Transcript Round 1: Silently, add what you think about each topic to

Coaching Resistant Teachers
Karyn Ginesi Jennifer Lape
Edmondson Heights Elementary
Our Schools:
Arbutus Middle School
Lansdowne Elementary
Edmondson Heights
Elementary
Rodgers Forge Elementary
Why?
Padlet
What does the word "resistant" mean to
you?
http://padlet.com/kginesi/resistant1
What are characteristics of resistance?
Chalk Talk Walk
• Round 1: Silently, add what you think about each topic to
the chart paper.
• Round 2: Silently, choose one poster to add a drawing or
diagram that represents what you have come to believe or
understand about the topic.
• Round 3: Silently, respond to at least two colleagues
additions on two different posters.
• Round 4: Discuss and summarize the main ideas from the
poster and record labels for the types of resistors. What
disagreements or point of confusion are noted? Report out.
Pitfalls of Perception
When we label a client "resistant," we create a
psychological and even moral distance that can
undermine our goals. Resistant means "refusing to
accept new ideas or changes." This label carries a layer
of judgment that may prevent us from trying to
understand our coachee's reality, dilemmas, competing
commitments, or even aspirations.
How to Approach a Resistant Teacher
1. Look in the mirror
2. Take an inquiry stance
3. Invite your coachee's story
4 Corners
• Return to one of the resistor posters
• Partner up and decide who will be the coach and
resistor
• Using the scenario provided, role play the strategies
we have provided
Yes, but...a.k.a. Eyeore Scenarios
• The coach is encouraging the resistor to make a dessert for the end of
school celebration that caters to several taste preferences rather than
the plain vanilla she always makes. What strategies can you employ to
help this resistor?
• A teacher asks for help with engagement strategies and you coach the
teacher through a planning session. The teacher invites you to come
view the lesson. During the lesson, the teacher does not use the
strategies discussed during the planning session. During your next
coaching session, the teacher says the strategies would not have worked
with his students.
• The resistor has always run outside to start his car. The coach has
introduced him to a remote starter in order to expand his repertoire of
car starting options. What strategies can you employ to help this
resistor?
• You are facilitating a PD on behavior management techniques. A group
of teachers talks as you are facilitating the session.
Silent, but Deadly Scenarios
Scenario 1
While completing homework with your son, you notice that he doodling on his paper, glancing at his phone or
daydreaming whenever you try to explain how to complete his math homework. For one of the most difficult
problems, he closes his eyes and puts his head down. You’re becoming frustrated. What strategies can you employ to
engage him?
Scenario 2
Your sister is having a hard time finding a daycare center. You have two children and have visited several centers in the
past. You are surprised that your sister has not asked for your assistance. You visit her and offer a few suggestions.
Whenever you suggest something, she sits in silence or says “okay” but does not visit any of the places that you
suggest. However, she keeps complaining about not having daycare for her daughter. How can you adapt your
coaching style to help her make a selection?
Scenario 3
During professional development sessions, you notice that Mr. Brown always seems to sit in the back of the library
and engages in other activities, such as completing lesson plans, talking quietly to his neighbors, or even doing
crossword puzzles during the sessions. For one of the sessions, the information presented is particularly critical and
you’re becoming frustrated and embarrassed. What strategies can you employ to engage Mr. Brown in the
professional development?
Scenario 4
A third year teacher in your building is having some difficulty creating a learner centered environment. Since this is
one of the key initiatives for the school, her department chair has asked you to work with her. Whenever you coach
her or suggest something, she sits in silences or says “okay” but does not implement any of the suggestions. How can
you adapt your coaching style to build a rapport and help her create a learner centered environment?
Avoider Scenarios
• Your 8 year old is walking around in sneakers that have lost their
laces, have holes and the sole is coming off. They are his favorite
sneakers, but he refuses to go to any shoe store. What strategies can
you employ to go shopping for new shoes?
• Your teammate has been coughing, sneezing and feeling miserable for
3 weeks. They need to go to the doctor, but are avoiding it. How can
you assist?
• Everyday when a friend reaches her office there is still trash in the
trash can. She knows it means the custodian is not doing their job,
but doesn't want to offend anyone. What steps can your friend take?
Overwhelmed aka Busy Bee Scenarios
Scenario 1: Your sister is planning a first birthday party for her son for 40 people. She made a list of things that
need to be done and starts working on it. She starts cleaning the kitchen and she realizes that the hand towels
are dirty and need to be washed. She goes to put the towels in the wash and realizes that she forgot to put the
load that was in the wash, in the dryer and another load needs to be put away. On her way to put them away
she steps on a toy and starts to clean up all the toys in the living room. When she finally makes it to put the
towels away, she notices how dirty the bathroom is and starts to clean the sinks. Halfway through, she
remembers that she put the birthday cake in the oven when she was in the kitchen and forgot to put the timer
on. The cake is burnt, and she realizes that she has not completed anything on her list. She sits down on the
floor and starts to cry. What strategies can you use to help her?
Scenario 2: You want to start learning walks and share the procedures with your staff. After the meeting, one
teacher approaches you and says that they just have too much going on and don't have time for it. What
strategies can you use with this resistor?
Scenario 3: At a meeting you share that your staff will use time at grade level meetings to look at the alignment
of the ELA diagnostic and culminating events. You also share that they should bring some examples to grade
together. One grade level rolls their eyes at each other and you overhear one of them say, "Great, that's just
one more thing!" What strategies can you use with this resistor?
Quickwrite
Take 5 minutes to write about how you
will use these strategies in your school.