7 Questions For Coaching Math Teachers

Coaching teachers, particularly in the nuanced field of mathematics, requires more than just a deep understanding of mathematics proficiency, effective teaching strategies, equitably based teaching strategies; it requires a tailored approach that addresses the unique challenges and needs of each educator. As math coordinators and leaders of math programming in K-12 schools, the transition from classroom excellence to effective coaching can often be as challenging as it is critical.

The Coaching Transition:

Many educators step into coaching roles due to their success in the classroom. This transition, from being front-line educators to supporting peers behind the scenes, involves leveraging their skills to enhance teaching practices across the board. However, the shift isn’t just about imparting knowledge; it’s fundamentally about fostering growth and development through a supportive, understanding approach.

Understanding the Coaching Role:

Effective coaching goes beyond giving advice. It involves guiding teachers to identify their own areas of need, which can significantly enhance their development. This process requires patience, insight, and the ability to ask the right questions. A coach’s role isn’t to provide all the answers but to facilitate the discovery of solutions by the teachers themselves.

In this episode, we speak with one of our mentor’s, Jim Strachan. Jim authored the work Mentoring For All and has been instrumental in developing successful mentorship programs here in Ontario.

Strategic Questioning in Coaching:

 One effective strategy discussed is the use of targeted questioning to help teachers articulate their challenges and needs. Questions such as “What’s a pebble in your shoe?” or “What barriers are in your way to achieve X?” open the door to meaningful dialogue. These are not just inquiries; they are tools that help teachers reflect on their practices and identify areas where they need support.

The Seven Key Questions:

Borrowed from the coaching methodology outlined in “The Coaching Habit” by Michael Bungay Stanier, these questions serve as a powerful toolkit for math coaches:

• What’s on your mind? – Opens the dialogue and invites teachers to share their current concerns.
  • Teacher Version: “What’s a pebble in your shoe right now that we could pluck out today?”
• And what else? – Encourages deeper reflection and additional details, providing a fuller picture of the situation.
• What’s the real challenge here for you? – Helps pinpoint the exact nature of the difficulty, focusing the discussion on specific obstacles.
  • Teacher Version: “What are the barriers that are holding you back?”
• What do you want? – Asks teachers to articulate their desired outcomes or solutions, fostering a sense of ownership and direction in the coaching process.
  • Teacher Version: “If this were easy, what would it look like?”
• How can I help? – Positions the coach as a supportive ally ready to assist in addressing the challenges identified.
• If you’re saying yes to this, what must you say No to?
  • Teacher Version: “If you could wave a magic wand, what would you change?”
• What was the most valuable part of our conversation today? – A reflective question that helps solidify learning and value from the coaching session.
  • Teacher Version: “What was your biggest takeaway today?”

Building Trust and Reflective Practice:

The ultimate goal of these questions and the coaching interaction is not just problem-solving but fostering a reflective practice that encourages continuous growth and development. By steering the conversation with thoughtful questions, coaches can help teachers make substantial gains in their instructional strategies and classroom management.

For math coordinators and educational leaders, adopting a coaching approach that emphasizes questioning, listening, and reflection can transform the typical oversight role into a dynamic support system that genuinely enhances teacher capability and classroom effectiveness. As we navigate the complexities of educational demands, remembering that our role is to facilitate and inspire rather than direct and dictate can lead to profound impacts on both teacher satisfaction and student outcomes.