Coach Professional Development

Get prepared to work with teachers:
Motivational Interviewing

Learn about the CARES elements in the following order:

1. Sensitivity to Students’ Culture
2. Authentic Relationships
3. Connection to the Curriculum
4. Effective Communication
5. Reflective Thinking
Overview

Research has shown that each of the five CARES elements has a significant impact on students and their behavior when used regularly over time. Students who feel known and understood by their teachers report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. In classrooms where students actively learn, teachers welcome exploration, invite cultural differences, make connections to the curriculum, listen attentively to understand how each student is approaching the concept, and use humor and other communication tools to engage students.

CARES: Connection to the Curriculum, Authentic Relationships, Reflective Thinking, Effective Communication, Sensitivity to Students' Culture
Two Teachers Having Discussion Together

Motivational Interviewing

Motivational interviewing is a collaborative, goal-oriented style of communication that pays particular attention to the language of change. It is designed to strengthen personal motivation for and commitment to a specific goal by eliciting and exploring an individual’s own reasons for change with an atmosphere of acceptance and compassion. Motivational interviewing skills take time and practice to perfect, but you can learn about some of the techniques and apply them to your own coaching sessions with teachers.
Teacher talking to students as they wait for the school bus

1. Sensitivity to Students’ Culture

Sensitivity to students’ culture requires an understanding that some students from culturally and/or linguistically diverse (CLD) groups may present with behaviors and beliefs that are different from school expectations. There must be an acknowledgement that these differences are not deficits. Students who have different expectations in their homes and communities than what is expected at school may struggle to transition back and forth between home and school culture. Making connections with students’ cultural communities and families can be an effective way to communicate a genuine desire to understand students’ culture and demonstrate acceptance.
Teacher talking with a student one-on-one

2. Authentic Relationships

Authentic relationships between educators and students are characterized by tangible evidence of warmth, caring, and trust. These types of relationships take time to develop and typically grow from brief interactions such as warm greetings upon entry to the classroom and intermittent expressions of interest in students’ lives outside the classroom rather than through implementation of the curriculum.

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Teacher at front of classroom calling on a student who is patiently raising their hand

3. Connection to the Curriculum

Connection to the curriculum refers to effectively linking all elements of lesson planning and classroom instruction to students’ cultural backgrounds. This connection must go beyond the superficiality of heroes and holidays and focus on the delivery of learning activities that resonate well below the surface of observable traditions and artistic expressions. Visible images of reflecting cultural values should be on display and learning activities should be developed or selected with a keen eye toward students’ backgrounds, values, families, and communities.
Teacher at front of classroom talking to students sitting in their desks

4. Effective Communication

Effective communication refers to recognizing the distinct interactive styles of students from culturally and/or linguistically diverse backgrounds and knowing how to respond to these differences with civility, respect, and high expectations. Communication not only includes the words that are used, but also the tone and non-verbal gestures expressed. Since communication is a two-way event, it is important to go beyond words and actions that are easily observed and try to understand the true communicative function of students’ different types of behaviors.
Teacher sitting alone at desk writing notes

5. Reflective Thinking

Reflective thinking refers to the examination of one’s own social, cultural, and class membership, and how these factors interact with the group memberships of students. It is essential that teachers not only work to understand their students’ cultures, but they must work on understanding their own cultural identities and examining how their own attitudes and biases impact relationships with students and families.

References to Other Relevant Resources:

Hershfeldt, P.A., Sechrest, R., Pell, K.L., Rosenberg, M.S., Bradshaw, C.P., & Leaf, P.J. (2009). Double-Check: A framework of cultural responsiveness applied to classroom behavior. TEACHING Exceptional Children Plus, 6 (2), Article 5, Retrieved December 12, 2009 from https://www.jhsph.edu/research/centers-and-institutes/center-for-prevention-of-youth-violence/field_reports/Article.pdf