Being A Coach
I see my role as an educator as a teacher, a mentor, a trainer, a tutor, and above all, a learner. I reflect on my job description is Instructional Lead for Literacy, and think of the wonderful opportunities that come with this title. I have great respect for research, and the people who share their insights with evidence to support the love of learning. My role is to support the teachers and administrators in New York City to feel inspired, to share, and to bring that passion back to the students we are committed to prepare for colleges and careers that will support their roles in society.
Literacy is an avenue to communicate. How we listen and speak makes a strong impression in our interactions, yet, this is the forgotten standard in standardized testing. Speaking, listening, and sharing needs to be a starting point in my role as a coach to support all the other roles that encompass my work. This is my slice to share.
As a coach, it is important for me to establish trust for adult learners by respecting their presence and commitment to the role they play in schools. This fall, I want to appreciate many of the traits that the adults attending my learning sessions bring to the learning experience. I’d like to relate to my workshop participants being able to integrate their learning, and to use their personal experience as a resource. I am held to a high standard, I teach teachers. They want to be taught about things that will be useful to their work, expect to have immediate results, seek for a course that will be worth their while and not be a waste of their time.
I see playing the role of a coach for adult learners as carrying great potential for success. That success, however, requires a greater responsibility. I need to be aware of learners’ attitudes, past experiences, habits, opinions and cultures. I need to understand their perspectives and be able to help them discover how useful a change in behavior and actions can be for them. I need to engage them in the learning process and help them achieve their precisely defined expectations. If I can show them how the program can benefit them practically, the benefits will have greater impact.