Coaching Fundamentals: Reflect and Repeat
When giving feedback to my college practicum teachers following their lessons, I often start by asking the teacher how they felt about the lesson. Then when I provide feedback, I say, “When you teach this lesson again, [Insert any feedback].”
“You’ll demonstrate with more clarity using the three types of learners.”
“You’ll continue to structure the lesson to maximize practice.”
“You’ll provide more constructive feedback to as many students as possible.”
Or
“You’ll maintain engagement to avoid disruptive behaviors.”
In starting the conversation this way, I’m trying to emphasize how important reflection and repetition are for growth.
It’s easy to play Monday Morning Quarterback while watching inexperienced performers, but it’s more important for young teachers and coaches to self-reflect on a lesson’s successes and failures then have the opportunity to make and incorporate necessary changes.
If coaches can articulate what they did well. they’ll take those wins into future lessons. If they can’t pinpoint what they can fix, I usually back it up with video evidence.
“Replay the demonstration and track the time log.”
“Look at minute fifteen and see the students throwing the basketball off the ceiling.”
“Follow this student and count how many swings they took in 45 minutes.”
Physical evidence is very compelling for young teachers.
Believe me, I’ve turned the camera on myself a few times and opened my eyes to teaching practices I’d still like to improve. But as a cooperating teacher, my purpose is to guide young professionals on how to become better teachers, coaches, and individuals.
Reflection is an integral part of the learning process. Sometimes, because of the pace of the day, we may have limited time to reflect after a lesson. It could be the thirty seconds between one class leaving and the next class arriving, maybe during the bus or car ride home, or while making dinner or before putting the kids to bed. But reflection should be a fundamental practice for teachers and coaches.
What is working? What’s not working? Why? What can I try differently to make the lesson better?
Simple questions, but the answers will guide the next part of the process—Repeat.
As teachers and coaches, we tell our students or players the key to mastery is repetition. Perfect practice makes perfect. Whether it’s free kicks around a wall, foul shots while others talk trash, backhands on the move, or backflips into a foam pit, repetition with quality feedback leads to skill acquisition. During practice time, we intervene with cues or suggestions, coaching points to make the movement better. We wouldn’t let a player pass the ball 10 times in a row to the other team in a game without intervening, so the same concept applies to pedagogy. We want to help young teachers and coaches identify strengths and weaknesses, make necessary adjustments then send them back onto the field.
Inexperienced teachers and coaches are in an infancy stage of their lesson building. They’re often toying with different structures and concepts, exploring their philosophies, in many ways overthinking as they try to focus on improving too many skills at once. Experienced teachers have the benefit of repeating lessons and narrowing their focus. I may teach a lesson a half dozen times a week or more, refining one part every time. When I teach a new lesson or introduce a new concept, the first lessons can be rough, but as reflection and repetition continues, the lesson improves, the goals have more clarity, practice time becomes more efficient, modifications move closer to a flow state, the games have better rules, and students have more engagement, which leads to more time on task and more learning. By the end of the week, goals, activities, and assessments are better aligned.
Over weeks, months, and years of reflect-repeat, experienced teachers become more deliberate about how they teach, how they want learners to perform, and how they define success. Confidence and understanding would never materialize if they taught a lesson once then moved on because of too many mistakes.
One of the difficulties of being a young teacher or coach is limited opportunities inhibit repetition. My young professionals teach a lesson as part of their course then may not be in a position to teach the lesson again for some time. They may need to take the reflect-repeat process with them and apply it at the gym, soccer practice, or summer camp.
It took many summer camps observing experienced coaches for me to learn how to break down a skill. It took an entire semester of student teaching before I felt comfortable in front of students. It took two or three years of teaching on a regular basis, creating, adjusting, and failing to develop my own processes and feel competent. It took a number of years later to feel as if I’d mastered my craft. But I’m still growing and learning how to get better.
As in other areas of life, teaching and coaching takes time to develop requisite skills. That’s why great players don’t always make great coaches. By reflecting on lessons then having opportunities to practice in future sessions, any young teacher or coach can find the path toward growth and mastery more clear.