Instructional Coaching Quotes

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

For the teacher or coach, the question has to be how to give instructions in such a way as to help the natural learning process of the student and not interfere with it.

Helping teacher leaders come to understand their gifts is the first step in developing a specialty. Some leaders are great coaches and should focus on instructional leadership in a district or network where that is valued and supported. Great conceptual thinkers are good in startup mode but the daily grind of leading a school doesn't suit them. Other leaders thrive on the turnaround challenge. The dynamic blended future of education will allow more role specialization.

Leaders instill courage in the hearts of those who follow. This rarely happens through words alone. It generally requires action. It goes back to what we said earlier: Somebody has to go first. By going first, the leader furnishes confidence to those who follow. As a next generation leader, you will be called upon to go first. That will require courage. But in stepping out you will give the gift of courage to those who are watching. What do I believe is impossible to do in my field, but if it could be done would fundamentally change my business? What has been done is safe. But to attempt a solution to a problem that plagues an entire industry - in my case, the local church - requires courage. Unsolved problems are gateways to the future. To those who have the courage to ask the question and the tenacity to hang on until they discover or create an answer belongs the future. Don’t allow the many good opportunities to divert your attention from the one opportunity that has the greatest potential. Learn to say no. There will always be more opportunities than there is time to pursue them. Leaders worth following are willing to face and embrace current reality regardless of how discouraging or embarrassing it might be. It is impossible to generate sustained growth or progress if your plan for the future is not rooted in reality. Be willing to face the truth regardless of how painful it might be. If fear causes you to retreat from your dreams, you will never give the world anything new. it is impossible to lead without a dream. When leaders are no longer willing to dream, it is only a short time before followers are unwilling to follow. Will I allow my fear to bind me to mediocrity? Uncertainty is a permanent part of the leadership landscape. It never goes away. Where there is no uncertainty, there is no longer the need for leadership. The greater the uncertainty, the greater the need for leadership. Your capacity as a leader will be determined by how well you learn to deal with uncertainty. My enemy is not uncertainty. It is not even my responsibility to remove the uncertainty. It is my responsibility to bring clarity into the midst of the uncertainty. As leaders we can afford to be uncertain, but we cannot afford to be unclear. People will follow you in spite of a few bad decisions. People will not follow you if you are unclear in your instruction. As a leader you must develop the elusive skill of leading confidently and purposefully onto uncertain terrain. Next generation leaders must fear a lack of clarity more than a lack of accuracy. The individual in your organization who communicates the clearest vision will often be perceived as the leader. Clarity is perceived as leadership. Uncertainty exposes a lack of knowledge. Pretending exposes a lack of character. Express your uncertainty with confidence. You will never maximize your potential in any area without coaching. It is impossible. Self-evaluation is helpful, but evaluation from someone else is essential. You need a leadership coach. Great leaders are great learners. God, in His wisdom, has placed men and women around us with the experience and discernment we often lack. Experience alone doesn’t make you better at anything. Evaluated experience is what enables you to improve your performance. As a leader, what you don’t know can hurt you. What you don’t know about yourself can put a lid on your leadership. You owe it to yourself and to those who have chosen to follow you to open the doors to evaluation. Engage a coach. Success doesn’t make anything of consequence easier. Success just raises the stakes. Success brings with it the unanticipated pressure of maintaining success. The more successful you are as a leader, the more difficult this becomes. There is far more pressure at the top of an organization than you might imagine.

There is a persistent theory, held by those who prate most steadily about "the American way of life" that the average American is a rugged individualist to whom the whole conception of "leadership" is something foreign and distasteful—and this theory would certainly seem to be in accord with our national tradition of lawlessness and disrespect for authority. But it is not entirely consistent with the facts. We Americans are inveterate hero worshipers, to a far greater extent than are the British and the French. We like to personalize our loyalties, our causes. In our political or business or labor organizations, we are comforted by the knowledge that at the top is a Big Boss whom we are free to revere or to hate and upon whom we can depend for quick decisions when the going gets tough. The same is true of our Boy Scout troops and our criminal gangs. It is most conspicuously true of our passion for competitive sport. We are trained from childhood to look to the coach for authority in emergencies. The masterminding coach who can send in substitutes with instructions whenever he feels like it—or even send in an entirely new team—is a purely American phenomenon. In British football the team must play through the game with the same eleven men with which it started and with no orders from the sidelines; if a man is injured and forced to leave the field the team goes on playing with only ten men. In British sport, there are no Knute Rocknes or Connie Macks, whereas in American sport the mastermind is considered as an essential in the relentless pursuit of superiority.

I have time for only one drink,” Jordan said, glancing at the ormolu clock on the opposite wall. “I’ve promised Alexandra to stand at her side at a ball tonight and beam approvingly at a friend of hers.” Whenever Jordan mentioned his wife’s name, Ian noted with amusement, the other man’s entire expression softened. “Care to join us?” Ian shook his head and accepted his drink from the footman. “It sounds boring as hell.” “I don’t think it’ll be boring, precisely. My wife has taken it upon herself to defy the entire ton and sponsor the girl back into the ranks. Based on some of the things Alexandra said in her note, that will be no mean feat.” “Why is that?” Ian inquired with more courtesy than interest. Jordan sighed and leaned his head back, weary from the hours he’d been working for the last several weeks and unexcited at the prospect of dancing attendance on a damsel in distress-one he’d never set eyes on. “The girl fell into the clutches of some man two years ago and an ugly scandal ensued.” Thinking of Elizabeth and himself, Ian said casually, “That’s not an uncommon occurrence, evidently.” “From what Alex wrote me, it seems this case is rather extreme.” “In what way?” “For one thing, there’s every chance the young woman will get the cut direct tonight from half the ton-and that’s the half that will be willing to acknowledge her. Alex has retaliated by calling in the heavy guns-my grandmother, to be exact, and Tony and myself, to a lesser degree. The object is to try to brave it out, but I don’t envy the girl. Unless I miss my guess, she’s going to be flayed alive by the wagging tongues tonight. Whatever the bastard did,” Jordan finished, downing his drink and starting to straighten in his chair, “it was damaging as hell. The girl-who’s purported to be incredibly beautiful, by the way-has been a social outcast for nearly two years.” Ian stiffened, his glass arrested partway to his mouth, his sharpened gaze on Jordan, who was already starting to rise. “Who’s the girl?” he demanded tautly. “Elizabeth Cameron.” “Oh, Christ!” Ian exploded, surging out of his chair and snatching up his evening jacket. “Where are they?” “At the Willington’s. Why?” “Because,” Ian bit out, impatiently shrugging into his jacket and tugging the frilled cuffs of his shirt into place, “I’m the bastard who did it.” An indescribable expression flashed across the Duke of Hawthorne’s face as he, too, pulled on his evening jacket. “You are the man Alexandra described in her note as an ‘unspeakable cad, vile libertine,’ and ‘despoiler of innocents’?” “I’m all that and more,” Ian replied grimly, stalking toward the door with Jordan Townsende beside him. “You go to the Willingtons’ as quickly as you can,” he instructed. “I’ll be close behind you, but I’ve a stop to make first. And don’t, for God’s sake, tell Elizabeth I’m on my way.” Ian flung himself into his coach, snapped orders to his driver, and leaned back, counting minutes, telling himself it couldn’t possibly be going as badly for her as he feared it would. And never once did he stop to think that Jordan Townsende had no idea what motives could possibly prompt Elizabeth Cameron’s “despoiler” to be bent on meeting her at the Willington’s ball.

The moment before the gun goes off is always the most silent. Your world is quiet, but it is not calm. The runners around you bounce and flex and relax, flex and relax. They slap their faces for motivation, they look to the sky and mumble prayers to God. The coaches shout instructions and the teammates cheer as do the fans in the stands, but you cannot hear because you are somewhere else, somewhere deep inside, preparing your body to deal with the coming pain, the breath sucked from you, your limbs on fire and the voices that won't let you stop. They say keep moving, it gets better, it will be better if you can only break through this pain. They say there's another life after this torture, a new level, just keep breathing. Then the gunshot and your body no longer belongs to you. Yes, you are there, you are present but you are no longer in control. Whatever happens from this point happens and all you can do, all you must do now is breathe, keep breathing, don't lose your nerve, don't choke, no matter how much it hurts, don't stop breathing otherwise it will all be over before it's time. They cheer for me. I can't breathe. Harvard isn't going to know what hit them, I hear. I can't breathe. We are the champions, I hear, we are the champions, they sing around me. I can't breathe. Your personal best by a long shot. That's Coach Erickson's voice. That's my boy. It's my father. It's like I'm dying, trying to hold on. My body says oh no, and my knees buckle but so many arms are around me, they hold me up. The voices they say breathe, keep breathing. They bring me water, they bring me something sweet and then they lay me down in the soft grass where I feel the blades against my tingling skin.

Here, for example, is a hypothetical: A football team is going to an away game when one of their vans breaks down. So they ask the mother of one of the players if they can borrow her van to transport them. Sure, she says, but I’m not going to drive. And so she asks the assistant coach to drive the team for her. But then, as they’re driving along, something horrible happens: the van skids off the road and flips over; everyone inside dies. There is no criminal case here. The road was slippery, the driver wasn’t intoxicated. It was an accident. But then the parents of the team, the mothers and fathers of the dead players, sue the owner of the van. It was her van, they argue, but more important, it was she who appointed the driver of her van. He was only her agent, and therefore, it is she who bears the responsibility. So: What happens? Should the plaintiffs win their suit? Students don’t like this case. I don’t teach it that often—its extremity makes it more flashy than it is instructive, I believe—but whenever I did, I would always hear a voice in the auditorium say, “But it’s not fair!” And as annoying as that word is—fair—it is important that students never forget the concept. “Fair” is never an answer, I would tell them. But it is always a consideration. He never mentioned whether something was fair, however. Fairness itself seemed to hold little interest for him, which I found fascinating, as people, especially young people, are very interested in what’s fair. Fairness is a concept taught to nice children: it is the governing principle of kindergartens and summer camps and playgrounds and soccer fields. Jacob, back when he was able to go to school and learn things and think and speak, knew what fairness was and that it was important, something to be valued. Fairness is for happy people, for people who have been lucky enough to have lived a life defined more by certainties than by ambiguities. Right and wrong, however, are for—well, not unhappy people, maybe, but scarred people; scared people. Or am I just thinking this now? “So were the plaintiffs successful?” I asked. That year, his first year, I had in fact taught that case. “Yes,” he said, and he explained why: he knew instinctively why they would have been. And then, right on cue, I heard the tiny “But it’s not fair!” from the back of the room, and before I could begin my first lecture of the season—“fair” is never an answer, etc., etc.—he said, quietly, “But it’s right.

Never be disobedient; take a coach, take a mentor and be instructed!

reach and then maintain the highest levels of performance

In a 1699 book titled Les Aventures de Telemaque, French writer François Fénelon expanded on the relationship between Mentor and Telemachus, recounting their travels and lessons together (Smollett, 1997). The modern use of mentor to mean a trusted friend, counselor, or teacher is most likely a result of Fénelon’s book.

Although the term has broadened as the popularity of coaching has expanded, the term coach generally means helping someone move from where he or she is to where he or she needs or wants to be.

Fénelon expanded on the relationship between Mentor and Telemachus, recounting their travels and lessons together (Smollett, 1997). The modern use of mentor to mean a trusted friend, counselor, or teacher is most likely a result of Fénelon’s book.

DUTCH MASTERS: Historic Olympic Dominance AP SOCHI, Russia (AP) — Jorrit Bergsma set an Olympic record and led another Dutch speedskating sweep Tuesday, winning the 10,000 meters with an upset of countryman Sven Kramer. Kramer wanted this gold more than any other after giving away the longest race with an inexplicable mistake at the 2010 Vancouver Games. But Bergsma's finishing kick was a stunner, giving him a winning time of 12 minutes, 44.45 seconds. It was the fastest sea-level time ever and shattered the Olympic record of 12:58.55 set by South Korea's Lee Seung-hoon four years ago. Kramer settled for silver in 12:49.02. The bronze went to 37-year-old Bob de Jong. It was the fourth Dutch sweep of the podium at Adler Arena, giving them 19 speedskating medals in all. Bergsma's last five laps were all under 30 seconds, a pace Kramer simply couldn't match. Grimacing in a desperate search for more speed, his lap times climbed steadily higher. When the bell rang for the final lap, Bergsma already was celebrating in the infield. On his cool-down lap, Kramer stopped to shake hands with his countryman. Yet this was a bitter disappointment for the world's greatest distance skater, who already had captured his second straight 5,000 gold but really wanted to make up for the victory that got away in Vancouver. During a routine crossover on the backstretch four years ago, Kramer's coach, Gerard Kemkers, inexplicably directed him to the wrong lane. The skater dutifully followed the instructions, leading

A boss might give instructions and bark orders, a consultant would analyze data and give advice, but a coach would use curiosity to ask, listen and draw out the best from people.

Instead of adhering to his father’s commands, Donald had a new master, a gruff, barrel-chested combat veteran named Theodore Dobias. Dobias, or Doby as he was known, had served in World War II and had seen Mussolini’s dead body hanging by a rope. As the freshman-football coach and tactical-training instructor, Doby smacked students with an open hand if they ignored his instructions. Two afternoons a week, he would set up a boxing ring and order cadets with poor grades and those who had disciplinary problems to fight each other, whether they wanted to or not. “He could be a fucking prick,” Trump once recalled. “He absolutely would rough you up. You had to learn to survive.” To glare at Doby, or suggest the slightest sarcasm, Trump said, caused the drill sergeant to come “after me like you wouldn’t believe.” Whether

Coach Wooden’s approach succeeded: Setting challenging expectations appropriate to each individual; getting to know each individual well and caring for each as a person; tailoring his instructions and support to individual differences; and treating everyone with respect and fairness. It succeeded for him in the classroom, on the court, and in life.

Rex opened her bedroom door, letting a warm draft into the corridor. “I’ll light your candles,” he said, gesturing her to precede him into her sitting room. “You are doing more than performing a service, Eleanora. You allow me to raise difficult questions with absolute faith that my confidences will not be betrayed. You take my interests to heart. You instruct me on matters nobody has seen fit to include in my ducal education. I am indebted to you.” He was also attracted to her, and not in the casual sense he was attracted to any comely female. He liked watching her mind work. He liked arguing with her. He liked hearing the click of the abacus beads because she moved them around with the brisk speed of a sharpshooter wielding a favorite weapon. She closed the door, plunging the room into deep gloom. “Somebody kept my fires built up,” she said. “You cannot imagine what a luxury that is for me.” She wore a plain wool shawl when he wanted to wrap her in cashmere and silk. Her bun was drooping, and he yearned to unravel the lot and learn how long her hair was, learn the feel of it in his hands. He wanted…her. To cherish, explore, appreciate, and indulge. “The bedroom candles, if you please, Elsmore. I’ll not be using the parlor tonight.” A man intent on observing propriety would pass her the candle, bow, and wish her sound slumbers. Rex thought back over the day, when Eleanora had slept so trustingly against his side in the coach. She’d come to dinner with the barest minimum of a fuss. She’d patted his hand. She’d toed off her house slippers in his presence. She’d taken his arm as she’d traversed the steps. Now, she was inviting him into her bedroom on the most mundane of pretexts.

Andrej Oljaca is a highly trainable individual who listens well to instruction. A team player who gets along well with others, former employers have commented on how low maintenance as well as punctual he is. Andrej Oljaca is passionate about fitness and loves working out. He has also coached at a youth basketball camp.

An instructional coach needs to propose not impose. Because that which you impose will be opposed.

Now the two characteristic marks of the early Pentecost that I remember were originality in the moving of the Spirit, and spontaneity. Those two marks, I think are all blurred now. I have been in Pentecostal meetings a lot, but even in this outpouring that we have now, those two marks are not evident. There was an originality of the Spirit, but no one today wants to find room for it. They encourage the Spirit and tell Him what to do! That is wrong! When the Holy Spirit wants to work, we don’t need to encourage or instruct Him in a thing, but it has come to that method where He has no original design or pattern, because He is so coached by all the rest.

educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should be informed by professional development and coaching from experienced colleagues on effective techniques in the classroom. But is there no room for diversity in teaching styles and techniques? Is there really just one way to shelter instruction?

Alyssa shrugged. “I think we know the routine.” “You do, but there’s still a…stiffness because y’all aren’t completely comfortable with it, and it shows in your dancing.” Ashton held up a finger. “Everyone close your eyes, relax your shoulders, and just feel the breeze that’s blowing across the field right now.” Ashton closed her eyes and waved her arms around slowly. “You’re a tree, and the gentle wind is swaying your branches. Let it sway you.” What Ashton didn’t know was that no one did as she instructed. The girls and Patty stood there watching Ashton sway her arms. “Coach, you look like the inflatable tube man they have at the new carwash, and you’re scaring me,” Sophie said, looking disturbed. Ashton’s eyes flew open. “I better see some people doing the inflatable tube man pretty darn quick.” The girls all threw up their arms and flopped them around violently, and Ashton said, “Y’all are killing me. Show me how y’all would dance if you were at a party.” She covered her face with both hands when they all started twerking. “Okay, just stop. Gemma, run them through the moves again.” “What were you trying to accomplish with all that?” Patty asked with a grin. “I was trying to get them to loosen up,” Ashton said and glanced at her watch. “This day is creeping by.” “You should’ve dusted off your snake and showed them that. If you can do a smooth snake, you can make any dance move smooth. Check my snake.” Ashton shook her head. “That’s not a full-on snake. You have to roll your body from your head to your hips, use your neck like this.” “You were always better at this one than I was,” Patty said as she mimicked Ashton’s moves. “You couldn’t touch my Cabbage Patch though.” Ashton snorted. “That sounded so dirty. Come on, Patty, neck and shoulders, work them.” Ashton turned when the music stopped and realized the girls had stopped practicing to watch her and Patty. “What’re y’all doing?” Gemma asked with a laugh. “This is dancing,” Patty retorted. “Back in the day, we moved our entire bodies instead of rhythmically humping the air like y’all do. Tell you what, if y’all can learn to do the snake, I’ll buy y’all shakes at Molly’s.” Every girl on the team executed the dance move perfectly, and Gemma grinned. “Momma, we know old school moves.” Melody nodded. “Yeah, we know all those old-timey dances. Can we go to Molly’s now?” “What were you trying to accomplish with this plan?” Ashton asked Patty with a grin. “Apparently, bankruptcy.” ******* “How many times are you gonna change your clothes?” Jet asked that evening as she watched Shawna go back into her closet. Shawna groaned. “Everything I put on is pissing me off.” “Wear jeans and your light blue V-neck T-shirt. You’re just going to her house, you don’t have to dress up.” Jet sprawled out on Shawna’s bed and toyed with the TV remote.

According to the principles Johan Cruyff introduced to Barcelona, coaches should lead by example: play football, be on the field during training and teach, because there is nothing better than stopping the game, correcting and instructing, explaining why someone needed to pass to a certain player, move to a particular position or change an element of their technique. That’s how Carles Rexach, Cruyff ’s assistant for eight years at Barcelona, explains it: ‘One word from Johan during a training drill is worth more than a hundred hours of talks at the blackboard.

Before heading out on to the pitch, Johan Cruyff gave his players a simple instruction: ‘Go out there and enjoy yourselves.’ It was a statement that embodies an entire footballing philosophy and was central to Cruyff ’s principles; yet for others, its simplicity, ahead of such a key game, might be considered an insult to the coaching profession.

Simon Graves, Nottingham, a teacher with a lot of knowledge in the English world, now decided to write books for his students. He also gives lectures on the internet about the English language and is very good at it. In his years of instructing, he's had loads of tasks. Simon Greaves, Nottingham, started and developed an internet coaching company, mainly focusing on assisting education leaders and individuals searching for career assistance. Keep in mind that he has over 20 years of expertise to draw upon.

Build the nice online instructions with BRDS Institute. Prepare for CEED. CEED Study Material Free Download to learn from home. CEED Coaching Classes consist of Classroom Lectures, Video Lessons, Mock Exams. Click here for more records.

1981 - A SPECIAL TIME, PLACE and SEASON: Jennifer was 16 years of age. I called WYLIE GRAYDON in Albany, Georgia. Mr. Graydon was very well known and Very Accomplished. He taught piano and voice lessons to many people of all ages. He was especially famous for coaching young ladies who were in pageants from the local level, to the state level---all the way to the Miss America Pageant. (Jennifer was not there for any pageant.....she was just there to sing.) I knocked on his Studio door. He opened the door with a smile on his face and said: "Mrs. Gandy, Jennifer--Welcome and Come in." He said: "Mrs. Gandy, have a seat right here." Then he said: "Jennifer, walk over to the piano with me." There was the Most Beautiful Grand Piano..... He sat down and said: "Jennifer, what is your favorite song? She said: "SOMEWHERE OVER THE RAINBOW." He said: "Do you know all of the words?" She said: "Yes Sir." He said: I am going to play the introduction and then I will nod at you and you begin singing." When the song was over, he paused and said: "Jennifer, you have the sweetest, purest voice I have ever heard and I have instructed a great many young women....Jennifer, GOD reached down either at the moment of your conception, or while your mother was carrying you in her womb---or at the moment of your birth and HE gave this Beautiful Gift to you....From now own, when you sing---you Always sing to the GLORY OF GOD." It was a life-changing time for both Jennifer and me.

It is not the purpose of this book to instruct you in the performance of these exercises. Although these exercises can be learned by motivated individuals through reading, study and practice, the movements are best learned on the platform under the direction of a competent coach.

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

In many cases, the current instructional formula involves what I call TWIT coaching. TWIT coaches tell you what to do. They watch you do it. They inform you of everything you’ve done wrong. Then, the tell you how to do it again. And, if you don’t get it, they label you “un-coachable” and move on. When training athletes for skills in which they don’t have time to think, we can no longer continue to teach them with methodologies that demand they think all the time.

Perhaps the greatest difference between coaching and consulting is where the intellectual authority lies. Coaching is a partnership, with the coach and client collaborating primarily using the client’s intellectual authority and experience to design new experiments, decisions, and ideas. With coaching, the client is the one with the answers. It is not the coach’s job to advise and instruct, but to ask challenging questions, make observations, and open new perspectives, so the client can see options and plan the best solutions for their environment. Coaches help clients take time to reflect, learn, and develop new ways of thinking. With consulting, the intellectual authority is typically in the hands of the consultant. Clients turn to consultants for advice, instructions, and professional opinions because the consultant can provide answers in areas where the client does not have the experience or expertise. Consultants often step in and do work for the clients.

The pieces of the classroom management puzzle fall into three broad areas: • Instruction – maximizing the rate of learning while making independent learners out of helpless hand-raisers • Discipline – getting students to quit goofing off and get busy • Motivation – giving students a reason to work hard while being conscientious

We use the term edtech (educational technology) rather than tech (technology) purposefully. First and foremost, we are educators. An edtech coach is not IT (instructional technology). Our job is not to fix printer settings or to order new light bulbs for projectors. YouTube videos can teach you how to use a technology tool. An organic edtech coach focuses on building and guiding: building relationships with educators of all levels, and guiding them in designing learning experiences that accelerate student growth toward academic goals.

George Mumford, a Newton-based mindfulness teacher, one such moment took place in 1993, at the Omega Institute, a holistic learning center in Rhinebeck, New York. The center was hosting a retreat devoted to mindfulness meditation, the clear-your-head habit in which participants sit quietly and focus on their breathing. Leading the session: meditation megastar Jon Kabat-Zinn. Originally trained as a molecular biologist at MIT, Kabat-Zinn had gone on to revolutionize the meditation world in the 1970s by creating a more secularized version of the practice, one focused less on Buddhism and more on stress reduction and other health benefits. After dinner one night, Kabat-Zinn was giving a talk about his work, clicking through a slide show to give the audience something to look at. At one point he displayed a slide of Mumford. Mumford had been a star high school basketball player who’d subsequently hit hard times as a heroin addict, Kabat-Zinn explained. By the early 1980s, however, he’d embraced meditation and gotten sober. Now Mumford taught meditation to prison inmates and other unlikely students. Kabat-Zinn explained how they were able to relate to Mumford because of his tough upbringing, his openness about his addiction — and because, like many inmates, he’s African-American. Kabat-Zinn’s description of Mumford didn’t seem to affect most Omega visitors, but one participant immediately took notice: June Jackson, whose husband had just coached the Chicago Bulls to their third consecutive NBA championship. Phil Jackson had spent years studying Buddhism and Native American spirituality and was a devoted meditator. Yet his efforts to get Michael Jordan, Scottie Pippen, and their teammates to embrace mindfulness was meeting with only limited success. “June took one look at George and said, ‘He could totally connect with Phil’s players,’ ’’ Kabat-Zinn recalls. So he provided an introduction. Soon Mumford was in Chicago, gathering some of the world’s most famous athletes in a darkened room and telling them to focus on their breathing. Mumford spent the next five years working with the Bulls, frequently sitting behind the bench, as they won three more championships. In 1999 Mumford followed Phil Jackson to the Los Angeles Lakers, where he helped turn Kobe Bryant into an outspoken adherent of meditation. Last year, as Jackson began rebuilding the moribund New York Knicks as president, Mumford signed on for a third tour of duty. He won’t speak about the specific work he’s doing in New York, but it surely involves helping a new team adjust to Jackson’s sensibilities, his controversial triangle offense, and the particular stress that comes with compiling the worst record in the NBA. Late one April afternoon just as the NBA playoffs are beginning, Mumford is sitting at a table in O’Hara’s, a Newton pub. Sober for more than 30 years, he sips Perrier. It’s Marathon Monday, and as police begin allowing traffic back onto Commonwealth Avenue, early finishers surround us, un-showered and drinking beer. No one recognizes Mumford, but that’s hardly unusual. While most NBA fans are aware that Jackson is serious about meditation — his nickname is the Zen Master — few outside his locker rooms can name the consultant he employs. And Mumford hasn’t done much to change that. He has no office and does no marketing, and his recently launched website, mindfulathlete.org, is mired deep in search-engine results. Mumford has worked with teams that have won six championships, but, one friend jokes, he remains the world’s most famous completely unknown meditation teacher. That may soon change. This month, Mumford published his first book, The Mindful Athlete, which is part memoir and part instruction guide, and he has agreed to give a series of talks and book signings

Anything that will keep you from your own ability to be successful is sabotage—procrastinating, drinking too much, not eating healthfully, showing up late, phoning it in, even just ignoring the instruction of your coach (or boss or teacher). This is all self-sabotage. When will you stop making decisions that are bad for you? When you decide you’re ready to win.

The tennis coach slowly moved his fingers towards his friend’s arsehole and shakily circled the rim as instructed. “Anything abnormal there?” “It’s hairy,” Butcher complained. “It is very hairy,” the doctor agreed. “But, although an arsehole that hairy is undoubtedly unusual, it’s not technically an abnormality.

If a child receives on average only one hour of spiritual influence per week, how does your church acquire more opportunities to provide coaching or instruction? The primary way is to multiply your ministry by getting parents involved during the family’s time at home. It is time to change the numerator and make it a bigger number!

As if I weren’t having a hard enough time with all of this, I was counselled by Bill to “move like a girl.” What the fuck did that even mean? I was a girl, and I was moving—what more do you want? Wrists flailing wildly? Random enticing hair flips? To drop down into a split at any given moment? I was truly baffled by this weird stereotypical instruction. I was so despaired of that one of the coaches told a girl in my class matter-of-factly, “She’s never going to make it.

Prayer for the Dads Enduring the Epic Winter Rains Along the Muddy Sidelines at Pee Wee Soccer Games Brothers, I have stood where you stand, in ankle-deep mud, trying not to call instructions and warnings to my child, trying to restrict myself to supportive remarks and not roars of fury at the gangly mute teenage referee who totally missed an assault upon my beloved progeny; and I have also shuffled from leg to leg for an entire hour in an effort to stay warm; and I have also realized I was supposed to bring snacks at halftime five minutes before halftime, and dashed to the store for disgusting liquids in colors unlike any natural color issued from the Creator; and I too have pretended not to care about the score, or about my child’s athletic performance, but said cheery nonsense about how I did not care; and I too have resisted the urge to bring whiskey to the game in a thermos, and so battle the incredible slicing wet winds; and I too have resisted the urge to bring the newspaper or a magazine and at least get some reading done during the long periods of languor as small knots of children surround the ball like wolves around a deer and happily kick each other in the shins; and I too have carefully not said a word when my child and six mud-soaked teammates cram into my car and bang out their cleats on my pristine car floor and leave streaks of mud and disgusting plastic juice on the windows; and I too know that this cold wet hour is a great hour, for you are with your child, and your child is happy, and the Coach of all things gave you that child, and soon enough you will be like me, the father of teenagers who no longer stands along the sidelines laughing with the other dads in the rain. Be there now, brothers, and know how great the gift; for everything has its season, and the world spins ever faster. And so: amen.