Coaching Call – Building Relationships and Confidence with Katie Jones, Ep. 137 Buzzing with Ms. B: The Coaching Podcast

Episode 137 – Building Relationships & Confidence with Katie Jones – A Coaching Call

buzzing with ms b  00:02

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buzzing with ms b  00:31

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buzzing with ms b  01:39

You’re listening to buzzing with Miss B the coaching podcast where we believe that every teacher deserves a coach. And every coach does too. I’m Chrissy Beltran, an instructional coach, resource creator and coffee enthusiast, and I’m your host, stay tuned for practical tips and honest coaching talk that will help you coach with confidence.

buzzing with ms b  02:03

Hey, Coach, today you get to listen into a coaching call as I help a coach figure out how to improve their relationships, and communication with teachers. This is episode 137 Building Relationships a coaching call with Katie Jones. If you’re struggling with building relationships with specific teachers on your campus, I really encourage you to go to buzzing with Miss b.com/episode 137. If you scroll down to the bottom, you’re gonna see the show notes for this episode with kind of a summary, you’re gonna see the player where you can actually play the episode. And below that you can actually click and enter your email address to get a coaching resistant teachers mini course it’s going to be sent to your email inbox every day for a week. And it’s going to tell you everyday one thing that you can do to change your relationship with a teacher who has been resistant to your support. So definitely check that out that’s buzzing with Miss b.com/episode 137. This area is building relationships can be such a challenge. And it’s absolutely foundational to our coaching work. We’ve talked about relationships in this first part of our human side of coaching series. And I am so excited to help a coach put some of these into action and really kind of think about how this is going to look on her campus. I also want to remind you that the confident literacy coach course is going to be opening soon it’s going to be completely updated, while the reading and writing modules are going to be completely updated. So check that out at confident literacy coach.com. And now let’s welcome our coaching friend to the podcast.

buzzing with ms b  03:32

Thank you so much for being here today. Katie,

Katie  03:35

thank you for having me.

buzzing with ms b  03:37

Well, I’m really glad that you’re here today because we’re going to talk about an important challenge that many coaches have, which is building relationships. And before we get into that, I would love for you to share a little bit about yourself and your coaching work, what your role looks like all of that stuff,

Katie  03:50

right? Yes. So I have been in education for 27 years, I spent most of those years in the classroom, but four years ago, I left the classroom to be an instructional coach. And in at that time, I was in a secondary setting. So I was coaching teachers of all content areas. And where I’m at right now we actually have part time coaches in the secondary setting and then elementary we have full time coaches. So I was teaching and coaching which was a hard thing. But in that setting, teachers are really they feel really comfortable with their content. And it’s sometimes they don’t really want to get out of their comfort zone. And we were trying to shift to a culture of coaching and that that gave me a lot of hang ups because you know, the person would they would turn when they saw me coming or kind of sigh and so I built I think for myself, this is You heard that I was bugging them or I was one extra thing. And I really tried in those first couple years to shift my own mindset that I’m helping them. But I wanted to get that same kind of feedback, I wanted them to be excited, I wanted them to do that, to think that I was helpful. And then last year, oh, actually, over the summer, I shifted back to elementary school, I spent the first couple, yeah, spent a long time in elementary then shifted to secondary. And I’m now back in elementary because I really wanted to coach full time and the coaching coaching role really hasn’t shifted. For me, I mean, I’m still doing the same kind of work just in a different setting. But again, a different culture here. And really great help from my principal, she is like, this is what a coach does, this is what I want you to do. And then she passes that on to the teacher so that back support from administration is really helpful, but I still have my own hangups about not feeling so like, I’m doing a good job of helping teachers I want. I mean, I know all the things I know the data, and I know I can help them, like identify a student. And, um, but how do you how do I get over those little hang ups? And accept the feedback teachers give me and maybe shift what I’m doing, if that makes sense, right? I really want to be a successful coach in the way that it’s not about me, but that I am helping teachers. Like I can see that they see that eye. Does that make sense?

buzzing with ms b  06:51

Yes, it absolutely does make sense. It’s funny, because the first episode of this season that I did, and in the series of the human side of coaching is called impostor syndrome, like coaching impostor syndrome. Oh, yeah. Remember that episode? Yeah, it’s, some of it is, it’s about yourself. It’s imposter syndrome. And some of it is just like you’re saying, it’s not that you don’t think you have anything to offer, but you think they don’t think you have? Like you, they do not want you around. And it comes from these experiences that we’ve had, for sure, like the ones that you had with your high school teachers that didn’t see you coming in turn the other way. And it does, it can really make you feel like you’re a burden, or you’re like something extra that you’re asking them to do. And some people do feel that way. Absolutely. But not everybody does feel that way. And I know you see that. But it can be hard to kind of make yourself feel it and know that it’s true. Yeah, and I think that it’s, if you read, like, if you read any literature about selling anything, like any product that you have, people who sell a lot of things will tell you, it’s actually like, if you have something to offer that’s going to solve somebody’s problem. It’s actually it’s terrible to withhold that from them. You know, it’s a solution that you have, you’re not asking anybody to pay you, but you are asking people to give them give you their time. Yeah. And so like shifting to that mindset of, you know, this is something that I know that I can make a positive impact here, if I can support them in these areas. And I just you have to, like it does take a lot of work to come around to that to that mindset shift of I am offering something that is valuable to them, and I’m not going to hide from it, because then that’s actually being unhelpful, right, like negligence.

Katie  08:36

Yeah.

buzzing with ms b  08:39

What are some of the experiences that you’re having with teachers right now? Are they kind of confirming that feeling? Or are they not confirming that feeling?

Katie  08:47

Um, well, I was just actually we have a community of practice or coaches here in my area. So we just had a learning coach forum just yesterday, and I was talking to a coaching buddy and, and I said, like, are you feeling like I have these really great days, or really great weeks, where I’ll have an amazing, professional develop, I do. I do PD once a week with every team. So we have PD every Tuesday. So we’ll have this really great thing I feels like we’ve got some momentum, and then the next week of like, law, or same thing with teachers, one week will be like, there’ll be so excited, and we’ll do this and then my calendar will get filled up, and I won’t be able to make it in when I went soon enough to give them that keep them up, you know, so like, all of the things that I was asking her and she’s like, Yeah, I like have really good weeks and then really like terrible weeks. And, and for me, I think this is a personal problem. And I’m sure one that we kind of all struggle with, but I focus on those bad weeks. I focused on the weeks that like so what did I do or what happened? And obviously it could be the full moon or you know, time change or whatever that It is, but I tend to be reflective in the sense of which kind of buddy because I tell my teachers, we are always going to start with the positive. So what’s working, but I go automatically to what’s challenging. And so there are just a couple of things. I have one team that’s really productive. But so they, they hate coming to PD, they, they hate that. It’s taking up their time. And I feel like, I mean, it’s, it’s mandated by administration, we have to do it, it’s my job. But also they have to participate in it. And I want them to, I want to help that team shift so that they see that, oh, here we are, but this can help us get to here. And, and maybe what I’m doing isn’t effective. I’ve tried to, you know, tailor their PD to what their team needs and kind of adjust along the way and keep in touch with my admin, but I just get that attitude kind of feeling. And then also, I’ve noticed recently, and this has just been after Christmas that some of my we call them i teachers, I don’t know what they are called other places, but early year educators like within that, that the first three years, some of those teachers, I’ll be heading to our weekly appointment, and they’ll be like, Oh, I’m good. Instead of Oh, good. I’m so glad. And that’s kind of how it was at the beginning of the year, I’m so glad to see you. Because, you know, I really want to talk to you about this. And and they were really productive. And now it’s just oh, I’m good. You know, so I’m like, what has shifted? What What can I do to make it get to a place where it that I feel they feel it’s productive? I mean, I I get it, I done the PDI I’ve done the had a coach come in, and oh, you’re gonna have to do this. So I want to get, I just want to shift that culture and mindset for myself, but also for our faculty, as well.

buzzing with ms b  12:01

Yeah, you’ve talked about I answer your question? Yes, I think so. Yeah, you talked about a lot of different things that are going on. And that’s probably how they’re in your brain too. Right. Like, everything’s interconnected and feeding into everything else. Yes. And I think that so first off, you talked about teachers, like some weeks you feel are really great. And some weeks not so great. Some of that is going to be just teachers, you know, it’s gonna just be they’re overwhelmed. They’re dealing I mean, I don’t know your specific circumstance. But I can bet if they are a school in the United States, they are struggling, right? Yeah, you said it. Yeah, they’re they’re understaffed, they are too many demands placed on them, they’re not given the respect that they need, they don’t have enough time to do all the things that they’re asked to do. And so some of that is like, some weeks, they’re probably like, Okay, I’m gonna try this new thing, I’m excited, then some weeks, they’re just tired. And so you can’t always that isn’t always going to be you that is responsible for that. Sometimes it’s outside forces. And the best that we can do is be the supportive person and say, Man, I get it. I see you’re tired. I understand I you know, this is this is tough, you’re asked a lot is being asked to view and sometimes starting there and say and confirming how you can tell that they feel that might get them to start digging into it say, Yeah, I’m just really overwhelmed with XYZ. And whenever they start going down that road, that’s when you can say, You know what, that’s something I can help you with. And so if you can get them to start talking even about the challenges, or even about the things that they’re that they’re not happy about, sometimes we feel like, Oh, they’re in such a mood. I’m just gonna walk the other way. Yeah. What if I’m the reason for the mood, I don’t want to unleash the theory, right. But if we can say, I can see that you’re having a hard day, in whatever way feels natural to you to say it. If you can say I can tell is everything. Okay? Seems like you know, something’s a little off today is everything. All right? You can sometimes get them to start talking about the struggles that they’re having. And that’s when you can step in and say, I can help you with this. You can’t always sometimes you’re right. Sometimes you’re like, yeah, that is the state of education right now. And I agree, it’s awful. But sometimes you can say, well, what can we do? What can I help you with? And that might be a way to even if they’re not having the best time, and they’re already kind of like, no, no, I’m fine. I don’t need anything. But you can tell something’s not super happy. Their world. Sometimes you can address it that way and get them to talk with you. And if you can really get them to talk about the struggles and the problems that they’re having. Then that might be a door or door that you can open.

Katie  14:32

Cool. I like that. Can I ask a question about that? Given just I’m literally processing Okay, here’s this situation like, I did have a team come in and I they looked exhausted and there was a little edginess to them. And so I’m, I’m wondering and asking about that and I have done that. I’ve said I can see you’re really tired. You know what, what can we do today or whatever, but I’m wondering when they and you would probably know better than than me. But I’m wondering if, if I were to list on the whiteboard or take notes as they’re, you know, does that I like want to validate their feelings. But then I also want to be able to say, well, what is in our control? And yes, and then ask the question, How can I help with that? Absolutely. I mean, that is that the word isn’t coming to me, but I don’t want to be like, Oh, good. This is time for me to take notes. I want it to seem like I’m paying it like it’s important. Do you know what I mean?

buzzing with ms b  15:35

Yes. And, you know, maybe the way to do that. So it doesn’t seem like you’re like, Oh, good. This is my moment.

Katie  15:40

Right? Yeah. Right. Right. I don’t want it to be like that, right?

buzzing with ms b  15:43

Maybe what you can do is just sort of proactively say, this is what we’re going to do when we walk into PLC today. So have it set up that that is what you’re going to do, or PD or whatever it is 15 minutes or whatever time you have. And there’s a strategy actually included a tool like this in my SEL tools for coaches, where they can write about all the stuff that’s happening that’s on their plate, and then what they can control and what they can’t. Alaina Aguila also has an activity a similar one where she has them trying to think of what you call it nexus of control or sphere of control. Yeah. Something along those lines where they have like circles and minus similar so they they can write all the stuff. That’s that’s really impacting them. And then they’re, they kind of figure out well, what is it that we can actually work on because everything gets jumbled up. And it’s like, everything is awful. But maybe there’s something that can be done that it might not solve all the problems, but it could help them solve a problem. And that would be one less thing on their list of things. That’s just weighing them down.

Katie  16:46

Right, right. I love that. And I think that my teachers would actually appreciate that. Because there is I mean, I hear this all everyday, there’s not a day that goes by that I don’t see here. I just felt like a lot, you know, like a big sigh and the word a lot, right? Because it is, it is a lot everything. Attendance. I mean, you know, all of those things. It is it is a lot right now. So I love that I love building that in into that the interaction with the teams. I appreciate that suggestion. Thank you.

buzzing with ms b  17:21

Of course, yeah, yeah, if you know they’re coming in that way, then let’s address it just like with our students, right? If we see that our kids, if you think about them, like a class, obviously, they’re adults, but still, you know, they’re people. So if you think about them, like a class, we see our kids come in every day. And whenever we start to see lots of things, lots of you know, maybe miss behaviors or annoyed interactions with each other, we start to say, Okay, well, what can we do proactively to work on this, and it’s not going to solve all the problems, we’re not going to change the home lives or the academic struggles, you know, we’re not going to fix any of those things. But we can help them have a better day, and help them change what they can at school. And help them feel like they have a place at least at least a safety place as opposed to a place of safety. So that’s something that you can plan in at the beginning of your of your PLCs or peds that hopefully you would see some return on that from teachers because they would know you value, and you’re trying to understand what’s going on so that you can help.

Katie  18:11

Alright, I like that. I like that a lot. And I’m thinking that I could revisit after after the initial list, revisit and say how are these things going? Or, you know, and is the thing that we talked about? And and you know, worked on last week, I could see how that would be helpful. And then And then where my biggest hang up is, is building that relationship. So I’m not this other thing, I’m supporting you. Yeah, I’d really like that. Thank you. Yeah,

buzzing with ms b  18:44

you can kind of bring it together. It’s like a coach is not the person that tells you what you’re supposed to be doing. The coach is the person who’s going to help you figure out what you want to work on, and then grow in that area. And I can help you solve some of the problems. You know, that’s, that’s one of the biggest things. I mean, we don’t come in and say, here’s the solution, but we can say let’s figure it out together, you know, right, and you can walk alongside the person and help them get through some of these issues, even though many of them are not, like I remember doing things similar to this with teachers and saying, Well, how is this going? And sometimes they’re like, I mean, it’s something they don’t, but they felt like they had a partner. And that’s that sometimes that’s the best that can be done in that moment is to be a partner, even if you can’t fix it.

Katie  19:27

Right. Right. I like that.

buzzing with ms b  19:30

Another thing that you mentioned was about the good weeks that you have something like some good weeks and that some weeks didn’t feel as good. What feels really good about the good weeks.

Katie  19:43

excitement, enthusiasm

buzzing with ms b  19:48

coming like coming from the teachers.

Katie  19:50

Yeah. And I’m excited about the work that they’re excited about, you know what I mean? And, and that was just really great. There’s a lot of talk A lot of collaboration back and forth. Sometimes I, and I’m still learning, I think I will always be learning how to be the right kind of coach in the right kind of moment. But sometimes I notice I’m paying attention to the teacher and they start to kind of shut down. Or then I’m like, Oh, I am putting too many ideas out there, or I need to ask a question right now I need to do those type of things. And, and it just feels like whatever happened, it was just right. Do you know what I mean? So like, in those good moments, it just felt right. There was Do you know what I mean? There wasn’t any of that. You know, there was just a momentum, I guess, is the biggest word that because I feel oh, okay. Now we’re, there’s something we’re going to work on.

buzzing with ms b  20:52

Does that make sense? Yes. Because they are excited. They’re excited to do something. And then you’re like, Oh, great. I get to help them. And I feel really good about it. Yeah. And so sometimes, like, if we can look at those really strong weeks and say, Well, what was it that we were doing? What was it was there anything that I did, that I can perpetuate the next week, because like you’re saying, You’ve you we do focus on Oh, this didn’t go? Well, this didn’t feel good. This was not a great conversation. But whenever we focus on those things, that’s what fills our head. And I remember once reading something about whatever you feed will grow. So the sense of like failure or inadequacy, all those things, we’re feeding them by focusing on all the stuff that did not go well. And it’s not that we don’t want to reflect on that, obviously, we do. But we also want to reflect on the good stuff and say, Okay, what made that so good? How can I take an element of that and try to bring it into the moments that are maybe not working as well? Okay. Like, what do you think like, you talked about being responsive to teachers, that’s one thing that you’ve noticed, whenever you’re really responsive, and really listening, and noticing those cues, that’s something that’s going well. Right? Is there anything else that you see going really well on those weeks?

Katie  22:04

I think feedback from the teachers, like, actually, the actual words of that was awesome, or that was so good, or I’m so excited. You know, instead of like getting up and Okay, I gotta go, you know, they’re, oh, our time’s up. Oh, shoot, you know, like, that kind of thing? Yeah, they’re the ones that are talking not me, you know, feeling like I’m pulling and pushing and prodding, or whatever it is to get the movement that we want to see. So

buzzing with ms b  22:38

is there a pattern of like topics? Or what kinds of things you’re working on those weeks that have gone really well?

Katie  22:45

Um, we’re doing a book study this year. BTC. So building thinking classrooms and mathematics. And when we do math tasks from that from the book, and as we’re going through the book, sometimes that feels exciting, because the teachers are participating. So I do like that. But then the other thing is when I am literally cannot talk because I’m taking so many notes like I’m the scribe, and they are either collaborating with their team, or are they’re just thinking or, Oh, let me I think I could do this, you know, like when they when I can ask one really good question where it generates a lot of talk and thinking and reflection, and, and again, some kind of not not product necessarily, but some kind of generate an idea or something that gets them excited and gets them wanting to do more. So I think those I mean, if I were to go back, and look, I’m sure there are other things, but those are the two things that I think are part of my good weeks, you know, do you do you plan

buzzing with ms b  23:57

your questions?

Katie  23:59

Do you know what I have worked on question I’ve always said for the last four years, this year, I’m more that’s my focus is working on questioning. And honestly, this is the first year that I have felt secure enough in my role, like I kind of know what I’m doing. I know what my skill, I know how to plan my schedule, that kind of thing, where I actually have time and have sat down and wrote questions beforehand. And that I’m just I’ll just throw it out there. Right. But that works way better than just trying to do it on the fly. Yeah, so I have found I don’t know how to write really great questions yet. I’m still using the same exact questions like which how and why I mean, like, you know, those type of things. So if you have a resource for you know, a list of great questions to keep get me going, that would be awesome. But that but writing questions down and prepare Caring for our time together has been really helpful. So, yes, this year, I’m starting to do that.

buzzing with ms b  25:07

That’s pretty, I’m sure that’s really been a big game changer. That’s great. One person I know who’s just fantastic at questioning is Jessica Vance. And she’s actually been a guest on this podcast once last season, and we talked about inquiry. So it might be a good episode to go back and listen to. But she also has a website, she’s an author, she has a, an Instagram where she shares lots of little reels about what they’re working on. It’s good stuff. So let me just check the number for that. That is episode 112. And three is a framework for leading Leadership and Learning with Jessica Vance. So that’s a great one, if you want to think about questioning, she talks about curiosity and using things as like actual artifacts as Oh, goodness, I can’t think of what the word she is, though provocations. So like, you’re actually looking at something. So you’ve got this, this book, but you’re reading, but you possibly bring in student work to look at or some kind of hands on something to look at and see how it ties into what you’re learning in the book.

Katie  26:12

Um, we, it would have to be we’ve learned this strategy, and then we’ve done it, and then we look at it and would go on to the next strategy. It’s actually a district book study. So I, I have to do it, but it’s a fantastic book. And my teachers are starting to shift and really try some of the strategies. So that’s good. So maybe, maybe not student work analysis, but more. Like, who tried this strategy? And what did like so actually ask for that, that feedback? What you know, what did you notice? How did you see that it worked, that kind of thing. I have one particular team who one teachers just jumped in headfirst. And they have been asking lots of questions of her, you know, looking at that’s been a lot of really good collaboration there. Because she’s like, I still don’t know what I’m doing. It’s really messy. But this is what I’m seeing. So So yeah, I could definitely do. You know, what are your successes with this? And what are its challenges with doing this strategy? So yeah,

buzzing with ms b  27:21

I think what you’re saying, I’m hearing two things I’m hearing like actual, like classroom implementation, and reflection on that, and I’m hearing teacher leadership. Yeah, and both of those things are great ways to get teachers engaged, because they can talk about what they did, they can talk about what they would like to do. But they can also have another teacher leader, you know, somebody from their campus actually share about what they’ve done, you know, and so that might be something, you may have to plant that seed like in advance one week, you might say, Hey, I’m actually going to ask people to share about what they did during this next book study. So could you just kind of keep that in mind and think about how this has gone to your class, or maybe even bring a couple of an activity or two that you use, or whatever it is that you know, whatever strategy you use, or student work samples that you use to share about how it went, we would love to hear from you. Because I know you’ve been trying this out. And you can also use that as a way to get other teachers to try things out over time. So you can be like, Hey, would you try one of these out and share about it next week. I like that. And that way you can get them to hopefully implement something, because there’s going to be some sort of not accountability, but it’s really it’s like social accountability. It’s like nice accountability, you’re gonna share so you can talk about it, you know?

Katie  28:32

Right. And I’m wondering, too, I try to get into just observe, actually trying to get in to be a helper, and observe, you know, great strategies and things. So I’m wondering if even come saying, Hey, I saw this in your classroom, would you share at the beginning, just, you know how you do that? Because it was really effective. Your you know, the engagement was higher, whatever, using the data. But I liked that. I liked that a lot.

buzzing with ms b  29:02

That’s a great way to do it. If you’re if you’re in classroom, can you see it happening? Absolutely. And it’s also a good way to get yourself into classrooms. Because if somebody’s like, well, you know, I don’t really all these other people have shared, I don’t, I’ve still never tried anything, you can say, well, I can come out with that. I know, it’s stressful to try something new, but I’m happy to help. Or yeah, you can get them to visit each other or you can record it. So the recording you might you could do like a video of one teacher or a couple teachers doing a strategy and action just really short, you know, a couple of minutes, and then you can play it at the beginning of your next meeting. So that way you can say, well, this is how I thought going in this classroom. And then hasn’t Did anybody else try it? How did it go for you? Did it look like this? Did it look different? And you can sort of use that as a piece of of evidence to kind of triangulate and talk around it instead of just teachers looking at each other and talking?

Katie  29:51

Cool, I like that a lot, actually. And and I’m thinking I have several teachers now it’s not Not everyone by any stretch of the imagination, but several teachers that are implementing certain things like randomization and things like that. And I could get a different grade level and just say, here’s how this person does it. Here’s how I like that. Yeah, that’s okay. You so many great ideas. And right now paper,

buzzing with ms b  30:25

I’m sorry, here that are all your grade levels together whenever you whenever you meet to talk about the book.

Katie  30:30

No, we don’t we meet just as a team, so a grade level team or 45 minutes. Okay, so that might be great. Yeah, that would Yeah, it would actually be really, really helpful. I think so. And I already have an idea of like, what and and who I can go in and how I could, because they’re all different. And the other thing is, it’s not exactly like the book says, but it shows how teachers have tweaked it for them and their personality and their students and stuff. I’ve really liked that. So

buzzing with ms b  31:07

that’s such a good point. If you can stay grounded in reality, and not like pie in the sky, that’s when teachers are going to find that even more valuable, because some teachers are going to read it. And they like the adapters. They read it and they go, oh, yeah, I know how I can do this. I can, I’m going to try this out. I’m going to make it work by doing this. And some teachers read it and go, That’s ridiculous. That’s never gonna work.

Katie  31:27

Never gonna happen. Yeah, right.

buzzing with ms b  31:30

Have these people ever dealt with children or what you know, they just can’t envision it. And they can’t envision they don’t think it’ll work the way it’s written. And they can’t figure out how it could be done differently. So if you can show adaptations, that’s terrific, because then you’re saying, just try something. It doesn’t have to be what you think is the other thing is perfect. It just try it and see what it looks like in your classroom. And then we can go from there. But if you don’t try something, we can never get it make it grow, you know?

Katie  31:54

Yeah, right. Right. I like that.

buzzing with ms b  32:00

Was there any other kinds of points that you wanted to talk about? That are that we haven’t covered? And the other questions that are lingering.

Katie  32:09

No, no, you have gotten my brain going. Yay. So yeah, I’m, I feel like everything that we talked about, I mean, that there are so many challenges as a teacher, and then you step out of classroom and think you can fix everything as a coach, and you can’t, because there’s so many challenges as a coach because like, like, everyone’s different and everyone, is that a different area? And but I feel like everything that we talked about just that the SEL tool, how can I help you with that? Being a partner, and even even I was thinking like, I’m not here to lead you. I’m just here to be another member of your team, like those type of things that really stuck out to me. And then the two things you said about classroom implementation, and then teacher leadership, we have amazing teachers at my school and, and they’ve worked really hard. So to incorporate those things. And getting them into maybe even just a learning walk, let me take your class for 15 minutes, go down to third grade, or you know that all of those things that we talked about helped me feel like I can shift my own mindset, but then also build those relationships with my teams, and individually with my teachers. I

buzzing with ms b  33:25

love it. That’s awesome. Yeah, it’s all interconnected, right? It’s all and that’s what makes coaching so hard. But that’s what makes it so great. Once you get those things established. And those become common practice, you can do so much with those frameworks and that mindset.

Katie  33:40

Right, right. So yeah, no, I am excited. Yeah. I want my teenagers.

buzzing with ms b  33:50

Yes. And hopefully, you know, you’ll have that opportunity as you keep moving forward. And they get excited about trying things and they get excited about problem solving. And if they see some results, then they can start to envision things being different. And they can also know that there’s somebody who will be there to help them and walk alongside them even when it’s challenging.

Katie  34:08

Right, right, for sure. I do have one question. I didn’t I wrote the one on the episode, but I can’t remember the other ones. What was the episode with Jessica Vance?

buzzing with ms b  34:18

Yes, it is 112 112.

Katie  34:21

I was 2121. And I thought I better ask

buzzing with ms b  34:24

scrolling for a while.

Katie  34:28

Awesome. Yes. Thank you so much.

buzzing with ms b  34:32

Now you’re welcome. Well, I’m so glad that you were able to join us today. And I would love to hear how these things go if you implement some of these ideas,

Katie  34:38

for sure, for sure. Thank you so much for having me.

buzzing with ms b  34:41

That was so good. I’m so glad that she brought up those challenges that she’s having. Because even though they were very specific to like a book study and math, it’s easy to generalize all those things, and to take something away with you. That will work in your situation as well, even with different content, different teachers different you know, meeting structures and So I’m so glad that Katie joined us today. If you have not picked up that free email challenge, I do recommend that you grab it buzzing with Miss me.com/episode 137 and then scroll down to the coaching resistance teachers challenge. And I did mention those SEL tools for teachers, you can actually get those at my TPT store buzzing with Miss Oh, sorry, that’s not it will be buzzing with this b.com I’ll have a source set up soon. But in the meantime, go to Teachers Pay Teachers are calm and search for Chrissy Beltran are buzzing with Miss B, and look for the SEL tools. Those are some tools that you can use at your beginning, the beginning of your meetings, your PLCs your professional developments to kind of help teachers process through some of what they’re working through, and, and share a little bit if they’re ready to share about the challenges that they’re dealing with. Next week, we are talking about communicating with administration. And this is a whole special challenge on the the human side of coaching because admin they’re humans too. Okay. And so you’re gonna get a sneak peek at one of the lessons from my course the confident literacy coach because that’s opening up soon. If you want to know when it opens up, go to competent literacy coach.com and get your name on the waitlist so you get an email sent to you right away and in till then until next week. Happy coaching

buzzing with ms b  36:18

Thank you for listening to buzzing with Miss B the coaching podcast. Want more coaching ideas? Check me out at buzzing with Ms. b.com and on Instagram at buzzing with Miss B. If you love the show, share it with a coach who would love it to or leave me a review on iTunes. It’s free and it helps others find this show. Happy coaching