"Show Me" Beats "Tell Me": Embedding a Coaching Culture in Schools

The age-old adage "actions speak louder than words" is not new to classroom corridors. However, it might be new to your school’s culture as you aim to embed coaching this coming September. As educational coaches and consultants, our mission goes beyond merely advising schools on best practices. We aim to cultivate a culture of kindness, care, and growth. To achieve this, it’s essential to recognise that the behaviours we model and observe are the behaviours that will permeate the school environment. This concept, rooted deeply in behavioural psychology, underscores the idea that "show me" beats "tell me" when it comes to creating lasting change in educational settings.

The Power of Behavioural Modelling

Behavioural psychology tells us that much of human behaviour is learned through observation. Albert Bandura’s Social Learning Theory, one of the most influential theories in this field, posits that people learn from one another through observation, imitation, and modelling. In the context of schools, this means that students, teachers, and administrators are constantly observing each other. The behaviours they witness—whether positive or negative—are often internalised and replicated.

For instance, if a school leader consistently demonstrates respect, patience, and empathy, these behaviours are likely to be mirrored by both staff and students. Conversely, if negative behaviours such as impatience or dismissiveness are displayed, these too can become part of the school’s culture. Therefore, it is crucial for educational coaches and school leaders to "show" the behaviours they wish to see, rather than merely "telling" others what to do.

The Role of Educational Coaching

Educational coaching plays a pivotal role in embedding a culture of growth and kindness within schools. Unlike traditional top-down approaches, coaching focuses on collaboration, reflection, and personal development. Coaches work alongside educators to help them recognise and build on their strengths, address challenges, and develop new skills. This process is most effective when coaches model the behaviours they advocate.

For example, if a coach wants to promote a growth mindset within a school, they must first embody this mindset themselves. This might involve demonstrating how to embrace challenges, learn from feedback, and persist through difficulties. When coaches model these behaviours, they provide a living example for educators, who in turn are more likely to adopt and replicate these attitudes in their interactions with students.

Creating culture

Creating a culture within a school is not a simple task; it involves a continuous, collective effort from all members of the school community. The foundation of a positive and supportive school culture can be built by focusing on specific behaviours and principles that align with the school's values. In an attempt to practice what we preach, we offer a choice of two models from the literature to help create and sustain cultural change: 

1) According to Patterson (2000), sustaining and supporting organisational change requires a structured approach, which includes developing belief statements, understanding their implications, putting those implications into practice, and regularly revisiting these beliefs to ensure the culture is maintained and evolves.

1.  Developing Belief Statements: Schools must first articulate their core values and beliefs, which serve as the foundation for their culture. For example, beliefs like "Every student deserves respect" or "Learning is lifelong" set the tone.

2. Determining Implications: Explore how these beliefs influence daily interactions and decisions, guiding how teachers, staff, and students engage with one another.

3. Putting Beliefs into Practice: Embed these beliefs into daily routines and practices, such as regular check-ins or training in emotional intelligence, ensuring the culture reflects these values.

4. Revisiting Beliefs Regularly: Regularly review and update belief statements to keep the culture aligned with the school's evolving needs and goals, using staff meetings or community feedback.

   
   

2) Goldring (2002) identified six key traits that define a school’s culture, each of which plays a crucial role in fostering a positive environment where kindness, care, and growth can flourish.

1. Shared Vision: A shared vision is a collective aspiration for the school's future, embraced by the entire school community. It reflects common values and goals, with leadership guiding but involving all stakeholders.Behavioural Example: Teachers and staff regularly reference the vision in their decisions and interactions, ensuring alignment with shared goals.

2. Traditions and Artefacts: Traditions and Artefacts (yes, like a gold coin you might find in a museum) represent rituals and beliefs that make the school's values visible and reinforce its culture. They create a sense of belonging and continuity.Behavioural Example: Having a plant on the windowsill of each classroom to represent growth. 

3. Collaboration: Collaboration is the process of working together to achieve common goals, fostering teamwork and shared responsibility.Behavioural Example: Teachers regularly meet to design interdisciplinary projects, ensuring a well-rounded education for students.

4. Shared Decision-Making: Shared decision-making involves including all community members in decision processes, and building trust and ownership.Behavioural Example: Involving students in decisions about policies like dress code or discipline to ensure their voices are heard.

5. Innovation: Innovation introduces new ideas and practices that challenge existing beliefs and encourage growth.Behavioural Example: Encouraging teachers to experiment with new strategies, such as flipped classrooms, with support for these initiatives.

6. Communication: Effective communication involves clear, open exchanges of information within the school community, building understanding and resolving conflicts.Behavioural Example: Regular channels like newsletters or town hall meetings for sharing updates, concerns, and successes.

Mirroring and Expectation Setting

The behaviours we exhibit not only influence others but also set expectations for what is considered acceptable and desirable within a school’s culture. This concept is closely linked to the idea of mirroring, where individuals unconsciously mimic the behaviours of those around them. In a school setting, this means that when leaders and coaches consistently demonstrate kindness, care, and a commitment to growth, these behaviours become the norm. Take smiling, smiling is contagious - try it now, smile at someone in the room. I bet they smile back… that’s mirroring. 

The expectations set by these behaviours create a ripple effect. When educators see that positive behaviours are valued and rewarded, they are more likely to engage in these behaviours themselves. This, in turn, influences students, who are highly attuned to the behaviours of the adults around them. Over time, this creates a self-reinforcing cycle where positive behaviours are continuously modelled, mirrored, and embedded into the school’s culture.

Practical Strategies for "Showing" Rather than "Telling"

1. Model Reflective Practice: Encourage educators to reflect on their experiences and challenges by modelling reflective practices in coaching sessions. Share your own experiences and the lessons you've learned, demonstrating how reflection leads to growth.

2. Demonstrate Empathy: Show empathy in your interactions with educators, even in difficult conversations. This will encourage them to do the same with their students, fostering a more compassionate school environment.

3. Celebrate Growth: Publicly acknowledge and celebrate instances of growth, whether it’s a teacher trying a new strategy or a student showing improvement. This reinforces the importance of continuous development.

4. Lead by Example in Professional Development: Engage in ongoing professional development yourself and share your learning journey with the school community. This sets a precedent for lifelong learning and professional growth.

5. Be Consistent: Consistency is key in modelling behaviour. Ensure that your actions consistently align with the values of kindness, care, and growth that you wish to instil in the school culture.

In our journey to embed a coaching culture within schools, the principle of "show me" over "tell me" is paramount. By modelling the behaviours we wish to see kindness, care, and a commitment to growth. We set the stage for these behaviours to be adopted and ingrained within the school community. Through the lens of behavioural psychology and educational coaching, it’s clear that our actions as leaders and coaches are the most powerful tools we have in shaping the culture of our school's future of education. As we continue to work with schools, let’s remember that the culture we create is not built by words alone, but by the actions we take every day.

References:

Goldring, L. (2002). The power of school culture. Leadership, 32(2), 32-35.

Patterson, W. (2000). Grounding school culture to enable real change. The Education Digest, 65(9), 4-8.