Reflections from a Teacher Whisperer

Whisper, rather than proclaim. Suggest, instead of profess. Share a wondering,  in lieu of an assertion. When I reflect on the many years I have spent coaching teachers, I realize that these words guide my interactions and sum up my approach. When I coach teachers in their classrooms, I always remember that I am a visitor and am careful not to overstep boundaries. 

When a school administrator hires me to provide support to their teachers, I begin with a cordial introduction and a candid assurance that I am visiting in order to collaborate and assist. I also articulate, very clearly, that it is not my responsibility to judge or assess. Rather, I am in a position to provide support and collaboration.  We work together to determine a specific area of support and an approach that feels comfortable to them. I always encourage teachers to share their teaching goals and beliefs at the outset of our work together. After we have had an opportunity to connect and clarify roles, I request an informal visit, in order to get a sense of their classroom dynamic. 

When I first visit a teacher’s classroom, I begin by listening and observing. I rarely interject during an initial visitation. Instead, I take notes and begin to get an overall idea of what is going well in this classroom, as well as what might be challenging. Afterwards, I arrange a time for us to debrief. I always begin a debrief by sharing the observed practices that were successful during our visit. Sometimes, I’ll ask a teacher specific questions about the strong choices they made during instruction. For example, I might ask, “Why did you choose to display that excerpt of text during your demonstration?” in order to highlight their positive teaching moves. I also encourage teachers to share their thoughts on what they felt went smoothly during a lesson. I have found that if I ask teachers to begin the debrief by reflecting on their strengths first, they often immediately begin speaking about struggles encountered during their lesson. For this reason, I often start the discussion, in order to set a positive tone for the debrief. 

Before we shift to discussing areas of challenge, I usually remark on the importance of reflection. I mention my belief that many of the strongest educators are those aware of the impact of carefully analyzing instruction in strengthening teaching practices. I also share that I continually reflect on my own methods and frequently discover new and interesting teaching ideas during my visits to various classrooms across New York City. 

Once we have discussed the importance of reflection, we begin to explore the teaching moves that might have gone awry during instruction. For example, I might ask the teacher, “What was something that did not go as anticipated during the lesson?” After we identify any challenge or area to strengthen, I inquire, “May I make a suggestion?”, before offering feedback. I’ve never had a teacher refuse advice. Teachers generally respond with something like, “Oh yes, please.” or “Of course, I’m always open to suggestions.” My goal is to maintain that this is a collaborative endeavor. In fact, I often pose my suggestions as questions or wonderings. For example, I might ask a teacher, “How might students’ responses be different if you provided some time for them to think and/or jot about what they want to share before the Turn & Talk?” Our conversation naturally transitions to a discussion of  next steps. Together we jointly establish goals for our time together based on our analysis of the classroom visit. 

During subsequent class visits, I strive to maintain a “low-key” presence. For example, if I notice an opportunity for meaningful student interaction, I may quietly approach the teacher and whisper, “Do you think it might be helpful to have them discuss this in partnerships?” I find teachers to be very receptive to an unobtrusive type of interaction. I suggest teaching moves, yet always make it clear that teachers are free to decide how to proceed. Sometimes a teacher might respond, “Oh yes, I had meant to invite them to Turn & Talk.” Other times he or she may say, “Actually, I planned for a similar interaction just a little later in the lesson. There are also times that I will offer to teach a portion of a lesson. I may discreetly ask, “Would you mind if I demonstrate how to do this for the students?” In many circumstances, a teacher will gladly accept such support. In other cases, a teacher may decline, stating, “No thanks, I’d like to see this through.” 

My ultimate goal is always to maintain teacher autonomy. A truly supportive coach makes moves that enable teachers to be fully involved in instructional decisions. 

As I reflect on the ways I utilize language during in-class coaching, I realize how purposeful and specific I am with my wording. This is not about having good manners. My intention is always to show respect for teachers, treat them with the dignity they deserve, and value their insights into what makes sense for their students.