When coaches are initially commissioned to support teachers' needs through teacher-centered, student-centered, or a combination of two models, they often feel like a dehydrated fish. Whether they are transitioning from a classroom teacher role to a coach or from outside the school district, they often find themselves wondering where to start the adventure we call coaches. Teaching instructors often have expertise in the content area or in several areas of content. However, their knowledge is not a predictor of how successful they will be, but their ability to build relationships is key.
I quoted Theodore Roosevelt as saying: "People don't know how much you know until they know how much you care." The most effective coaches are not just coaches who show concern over their position or expertise, but about their relationship with classroom teachers. In order to express to the classroom teachers, the direct recipients of the coaches, they are appreciated and valued, it is necessary to develop and abide by the coaching philosophy. A possible coaching philosophy is to coach with H.E.A.R.T. The acronym H.E.A.R.T. stands for honor, enthusiasm, authenticity, reflection and trustworthiness.
A lesson may be good for coaches, that is, to respect what each person brings in their coaching experience. A glossary in this sense is a symbol of an encounter. As a coach, you must always be at the forefront of the mind, and everyone can make a valuable contribution to the coaching relationship. These relationships should never be treated as coaches as the only person with experience and expertise, but instead, this relationship should reflect reciprocity. Teachers should share their experience and expertise with coaches, and coaches should share their experience and expertise with teachers.
Enthusiasm is also very important. Whenever the coach strives to introduce change, which will lead to changes in the curriculum or changes in the school's common beliefs, then the coach should be the person who demonstrates the enthusiasm associated with these changes. Enthusiasm is infectious, and this is the main factor that allows teachers to "buy" change. Without a lot of "support" from faculty and staff, coaching work will be stagnant and teaching practices will remain the same.
Authenticity is another factor that helps build the relationship between coaches and coaches. Coaches must remember that everything they do is real or real. It is necessary for the coach to stick to his own truth in a possible review or opposition. The ability of coaches to do this is not whether they can do this, but how they do it. The coach can stick to his belief in the truth and also have compassion. The goal is not to force the coach to force the truth to the person being coached, but to invite them to take a research-based approach or evaluate evidence.
Reflection is also crucial. Coaches should strive to reflect carefully on their behavior, observation, challenge and success. By taking the time to reflect, the coach has time to fully evaluate the problem through multiple shots. Examining this level of problem limits the likelihood that coaches will make sloppy, rash decisions that affect the people they teach.
Trust is the last, but it is one of the most important components of the H.E.A.R.T model. It is important that coaches provide teachers with a safe place to grow and land. Create an atmosphere for teachers to feel confident enough to take risks and explore unfamiliar areas, requiring them to be guided by individuals they can trust; they can be transparent and not subject to trial or criticism.
When using all the elements of H.E.A.R.T to support the teacher. The coaching model, then they show less resistance and more acceptance of what the coach might offer. In addition, the model provides a blueprint for coaches to build healthy, positive, and lasting relationships that create a shift in student achievement.
Orignal From: Coach and H.E.A.R.T: Coaching philosophy to build relationships
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