CURR 511
Darren Knapp
Darren Knapp
Coaching Guide
April 23, 2012
April 23, 2012
Coaching is one of the more important and enjoyable roles in our educational system. It provides to both the coach and coached satisfaction that they have learned something that will help them. The coached have learned a new skill and the coach have obtained invaluable experience in working with people, vital to the success of any coach, no matter their subject. Having coached high school football for the past two years, I could see many similarities in my personal experiences and what were discussed in the four literacy coaching articles. When preparing to coach my players, there are several things I always make sure I prepare myself with. Having a detailed plan of how practice will work is crucial. Structure, I believe, is key in coaching and learning. I also know exactly what I will be working on with the athletes along with knowing how each drill, play, routine, etc. should look like. When thinking about how I would prepare myself for coaching teachers, I thought ‘man, a lot of preparations for coaching football I think could be similar for coaching teachers!’
One of the most important aspects I have learned from my personal experiences and the articles is that the coach must know each pupil at an individual level. Through knowing them personally, one is able to coach them at a level where they are able to create lessons and strategies that work well with their style of learning. When considering how I would meet with teachers, there are several strategies I would employ. Considering my position as a literacy coach, I would think that some of these assignments would be set up through an administrator. If this is the case then I would contact the teacher myself in person (which I believe is a very important way of communication) to see when would be a good time to set up a session. Being that teachers are very busy I would make sure to accommodate their schedules. After school, before school, or a lunch break would be perfectly fine with me. It is my thought that if the teacher is in a comfortable setting (both time-wise and place) that they are likely to respond more readily than if they are rushed because of time or do not feel comfortable in the meeting setting. If the meeting is in a group setting, I would meet with each teacher prior to decide if some would rather meet individually. I think knowing the ones you are to coach is key here. Some may not feel comfortable discussing their individual questions/needs/strengths/weaknesses in front of others. Once again, creating a learning environment that works for the individual I believe is key for it to be productive. For example, if a teacher is forced into a meeting when it is not a good time, in a group setting, they may not get the coaching they need in order to better their skills. This thought goes back to my football coaching experience. I view myself as a good coach because I understand each player individually. Some respond better to being pulled aside and spoken to individually. Some learn better in a group setting. It is all a matter of personal preference.
Modeling is key in coaching. It allows those being coached what skill or technique is being coached looks like. Talking about these skills will only go so far, but with modeling one is allowed the chance to actually see it. For my lessons I would follow a step by step process that I actually use when coaching football. First, I would present the topic of discussion to the teachers. I would give a brief description to them what it is and then ask them to write or discuss in their groups what this topic means to them, where they have seen, if they have used it before, and how it could be implemented in their classrooms. The reason for this step is to get those being coached to be thinking about what they will be learning. I feel if I just jump into coaching on a topic without having the coached thinking about it, they could possibly be lost and not understand what we are working on. Once completed the teachers would share their responses to me, a group member, or in a discussion format. Once completed, I know as a coach that the learners are thinking about the topic and are ready for the next step.
The next step in modeling a skill would be for me to demonstrate it as if in a classroom setting. I would have the teachers imagine themselves as the students and possibly give each teacher a role as a student with a certain skill that could be improved. This would be determined by what I am coaching about on a given day. I would then, as the teacher, show to the teachers what I am coaching them about. I would call upon them and treat them as a students in order to see the various strategies that could be implemented but also give them the perspective of the students they will be working with. Once completed, I would have the teachers discuss the main points of the lesson with me. What they observed, learned, and how they could use this skill as their own.
The next step is practice. Depending on the teacher, I would have them practice this skill either in their own classroom with their students or to me (depending on how comfortable they feel). I would observe either way, take notes, and afterwards meet with them to provide feedback. This step is crucial in it provides to the teachers a response to their new skill. This step is also dependent on the teacher’s preference. One must know them well in order to respond appropriately to them in a style that fits their learning style. Although not altogether like football (I can’t make them do push-ups), it does carry the same idea. Each person responds differently to criticism. Some may be upfront about wanting to know exactly what they did wrong while some may not take direct criticism well. Knowing them on a personal level is very important when considering how to respond to their teaching. Through this, it is hopeful that the teacher(s) have learned a new skill.
Coaching Experience
For my coaching experience I taught my friend Chelsea how to play three common guitar chords, the G,C, and A chords. Although Chelsea has had some prior experience with a guitar to this, she was not taught properly how to create these chords. She was familiar with strumming and holding a guitar but that was about it. The method I used one that I knew would work well with her. Chelsea has a very visual learning style, so I would provide to her a visual modeling of each chord. I would individually place each of my fingers in the correct spot on the fret board in order to for her visually see the chord come together. Once I had placed my fingers in the correct spot I would strum the chord so she could hear the chord along with seeing it. This way, in the future, she would not only know what it would like she would know what it should sound like. This would be helpful if she is playing a song with many chords and therefore be able to notice her mistake.
The next step in my coaching experience consisted of her practicing the creation of the chord herself. As I stated previously, she has had some experience with guitar so she was vaguely familiar with a guitar so strumming, proper handling of a guitar was not necessary to teach. Once she would strum the chords, I would correct whatever issues she had or would ask to see if she could spot the problem. It was here that I used several different strategies in order to correct any faults in the chord. She was very receptive and picked up on the errors quickly. I think this worked so well because I knew how she learned. I think this very important when coaching any individual. I also wanted to keep an even level between us as she is my peer, which they described in the reading as crucial. I think if I treated her as a student it would have been somewhat awkward as she is my friend and peer.
I could hear from recording that I have grown several ways as a coach. One way is my patience with the person I am coaching. I have put myself in their shoes and imagined what it would be like to learn something completely new. I also noticed myself using a lot of positive reinforcement, which I really think helped Chelsea, a fairly shy person, to feel confident in her skills. As a result from this growth, she really picked up the chords quickly.
My Top-Ten Beliefs on Coaching
1. Know Your Teachers- In order to be successful in coaching you must know those being coached. Get to know them as it will help you personalize their learning experience. Every teacher is different and likewise, they will respond according to how well you know them and their learning style.
2. Plan, Plan, Plan!- As with teaching, coaching requires a serious amount of planning. Through intricate plans (however, be flexible at times), you have already set yourself up for a successful session. You know what is coming and what to expect, and you do it in a timely fashion.
3. Set Up a Structured Learning Environment- Although you are coaching adults, they are still similar to kids, they are humans. Most people need a structured environment in order to learn. If you are not clear on what is being taught and provide to them a very disorganized experience, it is likely they will walk away more confused than enlightened.
4. Be Flexible With Time- Although similar to teaching, this form of coaching is having you work with adults. Not only adults, but very busy adults. If you meet when you both are relaxed and ready to learn, the likelihood of them grasping your ideas is far greater if either coach or coachee feels rushed. For their sake, be flexible in meeting times, as their life is as hectic as yours.
5. Be a Good Communicator- Communication is key when one is working with people. In order for both you and the teacher to be successful, you need to be able to communicate with a variety or individuals. Through this, any conflicts are avoided and both sides are comfortable in your coaching setting.
6. Keep Up With Current Theories and Practices- To be a good coach, one must be willing to be a lifelong learner. This means that one must be up to date with new strategies, theories, and practices. In other words, you must want to attend conferences, read research and be open to new ideas with a positive and open attitude.
7. Be Willing to Learn From Your Teachers and Experiences- As stated above, a coach must be a lifelong learner. This not only means being up-to-date on current research but have an open mind to your experiences and teachers. This can be one of the most effective ways of learning new things.
8. Know Your Many Roles- Being a coach brings on the title of “wearing many hats.” Because of this, you need to know all of your roles and be prepared to take part in them. From being a literacy coach to attending meetings to researching the up and coming strategies, a literacy coach must be prepared to take on all of these roles.
9. Have a Positive Attitude and Have Fun!- Your attitude, demeanor, body language will have large impact on those you are coaching. If you are not into what you are coaching, they probably won’t be either. The more enjoyable an experience is for the teacher, the more likely they will walk away with a new skill and also be willing to come back to for help.
10. Be Patient- A coach must have the patience of a saint. People learning new skills will make mistakes, be frustrated, and, at times, want to throw in the towel. It is your job to have the patience to insure they are able to learn through all of these adverse effects of learning.
No comments:
Post a Comment