Atul Gawande, one of the New Yorker’s most celebrated writers, currently inhabits one of it’s most venerable spaces: the Annals of Medicine. I came across him a few years back in an article he wrote on the increasing industrialization of childbirth. Since then, I’ve devoured his insightful and sometimes contrarian pieces.
Recently, he wrote “Personal Best” – about his experiment using a coach to improve his surgery practice. In it, he makes comparisons between various pursuits – pro sports, singing, surgery, teaching – and wonders if they key to greatness isn’t necessarily talent or education but ongoing, conscious, coach-driven improvements.
Perhaps the reason I like it so much is that I delivered a similar line of thinking in an interview for a position I didn’t get. I made the same comparisons to musicians and medicine – it wasn’t clear to me at the time what the panel thought, but their actions indicated they didn’t share the theory. I still think the idea is correct – and it was lovely to see it in a more capable set of hands than mine.
Here are the highlights of Gawande’s thinking – as it applies to teaching, especially…
Our Current Conception of Learning a Profession
“The coaching model is different from the traditional conception of pedagogy, where there’s a presumption that, after a certain point, the student no longer needs instruction. You graduate. You’re done. You can go the rest of the way yourself.”
Whereas, in Sports…
“Coaching in pro sports proceeds from a starkly different premise: it considers the teaching model naïve about our human capacity for self-perfection. It holds that, no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.”
What about in Teaching?
“California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.”
In a school board where teachers coach other teachers…
“To find its coaches, the program took applications from any teachers in the system who were willing to cross over to the back of the classroom for a couple of years and teach colleagues instead of students.”
An Example of How Coaching Can Help Teachers
“Novice teachers often struggle with the basic behavioral issues. Hobson told me of one such teacher, whose students included a hugely disruptive boy. Hobson took her to observe the boy in another teacher’s classroom, where he behaved like a prince. Only then did the teacher see that her style was the problem. She let students speak—and shout, and interrupt—without raising their hands, and go to the bathroom without asking. Then she got angry when things got out of control.”
The Coaching of a Veteran teacher, Jennie Critzer
“Élite performers, researchers say, must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at. In theory, people can do this themselves. But most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence. The coach provides the outside eyes and ears, and makes you aware of where you’re falling short. This is tricky. Human beings resist exposure and critique; our brains are well defended. So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
At lunchtime, Critzer and her coaches sat down at a table in the empty school library. Hobson took the lead. “What worked?” he asked.
Critzer said she had been trying to increase the time that students spend on independent practice during classes, and she thought she was doing a good job. She was also trying to “break the plane” more—get out from in front of the whiteboard and walk among the students—and that was working nicely. But she knew the next question, and posed it herself: “So what didn’t go well?” She noticed one girl who “clearly wasn’t getting it.” But at the time she hadn’t been sure what to do.
“How could you help her?” Hobson asked.
She thought for a moment. “I would need to break the concept down for her more,” she said. “I’ll bring her in during the fifth block.”
“What else did you notice?”
“My second class has thirty kids but was more forthcoming. It was actually easier to teach than the first class. This group is less verbal.” Her answer gave the coaches the opening they wanted. They mentioned the trouble students had with their math conversations, and the girl-boy pair who didn’t talk at all. “How could you help them be more verbal?”
Critzer was stumped. Everyone was. The table fell silent. Then Harding had an idea. “How about putting key math words on the board for them to use—like ‘factoring,’ ‘perfect square,’ ‘radical’?” she said. “They could even record the math words they used in their discussion.” Critzer liked the suggestion. It was something to try.”
And How Did Critzer Feel?
‘I asked Critzer if she liked the coaching. “I do,” she said. “It works with my personality. I’m very self-critical. So I grabbed a coach from the beginning.” She had been concerned for a while about how to do a better job engaging her kids. “So many things have to come together. I’d exhausted everything I knew to improve.”
She told me that she had begun to burn out. “I felt really isolated, too,” she said. Coaching had changed that. “My stress level is a lot less now.” That might have been the best news for the students. They kept a great teacher, and saw her get better. “The coaching has definitely changed how satisfying teaching is,” she said.’
“Good coaches know how to break down performance into its critical individual components. In sports, coaches focus on mechanics, conditioning, and strategy, and have ways to break each of those down, in turn. The U.C.L.A. basketball coach John Wooden, at the first squad meeting each season, even had his players practice putting their socks on. He demonstrated just how to do it: he carefully rolled each sock over his toes, up his foot, around the heel, and pulled it up snug, then went back to his toes and smoothed out the material along the sock’s length, making sure there were no wrinkles or creases. He had two purposes in doing this. First, wrinkles cause blisters. Blisters cost games. Second, he wanted his players to learn how crucial seemingly trivial details could be. “Details create success” was the creed of a coach who won ten N.C.A.A. men’s basketball championships.”
This sort of thinking is exactly the kind of thing advocated by Doug Lemov, teaching and learning guru from the US profiled in the New York Times and elsewhere. In the clip below he highlights the “microtechniques” used by the expert teacher. The details matter; the results, impressive.