Chapter 10 – How to Create Cooperation in Small Groups
Read: Pages 135-145
How do you respond when you disagree with someone in authority? What happens when what you think is needed in a given coaching or teaching moment is different from what you are supposed to be doing or promoting, according to administrators or other authority figures?
The description of After-Action Reviews on page 141 could serve as a good template for reflection and feedback, especially with teachers who are ready to deepen their practice. How does your coaching resemble what’s outlined here? Are there elements of this that you are hesitant to implement? Why?
Pages 143-145 discuss Cooper’s “third path” of following orders that he strongly disagreed with, while still doing what he thought was right. Coaches can do an equivalent of “downed helicopter drills” – either to support teachers in implementing best practice regardless of mandates, or to help teachers plan for practice implementation on the days when everything goes wrong. Which of your coachees could benefit from downed helicopter drills? How might you implement them?
Chapter 11 – How to Create Cooperation with Individuals
Read: Pages 146-157
September marked almost every page that talks about Roshi Givechi. Roshi’s characteristics and behaviors embody those of a skilled coach, and she is highly effective. Name two things that you could change about your own practice as a result of reading pages 149-154.
Page 157 includes a beautiful explanation of the difference between listening and talking. How do you quiet your mind enough to truly listen (and therefore, create empathy and concordance) during coaching meetings?