In a previous article, we explored the beliefs of a transformative coach, especially when we explore each of us beliefs about race, class, and gender, and act from the point of view of curiosity and concern. compassion. For example, we recognize that our social, political and economic systems are full of reactions that have allowed formal racism to take place, and that we have all, more or less, absorbed these messages for years. .
What should the new teacher do? What new perspective should he offer? Can he really change the school?
Beliefs must be explored, first
Here are some steps to help new teachers explore their beliefs. That’s how we do it, we have to believe in the possibility of a change of school.
A reflection of the beliefs of the authors
Tap into their ability to recognize a reflection of a belief. We will not always express our beliefs by using the word “believe” in the sentence; “I think low-income black students need more control and discipline than other kids,” he is unlikely to hear. But these beliefs can be expressed in statements such as, “Well, they need discipline. Our beliefs are often under the surface of our speech.
Organize research beyond beliefs around the school
If very few teachers do not trust their coach, they will enter a deep and frightening cave of beliefs, especially broken beliefs. Coaches should therefore work hard and be prepared to build their confidence before inviting teachers to explore their beliefs. Also know that before you invite someone to explore, you should participate in the exploration of those beliefs.
We think and act
You can only call them to think; you can’t dig into their beliefs. Here are some examples of how to invite you to reflect on beliefs in a training conversation:
- “I have heard you make assumptions about your students / adolescents / students with learning disabilities. Is this something you want to explore? “
- “I’m curious how you came to this conclusion. Are you ready to share your thoughts with me? “
- “You seem to have faith in a moral attitude that works best with your students. Can we explore where this belief comes from? “
Learn how to collect and use data
To help a teacher see how a teacher’s beliefs work and what impact they have on children, you need to learn how to collect and use data (such as surveys, videos, and hands-on observations). With this data, you can create new beliefs.
A coach needs strong descriptive and verbal skills to be effectively educated on beliefs and, therefore, may need their continued professional development with trusted colleagues or a more experienced coach.
Our sense of existence and identity
The third area in which a transformation coach works is the domain. Our path emerges from our sense of identity which is reflected in our emotional senses and is expressed through tacit communication. We can explore ways of being by asking questions that express symbolic thought.
Here is a favorite question to ask the teacher to explore a path:
- What kind of animal do you feel like you’re in class?
- Sometimes it’s like: what kind of animal do you like or want to be?
These questions allow us to explore how the teacher interacts with students in the classroom, and it is a powerful way to teach.
We can cultivate moods, behaviors and beliefs
As we learn to exist, we will be more flexible, compassionate and willing to take risks, to change our mindset, behavior and self-confidence. We can promote the qualities necessary to foster equal standards in education. For example, if a teacher says he wants to be a lion in the classroom, we bring him to a vision of power and confidence. The author has identified an objective; We guide her through backward planning: how does a lion deal with failure? How does the lion respond to the administrator’s annoying request? The teacher links his vision to his daily actions.
Beliefs and ways of existing
The following questions explore ways of being implicit and of affecting beliefs:
How do you think the exchange you made with this student came from her point of view? How do you think he lived for you?
Are there other ways to understand this student’s behavior? What do you think prompted you to explain his behavior?
What do you think the student might say about their mother when they get home from school?
How does the student see or remember you?
Focus on regression
The realities experienced by teachers in the classroom require a comprehensive and holistic approach to the support and development of new teachers and focus on regression. Likewise, the realities experienced by our students require an approach that develops cultural competence in teachers, that deliberately expresses and explores beliefs, and that develops the skills necessary to build reasonable schools.
There is a need to increase the backlog of teachers
Emotional regression is needed – I doubt it can change our schools without dramatically increasing our resilience, as it is hard and emotional work. But at the same time, we need to change our schools. More children are not employed in our schools, especially children of more color, more children and many children with learning differences.
Integration strategies that seek to achieve these results are new teacher support programs, and the transformative training model is a powerful approach to achieving this. Yes this approach will take longer, yes coaches need serious training and support to build it, but what we are doing is not producing the results that many of us expect. It’s time to try something else. In this sense, the Coaching Desk program at James Joyce High School in Aricia was led by an exceptional teacher. Roberto Cialis.