This initial stage is followed by enabling the client to challenge his or her own beliefs and replace unhelpful beliefs and behaviours with constructive alternatives that enable goal fulfilment. As a result of Cognitive Coaching, I learned about teacher response patterns, use of praise and criticism, and interaction with individual students, as opposed to whole-class interaction. Using the scaling technique and attempting to intensify dissonance would be less likely to be effective in such situations where this was not the case. It was in these silences, however, that I could feel an emerging awareness bubbling just below the surface of my consciousness. Different approaches work well for different clients in different circumstances.
On top of that, empathizing with the challenges that students face is also necessary. The first goal is trust—trust in the process, trust in each other, and t rust in the environment. After I experienced a few Cognitive Coaching sessions, I realized it wasn't the material that was important, but how it caused thinking in my students. As the two teachers went through the process of Cognitive Coaching, they found themselves drawing closer together in their thinking and teaching styles, seeing the advantages of both the detailed and the big picture. Finally, it concludes with how Cognitive Coaching has impacted the education profession. Finally, educators need to model risk taking, open-mindedness, and continuous learning to create schools that are communities of learners.
At the core of cognitive dissonance is the concept of discrepancy. Cancellations and requests for refund must be received no later than Wednesday, February 19, 2014. What might you do in that situation next time that would make you feel in control? The kind of Socratic dialogue that we engaged in forced me to be introspective in my analysis of the day's lesson. What might you do differently next time? I felt uncomfortable opening my teaching up for such intimate analysis and not knowing where this process would lead me. Jan Whitaker's Journal: Opening to Creativity The questions proposed by Dr. The documents have been created so that they may be amended as technology changes and as the global community grows.
Or you can give it to your clients to facilitate awareness and a change in their thinking. Interdependence: introduce the need to be collegial What were the factors in your decision to give more time to lesson planning than to meeting with the staff? It requires extensive coaching skills and teaches a set of strategies for creating a school environment that fosters teachers' abilities to make changes in their own thinking and teaching. The second process is paraphrasing. She is a certified Cognitive Coaching trainer and specializes in one-on-one coaching as well as group facilitation. Selected programs are offered as Current Workshops Growth Coaching International has been providing professional learning to education leaders for over 13 years. These maps and tools develop teacher self-efficacy and cognitive autonomy, while also developing a sense of community within a school.
Coaching questions tend to fall into five categories. Coaches can then use their relationship skills, knowing that trust and rapport in the relationship is paramount if the teacher is to be able to think. A Problem Solving Map for Conversation would: honor existing state, frame desired state, locate and amplify resources, check for congruence, and reflect on coaching process and explore refinements Cognitive Coaching, 2012. The reflection learned through Cognitive Coaching helps develop problem-solving skills as teachers examine their experience, generate alternatives, and evaluate actions. The first phase comprises all the thought processes which teachers perform prior to classroom instruction—the planning phase. I became aware that I characteristically presented to this particular team in highly detached, rational-analytical mode and never really expressed my heart, how passionate I felt about what I was presenting on, how much it mattered to me personally.
Each step is accompanied by key strategic questions. They then cycle back to the planning phase. According to Carl Rogers, the paraphrase is probably the single most important communication tool and yet the most underused. Both Whitaker and Linder became better thinkers and, therefore, better teachers, by becoming more fully bicognitive Guild and Garger 1985. The two teachers reported very different responses to the mechanics of the coaching process, yet equally satisfying results: changes in teaching style, expanded teaching repertoire, greater power in planning lessons, greater student accountability, and greater consciousness of teacher behaviors and options.
Rooted in the clinical supervision theories of Goldhammer and Cogan, Cognitive Coaching adds to clinical supervision the dimension of enhancing teachers' intellectual growth Costa and Garmston 1985, in press; Garmston 1990. As Whitaker noted in one of her final journal entries: Cognitive Coaching raised to consciousness a self-evaluation and self-analysis procedure. When questions forced me to be more introspective, I tended to shut down. Second, current school reforms require collaborative cultures where practitioners reflect on their practice. Whitaker was interested in quantitative information—how many and what kinds of interactions took place. Optimal decisions are made from an elevated awareness of self and others. Registrant is responsible for all costs incurred due to cancellation, regardless of cancellation reason.
It does not matter what type of coaching approach you trained in, all approaches use questions to uncover individual thought processes. Daniel David, Professor at Babes-Bolyai University and Icahn School of Medicine New York - Dr. It is the invisible skills of teaching, the thinking processes that underlie instructional decisions, which produce superior instruction. Linder was interested in a more qualitative aspect of her teaching and how her students felt about a playful yet sarcastic pattern of response she often used with them. As t he coach and teacher work together in a non-threatening relationship, they realize the intent of this process is to grow intellectually, to learn more about learning, and to mutually increase their capacity for self- improvement. However, it demands of the coachee a willingness to explore emotional and physiological experience that may feel alien or uncomfortable for some people. I had my own internal struggle on this question: How does the coach maintain a coaching stance of mediating teacher thinking while not hiding useful information? The Cognitive Coaching that Christina Linder, Jan Whitaker, and I experienced was unique in two ways.