Avoiding the Temptation to Fix Everything: A Coaching Approach That Empowers Teachers 

As a coach, it can be tempting to jump in with advice when we see a challenge or area for improvement in a teacher’s practice – or that of anyone we support. After all, we want to be helpful, right? But when it comes to coaching teachers, sometimes our well-intentioned phrases and questions can undermine the very goal we’re trying to achieve: empowering the teacher to reflect, grow, and take ownership of their learning.

Let’s look at some of the most common phrases coaches use and explore why they may not be as effective as we think — and, more importantly, what to say instead to foster a collaborative and strengths-based approach to coaching. 

1. “What Would You Have Done Differently?” 

The temptation to ask this question is strong. It’s easy to fall into the trap of pointing out areas that could have been improved, but this question often feels like a subtle critique. For teachers, hearing “What would you have done differently?” implies that what they did wasn’t good enough. 

What to Say Instead: Rather than jumping to what needs changing, try an open-ended question that encourages reflection on strengths and growth areas. For example, “What did you notice about how the lesson went?” or “What are you proud of from this lesson, and where do you think there’s room to grow?” These questions help the teacher identify areas of success on their own, empowering them to make thoughtful adjustments without feeling criticized. 

2. “Good Job” 

It’s easy to fall back on phrases like “good job” when we want to reinforce positive behavior. But, as innocent as it may seem, saying “good job” without specificity can leave the teacher wondering what was done well. Over time, these comments can lose meaning and fail to provide constructive feedback. 

What to Say Instead: Instead of a blanket “good job,” offer specific praise tied to a concrete action. For instance, instead of saying, “Good job with the questioning,” try, “I noticed that you asked several thoughtful questions during the read-aloud, like ‘What do you think will happen next?’ That got the students thinking critically!” This feedback helps the teacher connect specific actions to the positive outcomes and understand why they worked. 

3. “I Want You to Try...” 

Advising teachers on what they should try next might seem like helpful guidance, but jumping in too quickly with our ideas can limit the teacher’s opportunity to reflect on their own practice. Coaching should be a collaborative process where teachers set their own goals and take ownership of their learning. 

What to Say Instead: Instead of offering unsolicited advice, ask questions encouraging the teacher to brainstorm their next steps. A question like, “What do you think could help take this lesson to the next level?” invites the teacher to think about their goals and approach. Only after listening to their thoughts should, you step in to offer additional strategies or suggestions, if needed. 

4. The Power of Listening 

At the heart of successful coaching is the ability to listen deeply. Coaches often feel compelled to speak or offer suggestions, especially when they see an area for improvement, but it’s essential to resist the urge to do all the talking. Coaching should be about guiding the teacher to their own conclusions, not imposing our ideas on them. 

What to Do Instead: If you’re finding that you’re doing most of the talking, consider recording your coaching sessions (with the teacher’s permission) and listening back. Are you doing more listening or more advising? Ideally, the teacher should do most of the talking, with you facilitating their reflection. Asking open-ended, thought-provoking questions — and then listening — allows the teacher to process their practice and feel more confident in their ability to make changes. 

Coaching with Empathy and Empowerment 

Effective coaching isn’t about “fixing” teachers or telling them what to do. It’s about building a partnership where teachers feel supported, empowered, and equipped to make their own decisions about how to improve. By avoiding phrases that imply failure or lack of skill, and instead using language that encourages self-reflection and growth, we can create an environment where teachers feel confident and motivated to try new things, take risks, and ultimately grow in their practice. 

Remember: as coaches, our job isn’t to give answers, but to ask powerful questions and help teachers discover their own solutions. 

Submitted by,

Rasheeda Coston, Director of Coaching rascos@pakeys.org   

Barb Willier, Coaching Coordinator, barwil@pakeys.org 

The Pennsylvania Key   

A portion of the content in this article was generated with the assistance of AI technology. While the AI system has contributed to the writing process, human editors have reviewed and edited the final output to ensure accuracy and quality.