Facilitator Alexa Achille
FacilitatorForum Replies Created
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I particularly enjoyed reading the brainstorming strategies that were presented in this chapter. One in particular that would support coaches and leaders in this situation would be to ask them to share their worst idea… because at the end of the day, it’s an idea. That alone can get the leaders talking and at least moving away from the feeling of having no ideas or ‘good’ ideas. I also look forward to using the cluster diagram in counterpart meetings when we ask school leaders to share how they might support their peers.
As far as the chapter as a whole, I appreciate the strategies outlined as they can be applied and used asap!
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I appreciate when my strengths are utilized during work because that’s what makes me valuable! When I’m asked to engage with something that brings me joy or that I’m particularly good at I have confidence that I’ll complete the task effectively.
As far as the remainder of the chapter I appreciate all of the resources and tools that can be used during coaching sessions. Specifically the sequence of questioning to engage and explore a coachee’s strengths as they navigate a challenge.
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After reading this chapter I wonder if I thought I was offering empathy but instead offered sympathy or even pity. As a person who is deeply connected with my emotions and can often take on the emotions of others instead of honoring the emotion or experience… I sometimes go straight to strategy as in what will make this person or situation better. I learned from this chapter that empathy is not taking on the emotions of others but truly respecting them… and as a coach or facilitator in my case supporting that persons navigation of the underlying needs as opposed to strategies.
I know this does not answer the question that was posed but this chapter has me deeply reflecting on what empathy looks like in action.
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One way I can assist leaders in exploring their stories is via thoughtful check-in questions. As a facilitator part of my job is to check the temperature of the room with openers. However, I have found that having leaders engage with though provoking, story encouraging check-in questions lead to a more thoughtful discussion. I think that working on follow up questions after leaders share their stories would be helpful.
I really appreciated the listen poem in this chapter! Not only does it apply to my professional circumstances but also my personal life. Often times we think we are listening or supporting a person by providing advice/suggestions when the reality is they need someone to listen. Ask questions and journey with them through the discovery. It can be hard but the benefits are bountiful.
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Professionally, when a challenge arises or concern is presented I tend to ask questions and listen intently. I find that when a person is looking to find a solution it’s better to guide them with questioning as opposed to straight advice or suggestions. I’ve learned to do this within my personal relationships as well.
I appreciate how this chapter explored how to build authentic relationships with people you are working with along with the anecdote of the horse whisperer. It really provided a clear pathway to understanding how to be in partnership with someone while being able to recognize and support their needs.
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The best learning experience I had as an adult came from being a teacher. I say this because practicing teaching was the first time where I could directly apply what I learned in grad school, professional development, conversations with peers, and the world around me to my practice. I believe I was my most creative as a classroom teacher and that is because of feedback and support from my school community to take risks. This has impacted the way I work with others because I aim to spark that confidence and creativity within them to achieve the goals they set out.
I would say that this chapter gave language to the way I navigate my role as a facilitator. It provides research into what I intrinsically know thus confirming that I am on the right line of thinking when it comes to supporting coaches and school leaders.