next article, I will share the Wizardry of Mistakes