http://www.cognitivecoaching.com/stjdirectory.htm Weekly article on Cognitive Coaching(SM) on the Center for Cognitive Coaching(SM) Web site. en Copyright 2008-2010 Center for Cognitive Coaching(SM) Sun, 30 Mar 2008 04:15:00 EST Mon, 14 May 2012 12:42:00 EDT education staff development mentoring coaching instructional coaching None http://cyber.law.harvard.edu/rss/ http://www.cognitivecoaching.com/images/feedstj.jpg 144 38 http://www.cognitivecoaching.com/stjdirectory.htm 0 1 2 3 4 5 6 7 8 9 10 11 17 18 19 20 21 22 23 Wednesday Thursday Friday Saturday Sunday One key to becoming a master coach is skill in asking meaningful questions. The 6 Domains of Knowledge are sources for questions to support teachers' thinking in order to be more effective. We will examine these 6 domains over the next weeks. http://www.cognitivecoaching.com/journey.htm http://www.cognitivecoaching.com/stj/stj5-14-2012.htm In his intriguing autobiography, Code Talker, Chester Nez speaks about the unbreakable code developed by 29 Navajos during World War II. This code turned the U.S. war effort in the South Pacific from sure defeat to sure victory because the Japanese were no longer able to decode the messages being sent. Only those who learned the code could translate it. http://www.cognitivecoaching.com/stj/stj5-7-2012.htm http://www.cognitivecoaching.com/stj/stj5-7-2012.htm The Center is working hard on the 9th edition of the Cognitive Coaching Seminars(R) Foundation Learning Guide with updates on new research and refinements of the Cognitive Coaching(SM) work. In this month's "Sustaining the Journey," we are going to give you a sneak preview of parts of Art and Bob's latest entries on the States of Mind. http://www.cognitivecoaching.com/stj/stj4-30-2012.htm http://www.cognitivecoaching.com/stj/stj4-30-2012.htm The Center is working hard on the 9th edition of the Cognitive Coaching Seminars(R) Foundation Learning Guide with updates on new research and refinements of the Cognitive Coaching(SM) work. In this month's "Sustaining the Journey," we are going to give you a sneak preview of parts of Art and Bob's latest entries on the States of Mind. http://www.cognitivecoaching.com/stj/stj4-23-2012.htm http://www.cognitivecoaching.com/stj/stj4-23-2012.htm The Center is working hard on the 9th edition of Cognitive Coaching Seminars(R) Foundation Learning Guide with updates on new research and refinements of the Cognitive Coaching(SM) work. In this month's "Sustaining the Journey," we are going to give you a sneak preview of parts of Art and Bob's latest entries on the States of Mind. http://www.cognitivecoaching.com/stj/stj4-16-2012.htm http://www.cognitivecoaching.com/stj/stj4-16-2012.htm The Center is working hard on the 9th edition of Cognitive Coaching Seminars(R) Foundation Learning Guide with updates on new research and refinements of the Cognitive Coaching(SM) work. In this month's "Sustaining the Journey," we are going to give you a sneak preview of parts of Art and Bob's latest entries on the States of Mind. http://www.cognitivecoaching.com/stj/stj4-9-2012.htm http://www.cognitivecoaching.com/stj/stj4-9-2012.htm The Center is working hard on the 9th edition of Cognitive Coaching Seminars(R) Foundation Learning Guide with updates on new research and refinements of the Cognitive Coaching(SM) work. In this month's "Sustaining the Journey," we are going to give you a sneak preview of parts of Art and Bob's latest entries on the States of Mind. http://www.cognitivecoaching.com/stj/stj4-2-2012.htm http://www.cognitivecoaching.com/stj/stj4-2-2012.htm In this month's last entry, we explore what Reuven Feuerstein says about being aware of our capacity to grow and change. Many cultures acknowledge biological changes in humans, but behave as if the identity, preferences, behaviors, and personality traits we have are fixed and consistent. http://www.cognitivecoaching.com/stj/stj3-26-2012.htm http://www.cognitivecoaching.com/stj/stj3-26-2012.htm Feuerstein states in Beyond Smarter: "Today's individual is required to cope with complex tasks, the like of which have never before been experienced. Answers such as 'I didn't hear,' 'I didn't learn,' or 'I have never performed such a task,' are dysfunctional in situations of constant change." http://www.cognitivecoaching.com/stj/stj3-19-2012.htm http://www.cognitivecoaching.com/stj/stj3-19-2012.htm Continuing this week to explore Feuerstein's book, Beyond Smarter, we examine a fifth parameter of mediation: goal seeking, goal setting and goal achieving. http://www.cognitivecoaching.com/stj/stj3-12-2012.htm http://www.cognitivecoaching.com/stj/stj3-12-2012.htm "Sustaining the Journey" is exploring the work of Reuven Feuerstein. Feuerstein promotes developing intelligence through mediation of thinking. He describes parameters for mediation that build capacity for adaptivity. http://www.cognitivecoaching.com/stj/stj3-5-2012.htm http://www.cognitivecoaching.com/stj/stj3-5-2012.htm This week continues to tap into the teachings of Reuven Feuerstein, a key contributor in the development of Cognitive Coaching(SM) in 1984. In his latest book, Beyond Smarter, he offers nine arenas for mediation that will increase the learning capacity of an individual. http://www.cognitivecoaching.com/stj/stj2-27-2012.htm http://www.cognitivecoaching.com/stj/stj2-27-2012.htm This final entry on Feuerstein's thinking about why cognition is important focuses on consciousness, dissonance, and adaptivity. Read each of the three answers Feuerstein offers and consider what questions they evoke for you. http://www.cognitivecoaching.com/stj/stj2-20-2012.htm http://www.cognitivecoaching.com/stj/stj2-20-2012.htm In the February 6th "Sustaining the Journey," you were introduced to Reuven Feuerstein's latest work and his thinking on why cognition is important. We share four more of his ideas in answer to the question. http://www.cognitivecoaching.com/stj/stj2-13-2012.htm http://www.cognitivecoaching.com/stj/stj2-13-2012.htm Cognitive Coaching(SM), more than any coaching model, focuses on cognitive processes. This type of coaching is necessary given the complex challenges facing today's professionals. http://www.cognitivecoaching.com/stj/stj2-6-2012.htm http://www.cognitivecoaching.com/stj/stj2-6-2012.htm Last week we considered the impact of electronic communication on rapport, noting that language is the critical rapport element in that type of communication. Consider now how telephone communication affects rapport. http://www.cognitivecoaching.com/stj/stj1-30-2012.htm http://www.cognitivecoaching.com/stj/stj1-30-2012.htm As technology becomes more pervasive in our lives, we become more dependent on it for communication. Many of us spend several hours a day with electronic communication that includes coaching relationships. http://www.cognitivecoaching.com/stj/stj1-23-2012.htm http://www.cognitivecoaching.com/stj/stj1-23-2012.htm In our deep structures are our values, beliefs, identity and mental models that define us as unique human beings. As you enter this next year, take some time to examine how coaching is fitting into your life. http://www.cognitivecoaching.com/stj/stj1-16-2012.htm http://www.cognitivecoaching.com/stj/stj1-16-2012.htm As we begin a new year, we are going to return to the past, like Janus, the Greek god looking forward and back by revisiting some past versions of "Sustaining the Journey." http://www.cognitivecoaching.com/stj/stj1-9-2012.htm http://www.cognitivecoaching.com/stj/stj1-9-2012.htm "Sustaining the Journey" will return on January 9, 2012. Enjoy the winter break. http://www.cognitivecoaching.com/stj/stj12-19-2011.htm http://www.cognitivecoaching.com/stj/stj12-19-2011.htm Last week's "Sustaining the Journey" considered writing by the coach during a conversation. So what about writing by the coachee? David Sibbet, author of Visual Meetings, reminds us that gestures are the basis of all graphic representations. http://www.cognitivecoaching.com/stj/stj12-12-2011.htm http://www.cognitivecoaching.com/stj/stj12-12-2011.htm Our trainers are often asked about a coach writing during a conversation. We offer some thoughts on this issue for this week's reflections. Rapport is primarily nonverbal and it signals human connection by mirroring another person, that is, aligning with them physically in postures and gestures and in breathing. http://www.cognitivecoaching.com/stj/stj12-5-2011.htm http://www.cognitivecoaching.com/stj/stj12-5-2011.htm As leaders, we are sometimes required to present data related to performance issues. These can be difficult because of natural brain defense mechanisms. http://www.cognitivecoaching.com/stj/stj11-28-2011.htm http://www.cognitivecoaching.com/stj/stj11-28-2011.htm Our brains have about a trillion nerve cells or neurons. These neurons transfer electrical impulses and receive data from other cells. The brain processes 400 billion bits of information per second. Our conscious mind only is aware of 2000 bits of information. http://www.cognitivecoaching.com/stj/stj11-21-2011.htm http://www.cognitivecoaching.com/stj/stj11-21-2011.htm November is often a time when many new teachers begin to question the decision to enter the profession of teacher and there is a predictable drop in efficacy for some. Efficacy, one of the five States of Mind in Cognitive Coaching(SM), is defined as a person's belief in his/her capacity to achieve desired outcomes. http://www.cognitivecoaching.com/stj/stj11-14-2011.htm http://www.cognitivecoaching.com/stj/stj11-14-2011.htm We have noticed many recent publications describe coaching as what Cognitive Coaches would call consulting, that is, providing a person with expertise and strategies as opposed to mediating thinking to increase resourcefulness and self-directedness. http://www.cognitivecoaching.com/stj/stj11-7-2011.htm http://www.cognitivecoaching.com/stj/stj11-7-2011.htm In our jobs, we support our colleagues with Cognitive Coaching(SM), collaborating, consulting, and sometimes evaluating. Knowing coaching is a default that starts a conversation, we have flexibility in knowing that situations may dictate other choices. http://www.cognitivecoaching.com/stj/stj10-31-2011.htm http://www.cognitivecoaching.com/stj/stj10-31-2011.htm Many participants in our seminars ask how to improve their own awareness of States of Mind, both diagnosing them and knowing what kinds of questions to ask. http://www.cognitivecoaching.com/stj/stj10-24-2011.htm http://www.cognitivecoaching.com/stj/stj10-24-2011.htm A person with high flexibility is able to envision and choose from many alternatives. High flexibility also is exemplified by the ability to view situations from many perspectives, stepping out of one's own ego and worldview. http://www.cognitivecoaching.com/stj/stj10-17-2011.htm http://www.cognitivecoaching.com/stj/stj10-17-2011.htm Metaphors assist us in understanding concepts in new ways. Here are some metaphors we have encountered in our trainings related to the concept of efficacy. http://www.cognitivecoaching.com/stj/stj10-10-2011.htm http://www.cognitivecoaching.com/stj/stj10-10-2011.htm The January 2012 Leadership Network Symposium will feature Reuven Feuerstein's most recent book, Beyond Smarter: Mediated Learning and the Brain's Capacity for Change. We hope you will be joining us in Denver to share the learning about the brain's neuroplasticity. http://www.cognitivecoaching.com/stj/stj10-3-2011.htm http://www.cognitivecoaching.com/stj/stj10-3-2011.htm This week, we invite you to imagine yourself as Art Costa or Bob Garmston, the co-developers of Cognitive Coaching(SM). As you consider the brilliant work they have given us, ponder some questions that will stretch you to consider all you know and construct new thinking about that knowledge. http://www.cognitivecoaching.com/stj/stj9-26-2011.htm http://www.cognitivecoaching.com/stj/stj9-26-2011.htm Our life experiences shape how we see the world. A new generation of educators, born after 1984, is entering the workforce. This new generation has been named the Millennials. Understanding their filters of perception will support building collaborative cultures and becoming more effective as coaches in serving this group of future leaders. http://www.cognitivecoaching.com/stj/stj9-19-2011.htm http://www.cognitivecoaching.com/stj/stj9-19-2011.htm Cognitive style is one means to begin to understand the needs of others. Once we become skilled in identifying the cognitive style in others, we can build rapport and improve understanding by responding in ways that match the style of others. http://www.cognitivecoaching.com/stj/stj9-12-2011.htm http://www.cognitivecoaching.com/stj/stj9-12-2011.htm Educators have a unique opportunity to begin each school year with a fresh start. This requires ongoing trust development as we meet new students, staff, and parents. http://www.cognitivecoaching.com/stj/stj9-5-2011.htm http://www.cognitivecoaching.com/stj/stj9-5-2011.htm Arthur Koestler coined the word holonomy, which we refer to in the Cognitive Coaching Seminars(R). It is the study of wholeness and considers our autonomy and integration into a larger system. http://www.cognitivecoaching.com/stj/stj8-29-2011.htm http://www.cognitivecoaching.com/stj/stj8-29-2011.htm As the new school year commences, new relationships will be formed and past relationships renegotiated. The start of school is an opportunity to think about trust. When we nominalize something, it becomes a static thing. http://www.cognitivecoaching.com/stj/stj8-22-2011.htm http://www.cognitivecoaching.com/stj/stj8-22-2011.htm The first capability of operating from an identity as a mediator is to know one's intentions and choose congruent behaviors. This means paying conscious attention to making decisions about choosing to interact as a coach. http://www.cognitivecoaching.com/stj/stj8-15-2011.htm http://www.cognitivecoaching.com/stj/stj8-15-2011.htm The goal of Cognitive Coaching Seminars(SM) is to develop one's identity and capacity as a mediator of thinking. Very few people take a stance as mediators as a default, instead thinking that giving advice is the best way to assist another person. http://www.cognitivecoaching.com/stj/stj8-8-2011.htm http://www.cognitivecoaching.com/stj/stj8-8-2011.htm As the new school year approaches, what is some of your thinking about your own craftsmanship and mediating the craftsmanship of others? http://www.cognitivecoaching.com/stj/stj8-1-2011.htm http://www.cognitivecoaching.com/stj/stj8-1-2011.htm Flexibility is a critical State of Mind in the problem-resolving map. It assists our brain in breaking old ways of seeing and creating new neural pathways. http://www.cognitivecoaching.com/stj/stj7-25-2011.htm http://www.cognitivecoaching.com/stj/stj7-25-2011.htm For the week of July 18, consider these quotations related to interdependence. How might they inspire you in your personal and professional life? "See deeply the beauty and inter-connectedness of all life; then think, speak, and act from what you see." —Maggie Streincrohn Davis http://www.cognitivecoaching.com/stj/stj7-18-2011.htm http://www.cognitivecoaching.com/stj/stj7-18-2011.htm This week we share some thinking about efficacy. In what ways might these words speak to you? "The last of the human freedoms—to choose one's attitude in any given set of circumstances, to choose one's own way." —Viktor Frankel http://www.cognitivecoaching.com/stj/stj7-11-2011.htm http://www.cognitivecoaching.com/stj/stj7-11-2011.htm Here are some thoughts related to the State of Mind of consciousness. What do these ideas mean to you? "A good question is never answered. It is not a bolt to be tightened into place but a seed to be planted and to bear more seed toward the hope of greening the landscape of idea." —John Anthony Ciardi http://www.cognitivecoaching.com/stj/stj7-4-2011.htm http://www.cognitivecoaching.com/stj/stj7-4-2011.htm Art Costa and Bob Garmston, co-developers of Cognitive Coaching(SM), speak to the importance of trust in four arenas: trust in self, trust between individuals, trust in the process, and trust in the environment. http://www.cognitivecoaching.com/stj/stj6-27-2011.htm http://www.cognitivecoaching.com/stj/stj6-27-2011.htm Art Costa and Bob Garmston, co-developers of Cognitive Coaching(SM), speak to the importance of trust in four arenas: trust in self, trust between individuals, trust in the process, and trust in the environment. http://www.cognitivecoaching.com/stj/stj6-20-2011.htm http://www.cognitivecoaching.com/stj/stj6-20-2011.htm Art Costa and Bob Garmston, co-developers of Cognitive Coaching(SM), speak to the importance of trust in four arenas: trust in self, trust between individuals, trust in the process, and trust in the environment. http://www.cognitivecoaching.com/stj/stj6-13-2011.htm http://www.cognitivecoaching.com/stj/stj6-13-2011.htm Art Costa and Bob Garmston, co-developers of Cognitive Coaching(SM), speak to the importance of trust in four arenas: trust in self, trust between individuals, trust in the process, and trust in the environment. http://www.cognitivecoaching.com/stj/stj6-6-2011.htm http://www.cognitivecoaching.com/stj/stj6-6-2011.htm The Personal Learning Focus may be the most critical region in relation to the coachee's learning. It causes the person to move from thinking about an event to thinking about his or her goals for growth. Without a personal learning focus, we can move from event to event without any reflection on ourselves as professionals. http://www.cognitivecoaching.com/stj/stj5-30-2011.htm http://www.cognitivecoaching.com/stj/stj5-30-2011.htm May "Sustaining the Journey" articles are focusing on examination of the Reflecting Conversation Map and the Planning Conversation Map, region by region. By doing so, you can thoughtfully examine the processes of reflection and planning to support the goals of your system/school/organization. http://www.cognitivecoaching.com/stj/stj5-23-2011.htm http://www.cognitivecoaching.com/stj/stj5-23-2011.htm May "Sustaining the Journey" articles are focusing on examination of the Reflecting Conversation Map and the Planning Conversation Map, region by region. By doing so, you can thoughtfully examine the processes of reflection and planning to support the goals of your system/school/organization. http://www.cognitivecoaching.com/stj/stj5-16-2011.htm http://www.cognitivecoaching.com/stj/stj5-16-2011.htm May's "Sustaining the Journey" articles will focus on examination of the Reflecting Conversation Map and the Planning Conversation Map region by region. By doing so, you can thoughtfully examine the processes of reflection and planning to support the goals of your system/school/organization. http://www.cognitivecoaching.com/stj/stj5-9-2011.htm http://www.cognitivecoaching.com/stj/stj5-9-2011.htm For many educators in the northern hemisphere, like January, May is a month where we look backward and forward. We assess our successes, reflect on our work, and begin to look toward an upcoming school year. http://www.cognitivecoaching.com/stj/stj5-2-2011.htm http://www.cognitivecoaching.com/stj/stj5-2-2011.htm Last week we published a mnemonic device for the Planning Conversation. This week we offer one for the Reflecting Conversation. http://www.cognitivecoaching.com/stj/stj4-25-2011.htm http://www.cognitivecoaching.com/stj/stj4-25-2011.htm One way to increase your skill as a Cognitive Coach is to internalize the maps. Doing so allows the coach to put energy into truly listening, instead of trying to remember the maps. http://www.cognitivecoaching.com/stj/stj4-18-2011.htm http://www.cognitivecoaching.com/stj/stj4-18-2011.htm A participant recently shared how she is using States of Mind as a resource in providing training for teachers using the co-teaching methodology. Imagine how students experience would be enhanced when the co-teachers act interdependently, pay attention to craftsmanship, work from an efficacious place, consider options and alternatives, and think about their own and shared thinking. http://www.cognitivecoaching.com/stj/stj4-11-2011.htm http://www.cognitivecoaching.com/stj/stj4-11-2011.htm David Rock's latest book, Your Brain at Work, provides a lay person's guide to the neurological functions in the brain. He focuses on the importance of keeping the limbic system at low levels of activity and sustaining strong prefrontal cortical functioning. In describing the needs of the brain, he has created the acronym, "SCARF," which stands for Status, Certainty, Autonomy, Relatedness, and Fairness. http://www.cognitivecoaching.com/stj/stj4-4-2011.htm http://www.cognitivecoaching.com/stj/stj4-4-2011.htm David Rock's latest book, Your Brain at Work, provides a lay person's guide to the neurological functions in the brain. He focuses on the importance of keeping the limbic system at low levels of activity and sustaining strong prefrontal cortical functioning. In describing the needs of the brain, he has created the acronym, "SCARF," which stands for Status, Certainty, Autonomy, Relatedness, and Fairness. http://www.cognitivecoaching.com/stj/stj3-28-2011.htm http://www.cognitivecoaching.com/stj/stj3-28-2011.htm David Rock's latest book, Your Brain at Work, provides a lay person's guide to the neurological functions in the brain. He focuses on the importance of keeping the limbic system at low levels of activity and sustaining strong prefrontal cortical functioning. In describing the needs of the brain, he has created the acronym, "SCARF," which stands for Status, Certainty, Autonomy, Relatedness, and Fairness. http://www.cognitivecoaching.com/stj/stj3-21-2011.htm http://www.cognitivecoaching.com/stj/stj3-21-2011.htm David Rock's latest book, Your Brain at Work, provides a lay person's guide to the neurological functions in the brain. He focuses on the importance of keeping the limbic system at low levels of activity and sustaining strong prefrontal cortical functioning. In describing the needs of the brain, he has created the acronym, "SCARF," which stands for Status, Certainty, Autonomy, Relatedness, and Fairness. http://www.cognitivecoaching.com/stj/stj3-14-2011.htm http://www.cognitivecoaching.com/stj/stj3-14-2011.htm David Rock's latest book, Your Brain at Work, provides a lay person's guide to the neurological functions in the brain. He focuses on the importance of keeping the limbic system at low levels of activity and sustaining strong prefrontal cortical functioning. http://www.cognitivecoaching.com/stj/stj3-7-2011.htm http://www.cognitivecoaching.com/stj/stj3-7-2011.htm The brain is organized for "toward" responses and "away" responses. Toward responses are curiosity, happiness and contentment. Away responses are anxiety, sadness, and fear. http://www.cognitivecoaching.com/stj/stj2-28-2011.htm http://www.cognitivecoaching.com/stj/stj2-28-2011.htm Last week's "Sustaining the Journey" considered the effects of pacing on supporting access to the prefrontal cortex and its important role in solving problems and making decisions. After labeling an emotion, limbic activity is decreased, allowing the prefrontal cortex to function more effectively. http://www.cognitivecoaching.com/stj/stj2-21-2011.htm http://www.cognitivecoaching.com/stj/stj2-21-2011.htm Our brains are designed to respond to threat and reward. Minimizing danger, which stimulates the limbic system, and maximizing reward, which increases dopamine, is critical to prefrontal cortex functioning. http://www.cognitivecoaching.com/stj/stj2-14-2011.htm http://www.cognitivecoaching.com/stj/stj2-14-2011.htm David Rock's book, Your Brain at Work, helps us to understand how Cognitive Coaching(SM) aligns with supporting problem-resolving and higher level thinking. http://www.cognitivecoaching.com/stj/stj2-7-2011.htm http://www.cognitivecoaching.com/stj/stj2-7-2011.htm This month's "Sustaining the Journey" has intended to expand your expertise in using States of Mind to mediate thinking. Each week, some questions have been offered for your analysis. http://www.cognitivecoaching.com/stj/stj1-31-2011.htm http://www.cognitivecoaching.com/stj/stj1-31-2011.htm This month's "Sustaining the Journey" is intended to expand your expertise in using States of Mind to mediate thinking. Each week, some questions will be offered for your analysis. http://www.cognitivecoaching.com/stj/stj1-24-2011.htm http://www.cognitivecoaching.com/stj/stj1-24-2011.htm This month's "Sustaining the Journey" is intended to expand your expertise in using States of Mind to mediate thinking. Each week, some questions will be offered for your analysis. http://www.cognitivecoaching.com/stj/stj1-17-2011.htm http://www.cognitivecoaching.com/stj/stj1-17-2011.htm This month's "Sustaining the Journey" is intended to expand your expertise in using States of Mind to mediate thinking. Each week, some questions will be offered for your analysis. http://www.cognitivecoaching.com/stj/stj1-10-2011.htm http://www.cognitivecoaching.com/stj/stj1-10-2011.htm "Sustaining the Journey" will not be published during the winter break. Please come back on January 10, 2011. http://www.cognitivecoaching.com/journey.htm http://www.cognitivecoaching.com/stj/stj12-20-2010.htm In their research on compassionate coaching, Richard Boyatzis and Anthony Jack found compelling results when comparing the neurological effects between compassionate and critical coaching: "By spending 30 minutes talking about a person's desired personal vision, we could light up (activate) the parts of the brain 5–7 days later that are associated with cognitive, perceptual and emotional openness and better functioning. . . ." http://www.cognitivecoaching.com/stj/stj12-13-2010.htm http://www.cognitivecoaching.com/stj/stj12-13-2010.htm Research is being conducted regarding coaching methods at Case Western Reserve University in Chicago. We appreciate Toni Prickett, a training associate, sharing the reference with the Cognitive Coaching(SM) community. http://www.cognitivecoaching.com/stj/stj12-6-2010.htm http://www.cognitivecoaching.com/stj/stj12-6-2010.htm Trust builds over time and can be broken almost immediately when we violate the gift of trust we have been given by others. Tschannen-Moran writes in Trust Matters (2004) about the four A's of absolution which can begin to repair the broken trust. http://www.cognitivecoaching.com/stj/stj11-29-2010.htm http://www.cognitivecoaching.com/stj/stj11-29-2010.htm Megan Tschannen-Moran's work, Trust Matters (2004), identifies five qualities of school leaders viewed as trustworthy (p. 175-184). The five attributes are visioning, managing, modeling, mediating, and coaching. http://www.cognitivecoaching.com/stj/stj11-22-2010.htm http://www.cognitivecoaching.com/stj/stj11-22-2010.htm Chapter 15 of Cognitive Coaching: A Foundation for Renaissance Schools is dedicated to educational renaissance. What comes to mind as you read the word "renaissance"? http://www.cognitivecoaching.com/stj/stj11-15-2010.htm http://www.cognitivecoaching.com/stj/stj11-15-2010.htm Autumn can be a time to review and reflect. Instead of waiting until the winter months and the New Year craze to recognize, adjust, and modify unproductive patterns, spend a few moments considering your learning and internalization of Cognitive Coaching(SM). http://www.cognitivecoaching.com/stj/stj11-8-2010.htm http://www.cognitivecoaching.com/stj/stj11-8-2010.htm "Don't worry that children never listen to you. Worry that they are always watching you." —Robert Fulghum. A basic form of learning is modeling. Children watch parents. A new teacher observes a veteran teacher. http://www.cognitivecoaching.com/stj/stj11-1-2010.htm http://www.cognitivecoaching.com/stj/stj11-1-2010.htm As mediators of thinking, we can be aware of the generalizations that people use and ask questions to assist them in becoming even more precise in their language. When people generalize, they are focusing on one thing while deleting others. http://www.cognitivecoaching.com/stj/stj10-25-2010.htm http://www.cognitivecoaching.com/stj/stj10-25-2010.htm As you are talking with students, people whom you coach, colleagues, and others, it is helpful to keep the elements of rapport in mind and to consciously seek to be in rapport with others. Of course, the main goal would be to seek to listen in order to understand what they are saying. http://www.cognitivecoaching.com/stj/stj10-18-2010.htm http://www.cognitivecoaching.com/stj/stj10-18-2010.htm As you are listening to your students, your colleagues, your students' parents, those whom you coach, and others, it is helpful to keep the listening set-asides in mind in order to focus completely on the person so that you can coach them effectively. http://www.cognitivecoaching.com/stj/stj10-11-2010.htm http://www.cognitivecoaching.com/stj/stj10-11-2010.htm The Five States of Mind provide a helpful check that you can use on a daily basis. After assessing where you and others are in the Five States of Mind in any given situation, you can ask questions to grow even more. http://www.cognitivecoaching.com/stj/stj10-4-2010.htm http://www.cognitivecoaching.com/stj/stj10-4-2010.htm