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Considering Differences
- 1. Considering Differences Kandar Artis, Julie Montalbano, Monica Vega, and Tanina White CUR 540 February 22, 2016 Professor Kanika White
- 2. Introduction There are many considerations when entering a coaching relationship. Many factors need to be considered and thought through before the relationship can be successful. Some considerations include: • Gender • Culture • Generation
- 3. Gender and Coaching • It is important to consider gender differences when entering a coaching relationship. Gender may affect the way a person coaches or teaches. For example, a male teacher may have different considerations when interacting with students. Both the coach and the mentor need to be aware of these differences.
- 4. Gender and Coaching “White males, the power brokers and decision makers in academia, are faced with mentoring opportunities and challenges across cultural, ethnic, and gender lines.” (Fletcher, 2012)
- 5. Culture and Coaching The overall goal for coaching in regards to culture is to build a culture for learning. The culture in schools is a key ingredient for success. The culture of a school is resistant to change. Teachers and administrators must be active in changing the culture of a school in order for new innovations to succeed. Establishing a coaching program in a school requires change. It requires hard work and takes time. (Sweeney, 2011)
- 6. Culture and Coaching Schools with a culture for learning have the following characteristics: The principal is a learner Data and student work guides decision making The focus is on student learning Time for reflection Examine concepts and their direct relation to student learning over time Adult learning is accounted for through professional development There is a climate of trust. (Sweeney, 2011)
- 7. Generation and Coaching “Today’s workplace includes members of four separate and distinct generations” (Sweeney, 2011, p. 146) and include Traditionalists, Baby Boomers, Generation X, and Millennials. While teachers identifying with each generation possess a wealth of knowledge, skills, and creativity that can be useful in the learning environment, coaches must be aware of distinct characteristics that are common to each generation.
- 8. Generation and Coaching Perspectives of Coaching Areas of Low Response Traditionalists View coaching as unnecessary and would prefer to learn through trial and error Coaching styles that are too casual, lacks respect for establishment, or does not acknowledge their experience Baby Boomers View coaching optimistically and as an opportunity to gain the skills needed to stay competitive Coaching styles that are too casual and that focuses upon their weaknesses and flaws Generation X View coaching positively but may have difficulty finding time to engage in coaching Coaching that does not emphasize key points quickly and that supports inefficient rules and policies Millennials View coaching as very helpful in the process to transition to teaching Coaching that places too much emphasis upon theory and does not appear to be directly related to their teaching practice
- 9. Generation and Coaching • Although it may not be possible for a coach to specifically tailor his or her work to meet the specific generational needs of each teacher, it is absolutely helpful to “develop an awareness of the patterns of generational groups and be sensitive to their needs” (Sweeney, 2011, p. 149). Surveys and group activities during staff meetings can be used to learn more about the preferences and needs of teachers among different generations.
- 10. Conclusion A coaching relationship has many puzzle pieces that fit together and although there may be challenges along the road such as gender, cultural, and generational considerations that need to be taken. Coaches should always create positive and professional relationships and enhance the learning process for teachers.
- 11. References Fletcher, Sarah J. and Mullen, Carol A. (2012). The SAGE Handbook of Mentoring and Coaching in Education: Chapter . Retrieved from University of Phoenix eBooks. Sweeney, D. 2011. Student-Centered Coaching: Chapter 3: Crafting a Culture of Learning. February 19, 2016. Retrieved from University of Phoenix eBooks.
Editor's Notes
- There are many considerations when entering a coaching relationship. Many factors need to be considered and thought through before the relationship can be successful. Some considerations include: Gender Culture Generation
- It is important to consider gender differences when entering a coaching relationship. Gender may affect the way a person coaches or teaches. For example, a male teacher may have different considerations when interacting with students. Both the coach and the mentor need to be aware of these differences.
- “White males, the power brokers and decision makers in academia, are faced with mentoring opportunities and challenges across cultural, ethnic, and gender lines” (Fletcher, 2012).
- The overall goal for coaching in regards to culture is to build a culture for learning. The culture in schools is a key ingredient for success. The culture of a school is resistant to change. Teachers and administrators must be active in changing the culture of a school in order for new innovations to succeed. Establishing a coaching program in a school requires change. It requires hard work and takes time. Schools with a culture for learning have the following characteristics: The principal is a learner Data and student work guides decision making The focus is on student learning Time for reflection Examine concepts and their direct relation to student learning over time Adult learning is accounted for through professional development There is a climate of trust. (Sweeney, 2011)
- “Traditionalists, born between 1900 and 1945, include about 75 million people. Baby Boomers make up the largest group of about 80 million people who were born between 1946 and 1964. Generation X is a much smaller group of approximately 46 million who were born between 1965 and 1980. The Millennials are almost as large as the Baby Boomers, with at least 76 million people who were born between 1981 and 1999” (Sweeney, 2011, p. 146).
- Although it may not be possible for a coach to specifically tailor his or her work to meet the specific generational needs of each teacher, it is absolutely helpful to “develop an awareness of the patterns of generational groups and be sensitive to their needs” (Sweeney, 2011, p. 149). Surveys and group activities during staff meetings can be used to learn more about the preferences and needs of teachers among different generations.