Ch 9
"Another tip for crafting goal statements is to listen for the expression of three universal goals. After the basic needs of food, water, shelter, and sex, humans desire three goals: identity, connectedness, and potency." This chapter highlights the importance of being able to identify goals for coachees. If the coachee and the coach are both having a difficult time coming up with a clear need, it is always possible to go back to universal goals and develop a need that all humans have.
"In pacing, the coach paraphrases for empathy and content, probably several times, then tested a goal statement, and finally offered the pathway: "So you are looking for a way to do that." One thing that I have heard over and over again about cognitive coaching is the ability to paraphrase back to the person everything that they are saying so that they are able to understand and reflect more deeply about the issues they are having and then are able to see resolutions and ways to improve their teaching abilities. As coaches it will be important to pick out key ideas such as "content" so that the conversation stays focused.
How do we know when this type of conversation is over? "Observations of physiological changes will often provide cues." Essentially, if you see that the coachee is feeling satisfied and are acting as such then the conversation has reached it ends. The chart on pg. 211 clearly shows what sort of things we might look for. "Internal locus of control, broader and alternative of control, specificity and elegance, awareness of self and others, and connection to and concern for community," are all go cues to look for in regards to the five states of mind.
Sunday, October 14, 2012
Saturday, October 6, 2012
Inquiring Into the Knowledge Base of Teaching and Learning
Ch 8
On the very first page I was struck by this quote, "only accomplished teachers know the unspoken knowledge and perceptions that guide their work in the classroom." This struck me because it made me feel as though teachers truly are a professional group of people that take the time to learn their trade in order to teach young minds. Not everyone is able to become an accomplished teacher, this takes a lot of time and dedication as well as others around you who are able to promote the right choices and support you in this career path.
I could relate to the section about "teachers as continuing learners" because there was a section about the standards of teachers. It says that the standards require, "a holistic conception of career development, essential efforts in teaching, regardless of the grade level or students being taught, the standards are performance-based and the current views of what students should know and be able to do and learn challenge subject matter" (p. 183). I related to this section because I want to me a life-long learner who strives to continually better myself as an educator. I felt as though these things described me but because they describe me, there will always be room for improvement.
On the very first page I was struck by this quote, "only accomplished teachers know the unspoken knowledge and perceptions that guide their work in the classroom." This struck me because it made me feel as though teachers truly are a professional group of people that take the time to learn their trade in order to teach young minds. Not everyone is able to become an accomplished teacher, this takes a lot of time and dedication as well as others around you who are able to promote the right choices and support you in this career path.
I could relate to the section about "teachers as continuing learners" because there was a section about the standards of teachers. It says that the standards require, "a holistic conception of career development, essential efforts in teaching, regardless of the grade level or students being taught, the standards are performance-based and the current views of what students should know and be able to do and learn challenge subject matter" (p. 183). I related to this section because I want to me a life-long learner who strives to continually better myself as an educator. I felt as though these things described me but because they describe me, there will always be room for improvement.
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