Goofus and Gallant

     In the introduction of their book Coaching Classroom Instruction, Robert Marzano and Julia Simms told us that "the primary purpose of an educational coach should be to help teachers increase their effectiveness," (2013, p. 1). While most educators will tell you that they were called to teach, it takes a special educator to be able to effectively coach instruction. In my current position as technology coordinator I find myself in positions of coaching much more often then I did while serving as a school assistant principal. It can be a very intimidating position to be in and I constantly have to remind myself that I am dealing with adults and not students. I am going to examine a couple of scenarios from the standpoint of the old cartoon Goofus and Gallant. I would like to bring to you the good and the bad of coaching from the perspective of Meany and Mentor.

     Mentor does an excellent job in his classroom. His students are well behaved and he gets great results from his dedication. Meany thinks he is the best teacher. He would be teacher of the year if it wasn't for the lousy students he is stuck with each semester. "The coach is a master teacher with the proven ability to increase student achievement in his or her own classroom," (Marzano & Simms, 2013, p. 212). We are all familiar with the grumpy educator that wants to always blame the students, parents, or administration for all of the faults in their classroom. They seem to be always willing to depart their "wisdom" on everyone else, especially the new teachers. Master teachers are often the ones who focus on their job and very rarely speak out unless they are told to do so.

     Mentor greets everyone with a smile and is always willing to listen and talk about all matters not just education. Meany only talks about himself and his problems. He wants you to think and do just like he does and doesn't react well to other suggestions. "The coach has a wide knowledge of curriculum and instruction and the interpersonal skills necessary to interact with others respectfully and professionally," (Marzano & Simms, 2013, p. 212). Just being knowledgeable in your subject area does not qualify you to be a coach any more than it qualifies you to be a teacher. All of the book knowledge in the world cannot help you if you cannot interact with well with others. The basic principles of coaching include equality, choice, voice, dialogue, reflection, and reciprocity, (Devine, Houssemand, & Meyers, 2013). This allows for a partnership not a dictatorship.

     Mentor understands that change is needed and is willing learn new things themselves in order to help others. Meany thinks he is the expert and everyone should do things their way. They don't care what the research says. "The coach agrees with the goals of the coaching program," (Marzano & Simms, 2013, p. 212). No one is an expert of all aspects of education. A good coach is willing to look at the larger picture. They are willing to adapt and change to meet the greater good. 

    After hearing a veteran teacher discuss a problem they were having with an issue, Mentor mentions they once had the same problem. He invites the teacher to come by his room to observe his solution and decide if it might work for them. Meany chimes in and tells the veteran teacher if they don't know how to handle that problem they should just retire already. "A coach should be aware of when working with new or experienced teachers," (Marzano & Simms, 2013, p. 214). Veteran teachers can be very sensitive to outside help. Sometimes they are very reluctant to change or ask for help. Coaches should be considerate of this and offer suggestions, but not be too pushy or demanding. They should also never be demanding or demeaning to any teachers.

References

Devine, M., Houssemand, C., & Meyers, R. (2013). Instructional coaching for teachers: A strategy to implement new practices in the classrooms. Procedia - Social and Behavioral Sciences 93, 1126-1130. Retrieved from: http://www.sciencedirect.com/science/article/pii/S1877042813034460?via%3Dihub

Hoffman, C. (January 16, 2013). Example Poor Coaching Techniques. [Video File] Retrieved from: https://www.youtube.com/watch?v=DyLSROlwZOg

Marzano, R. and Simms, J. (2013) Coaching Classroom Instruction. Marzano Research Laboratory, Bloomington, IN.