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What is the balance of talk?
How does the dialogue support professional learning?
If you observed the lessons in the previous screen, consider how well these conversations address the issues you identified. Is there anything else you would have included or done differently?
Transcripts are available:
The balance of talk is significantly in favour of the coachee.
In the Year 8 Spanish example, the coach invites the coachee to give comments. The coachee then identifies successes and areas of development. She is critical of the pace of the lesson, but the coach uses self-disclosure for reassurance, talking as professional learner of how she shared this experience in implementing the new techniques.
In the Year 9 German example, after a brief opening comment the coach invites the coachee to reflect on the lesson and as the conversation continues moves the discussion forward to next steps which are jointly agreed.
In both cases, where the coachee becomes self-critical the coach provides a balance to the judgement and refocuses attention on positive outcomes and action that can be taken.
Both conversations also conclude with an agreement to access more guidance to support further development, emphasising that the coaching conversation is part of an ongoing process of professional development.
