Two Novice Teachers

Today, you will hear how an experienced teacher offers support to two novice teachers who are struggling to connect with their students.

You will also hear a support strategy that all teachers can use in pairs or small groups, to support each other through hard times.

"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, Founder of C4E and Co-Founder of ibmee

This story comes from my Short Story collection, available on Amazon

The first teacher came into the staffroom and slammed her books on the nearest table. ”Ghhhhhaaah”, she vented and then froze.

The second leapt from her seat and rushed to put an arm around her friend’s shoulder. “I know, I know”, she lamented and consoled.

“They just don’t listen. They don’t listen. How am I supposed to teach them anything?” howled the first.

“They were worse yesterday,” returned the second, “they wouldn’t stay in the room. I had to go out and bring them back in, again and again!”

“I have got them again tomorrow, and I don’t know what I am going to do with them,” wailed the first, and blew her nose on a tissue.

“At least you don’t have them every day like I do,” followed the second, wiping her wet face with the back of her hand.

“I’m ready to quit this job. I never thought it would be as bad as this,” stamped the first and rolled up the tissue.

“Ungrateful little …” growled the second as she looked around for somewhere to dry her hands.

They were standing arm’s length apart, letting off steam about the class they had in common. They had studied at the Teacher Training College together and this was their practice term at a local school, my school, where I had been all my life. Watching them was painful. It did not have to be this way.

I stood up and took a few steps towards them. That caught their attention. They stood like wet scarecrows looking at me, their eyes hooded, their faces wet with tears.

I gave them a four-shot opening volley, “It doesn’t have to be like that. You don’t have to quit. They aren’t ungrateful. They need something from you.” I stated.

They looked at each other, a little ashamed of their outbursts.

“Would it be OK if I shared something that will help?” I tested.

“What?” the first asked.

“What did you need when you first came into the room just now?”

“I just wanted to, blaaaah. You know, get it off my chest.”

“How long did you need for that? How many minutes?”

“I dunno. Five minutes.”

“And would you do it alone or would you need someone to support you?”

“I needed someone to listen.”

“Anything else? Just listen?”

“Nothing else. Maybe some advice.”

“So, you needed five minutes to get it off your chest, speaking to someone who would listen and maybe give some advice. Is that right?”

I turned to the second teacher. “Could you do that? Just that? Listen, then maybe give some advice?”

“Actually”, corrected the first, ”I don’t need advice. Just someone to listen.”

”I can do that,” agreed the second.

“Then you have all you need to learn how to work with that class,” I announced.

“What do you mean?” they demanded.

I told them what they needed to know, “You aren’t the only ones who need to be heard.”

Courage, stepping into the moment, is a key coaching skill. Tempered with non-judgement and asking permission you can turn the moment into deep learning.

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