Coaching and Communication
Discussion: Based on your personality type, and your collaborating colleague’s personality type, what things do you need to take into consideration when communicating with a teacher you are coaching?
Knight states that “Becoming an effective listener is a great start for one of the most important communication strategies- learning how to present information so that it can be understood easily by an audience (in this case collaborating teachers) …The message that matters is the one in the teacher’s mind, not the one in the coach’s mind.” (2007, p. 65).
Coaching and Communication
Discussion: Based on your personality type, and your collaborating colleague’s personality type, what things do you need to take into consideration when communicating with a teacher you are coaching?
Knight states that “Becoming an effective listener is a great start for one of the most important communication strategies- learning how to present information so that it can be understood easily by an audience (in this case collaborating teachers) …The message that matters is the one in the teacher’s mind, not the one in the coach’s mind.” (2007, p. 65).
After clicking a few buttons found on the Humanmetrics.com website (2018), I received the following four letters that not only identifies my Jung Typology Test type, but apparently the same four letters explain how I get energy (Extraversion/Introversion), gather information (Sensing/iNtuitive), make decisions (Thinking/Feeling), gather information, and how I approach life (Judging/Perceiving) (Knight, p. 67-68). The letters I received are INTP: Introvert, iNtuitive, Thinking, and Perceiving.
If I were to put this information into practical use as an Instructional Coach (IC), I could apply the principles of what each of those four letters (INTP) represent to communicate effectively with a collaborating teacher, or group of collaborators. According to Knight, one of four questions that I need to ask when collaborating with a teacher is, “What are my collaborating teacher’s learning preferences?” (p. 66). Since I now know my Jung “type”, who by-the-way is also an INTP (Humanmetrics.com, 2018), I could present collaborators with the Myers-Briggs Type Indicator tool (MBTI) so that s/he could find out her/his “type” as well. Once I learned their type, I could structure conversations and, or activities based on their personality preferences. For example, I might present a Thinking (T) type collaborator with several logical arguments for trying a new strategy, but on the other hand, a Feeling (F) personality type collaborator would need to consider how introducing a new strategy might impact both students with, and without disabilities (p.68).
Since trying to understand one’s audience is the hallmark of an effective communicator, finding out my audience’s personality type is a good starting point. As the speaker, I could tailor each interaction in such a way as to limit interference so that my intended message matches the perceived message of my audience. If I am successful, my audience’s reactions will provide useful feedback. If I am not successful, I will use that negative feedback to ask clarifying questions or to adjust my presentation (or activity) accordingly (p. 59-79).
Discussion: Based on your personality type, and your collaborating colleague’s personality type, what things do you need to take into consideration when communicating with a teacher you are coaching?
Knight states that “Becoming an effective listener is a great start for one of the most important communication strategies- learning how to present information so that it can be understood easily by an audience (in this case collaborating teachers) …The message that matters is the one in the teacher’s mind, not the one in the coach’s mind.” (2007, p. 65).
Coaching and Communication
Discussion: Based on your personality type, and your collaborating colleague’s personality type, what things do you need to take into consideration when communicating with a teacher you are coaching?
Knight states that “Becoming an effective listener is a great start for one of the most important communication strategies- learning how to present information so that it can be understood easily by an audience (in this case collaborating teachers) …The message that matters is the one in the teacher’s mind, not the one in the coach’s mind.” (2007, p. 65).
After clicking a few buttons found on the Humanmetrics.com website (2018), I received the following four letters that not only identifies my Jung Typology Test type, but apparently the same four letters explain how I get energy (Extraversion/Introversion), gather information (Sensing/iNtuitive), make decisions (Thinking/Feeling), gather information, and how I approach life (Judging/Perceiving) (Knight, p. 67-68). The letters I received are INTP: Introvert, iNtuitive, Thinking, and Perceiving.
If I were to put this information into practical use as an Instructional Coach (IC), I could apply the principles of what each of those four letters (INTP) represent to communicate effectively with a collaborating teacher, or group of collaborators. According to Knight, one of four questions that I need to ask when collaborating with a teacher is, “What are my collaborating teacher’s learning preferences?” (p. 66). Since I now know my Jung “type”, who by-the-way is also an INTP (Humanmetrics.com, 2018), I could present collaborators with the Myers-Briggs Type Indicator tool (MBTI) so that s/he could find out her/his “type” as well. Once I learned their type, I could structure conversations and, or activities based on their personality preferences. For example, I might present a Thinking (T) type collaborator with several logical arguments for trying a new strategy, but on the other hand, a Feeling (F) personality type collaborator would need to consider how introducing a new strategy might impact both students with, and without disabilities (p.68).
Since trying to understand one’s audience is the hallmark of an effective communicator, finding out my audience’s personality type is a good starting point. As the speaker, I could tailor each interaction in such a way as to limit interference so that my intended message matches the perceived message of my audience. If I am successful, my audience’s reactions will provide useful feedback. If I am not successful, I will use that negative feedback to ask clarifying questions or to adjust my presentation (or activity) accordingly (p. 59-79).