Not every teacher is ready and willing to be coached - even if their headteacher thinks so.
Taking on the assignment to coach such a teacher brings me into the space between a Rock and a Hard Place. The question arises, "Why am I doing this? For whom am I coaching?".
"Am I coaching to prove to the people in the Education System (teachers, headteachers, administrators...) that coaching is effective? Am I coaching to prove to myself that I am a good coach? Do I simply wish to prove to this teacher that coaching is good stuff? Am I coaching to support this teacher in his professional development?"
The answer is, "Yes, all of that."
And that affects how the coaching is carried out as you can read in this story of Riccardo Midwinter's adventures as the coach in the classroom. He's not perfect, faultless or entirely neutral in what he does. He is on a mission to bring coaching to the education world. Oops, he has an agenda, and coaches should not have an agenda.
The following text is from "The Coach in the Classroom", written by Martin Richards.
Riccardo chose to first get in touch with Max, one of the teachers on the list.
He found Max, a middle-aged man, in one of the staff rooms and approached him.
"Hi, I'm Riccardo, the coach on assignment here. Your name is on my list."
Max rose from his chair, looking like a benevolent bear disturbed from a slumber. His fine, straight, short hair was the colour of varnished wood and was combed in an impractical, artistic style across his eyes. He had droopy blue eyes, and a thick moustache which hung above his defensive smile. Max’s attire was businesslike and flattering to his rounded chest and belly.
Max began, "I'm sorry, I don't have time for coaching," and he waved his stubby-fingered hands as if to dismiss Riccardo.
Riccardo was taken aback, and silent. He did not move.
Max continued, "In fact, I was volunteered for coaching by the headteacher and I don’t really see the point. I have been teaching for seventeen years and I'm already a good teacher."
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