“Sounds good!” is a simple statement that might roll off your tongue without much thought. Maybe your friends suggest stopping for ice cream, a family member proposes an outing, or someone recommends a movie to check out. But what does this phrase mean as part of a coaching conversation?
When coaching, we can intentionally use the phrase, “Sounds Good!” as an affirmation. A teacher shares a plan of action, and we confirm it. Perhaps a plan for assessment; perhaps a plan for small-group instruction, or a specific question to launch a discussion. When coaching a capable teacher, a simple endorsement like, “Sounds good!” can boost confidence and support a strong teacher-coach relationship.
Affirmations come when a teacher shares a planned-for practice or a recent success. When a teacher describes her plan to include partner talk at three specific places in a lesson, an affirmation might be warranted. When she describes positive results from a recent assessment, affirmation can be a verbal pat-on-the-back. Affirming applauds advances that have been made, and recognizing advances leads to more! As one success leads to another, these positive feelings can promote a winning streak in teaching.
“Sounds good!” is a catch-phrase that we might say almost flippantly, without much thought. But finding authentic opportunities to use this key phrase and making it a coaching mantra can have a positive influence on us and those we work with. Try keeping this phrase at the ready this week. Evaluate when and how you use it as a coaching tool. Your thoughtful use of this verbal catch-all might help you move along in a coaching cycle.
This week, you might want to take a look at:
How self-monitoring and self-control relate to classroom management:
Teacher-student relationships can be foundational for promoting students' deeper thinking:
Mentor texts by genre, technique, topic, and activity (thanks, Allison & Rebekah!):
Connect ELA strategies to the real world:
Why confidentiality is important in coaching:
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