Coaching models frequently involve having teachers observe one another and hold follow-up conferences. Nonjudgmental coaching language is recommended for these conferences. An example of nonjudgmental coaching language is
a. I don't think it was a good idea to let Johnny have free time instead ofparticipating in the mathematics lesson. Why did you do that?
b. How do you think the lesson went today? Is there anything you'd like me towatch for during the next observation?
c. Don't you think it would be better to get everyone's attention before you beginthe lesson? Joey was looking out the window and then seemed to be lost throughoutthe lesson.
d. I think things started out good at the beginning of the lesson, but then fell apartwith very little learning taking place.
b
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