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Sustaining the Journey Archive
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August 23, 2010
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This week we focus and reflect on the development of the capability of navigating between and within coaching maps and support functions to guide meditational interactions. Cognitive Coaches understand that no single form of support serves all purposes. They understand that colleagues need different types of conversations to provide different kinds of support. It is clear to them that when the colleague needs and wants one function, and another type is given, tension may result. Skillful coaches are able to clarify with another person which support is desired. They are flexible and intentional in choosing language and behaviors appropriate for the collaborating, consulting, or coaching conversation. Because Cognitive Coaches value mediating the thinking of another for self-directed learning, they tend to default to coaching. When mediating, the coach demonstrates flexibility by being able to:
- Choose between the planning, reflecting, or problem-resolving maps.
- Recognize points at which it is useful to enter another map.
So that you may assess your development of this capability, collect some data by reflecting on the following:
- I find myself beginning with a meditative question in conversations and then check to see which conversation is needed.
- I am clarifying the types of conversations I have to offer and then asking for their choice
- As I coach within one map or support function, I listen for cues that another map or function may be a useful transition.
- When switching to another support function or map, I signal the change with words and body movements.
- I choose words and linguistic patterns appropriate for the type of conversation or map.
Costa, A., & Garmston, R. (2002) Cognitive Coaching:
A Foundation for Renaissance Schools. Norwood, MA: Christopher-Gordon Publishers, p. 66-70.
Costa, A., & Garmston, R. (2010) Cognitive Coaching Foundation Seminar Learning
Guide. Highlands Ranch, CO: Center for Cognitive Coaching.
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