Learning is a journey of transformation
Steps to a Coaching Classroom: Newsletter 14 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
The previous newsletter explored the importance of having a mutually approved Agreement - why are we here, what do we do, how do we do it - as a platform for safe, encouraging and exciting learning journeys. In this newsletter, we see how a sudden change in the rules of the game, can turn a learning journey into a transformation, for the teacher.
Transformations:
Be and Do
Transformations come in two parts, the Be-ing and the Do-ing.
What we want to do, forms who we become
Who we are, influences what we do
For example, to explore unknown territory, we must be courageous. Exploring unknown territory (and surviving) makes us feel courageous.
I used to think that, as an English teacher, it was up to me to run the lessons, usually from the front of the room standing by the whiteboard with a pen in my hand. That’s where I felt most powerful. I also had a strong voice and full confidence and facility in the English language since it was my native language. So, I knew that I could command attention at any time.?
My identity was very much wrapped up in my ability to speak, give commands, and expect them to be obeyed. The Universe had a lesson to teach me.
Laryngitis Lessons
One Autumn, my throat became very sore. It started as a cold, or influensa but it rapidly became something else.
I went to the Doctor and he told me I had Laryngitis and I should not speak for at least two weeks.
Not speak? I’m an English teacher. What am I supposed to do then? According to my contract, if I don’t work I won’t get paid. I can’t afford to not get paid.
The next day, I go to work at the Adult Education Center as usual. I have no lesson planned. I’m scared I will have to give this class to another teacher, one who has a voice.
I will lose the class. I will lose my job, my income, and everything that goes with it.
The participants arrive and notice that I am not responding to their friendly greetings in my usual way. I am silent. I wave their hellos away. My face looks taut.
领英推荐
A sense of gloom enters the room. I face my class knowing that I cannot, I must not, speak.
I turn and write the fateful words on the board; “I have lost my voice, I cannot speak.”
Some people laugh. This is a joke right? A ruse. Martin is playing a game with us. He wants us to do something. This will be fun. They wait for me to break down, laugh and admit that I am plating with them. I will give them the roles to play, the pictures to look at, the news item to discuss. But I don’t.
I put down the marker pen. I sit down, and say nothing.
My face tells them the truth.
And then it happens.
Two of the informal leaders straighten up and announce to the class what they would like to do. There are some newspapers we have not used yet, let’s do a News Program.
Others chime in that they would love to do that again.
Some participants are new to this activity and don’t know what’s going on. So their colleagues bring them up to speed, in English. Explaining the purpose first, then the logistics, the informal leaders get everyone on board.
I am flabbergasted. I feel I am not needed at all. Somewhat dejected, I sit and mope at the teacher’s end of the room.
The lesson unfolds. They prepare and perform the News Program with a coffee break for refreshment. Then they evaluate their learning, and their level of cooperation.
For a moment more I mope about my loss of purpose, and then two things dawn on me. They don’t need me and they never did. Hmmm.
For the moment I am not the King of English, I am the Joker.
I think about the next lessons with the gloomy thought that I am a charlatan and I have been found out.
Can I live with the feeling of shame? What will I do for money? What role will I have in this class even when my voice comes back?
I decide to do some research and stumble upon the most remarkable teaching strategy I have ever encountered, Caleb Gattegno’s Silent Way.
Next
You can read the rest of this story in my book, “Lessons from Laryngitis” https://www.amazon.com/gp/product/B0913HDF2R?
Encouraging educators to use coaching strategies.
2 年On September 5th, 6-7pm Central Europe Time, we will be holding another Quick Coaching where you can hear coaching in action https://ibmee.org/program-descriptions/#qc Message me if you would like to join us, Simona David-Crisb??anu, Katarina Bolling, Paul Tannenberg, Iniobong Lazarus, Zorita Bj?rlund, Yvonne Smith Chartered MCIPD, Dr. Vijay Jain, Safia Bari, Rod Ambara, Elena Stergiopulos, Cornelia Dolmans, Esq., Michael Erenius, Mohammed Mohit Khan, Kelli Brenny, H?z?r Türkkan Demirkaz?k, Bettina Anagnostopoulos, Agnese Ramata
Encouraging educators to use coaching strategies.
2 年Elena Stergiopulos and Rod Ambara, I look forward to reconnecting after the summer and moving ahead with our work in supporting stressed teachers to avoid burnout.
Encouraging educators to use coaching strategies.
2 年I think I had a phoenix moment in that lesson Cornelia Dolmans, Esq. It transformed me from a Front of the Room teacher to a Teacher from the Side. I was astounded to learn there were so many established teaching strategies that supported me supporting the students from the side of the room, often in silence.