e human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect

Education is hungry for change and this will require a shift in thinking welling up from within the system to bring about a new consciousness. Teachers as leaders calling forth their students, asking powerful questions, listening from a place of non-judgment, is a concept whose time has come. In partnership, teacher and student will actively engage in learning because they are passionate about the subject and excited about the future of their world. Out of this place, a co-active role will develop to create the flow that is needed for teachers to lead and to allow their students to grow as individuals. In return, a mutual trust and respect will emerge. This is a description of what is possible when coaching is introduced into the classroom. Giving teachers coaching skills may be the answer to what is not working in Education today.

Research does not reflect the kind of success that teachers would like to claim for their students and their profession. It is a complicated mixture of socio- economic, personal, and emotional issues that challenges everyone who is involved in Education. And the public demands that tests reflect the measure of success that teachers are having on their students. Little attention is paid to the holistic emotional well being of children.

Daniel Goleman's work in Emotional Intelligence suggests that a skill set of six concepts is tantamount to address in addition to the academics taught in the classroom. Goleman perceives self-awareness, managing emotions, empathy communication co-operation and resolving conflicts, as necessary elements for the successful emotional development of the child. (Self-Science: The Subject is Me). He infers that pupil mediators could be available to teach the following skills outside of the classroom. Instead of outside pupil mediators teachers as coaches, leading the way, would open new doors in the holistic development of their students.

The idea of creating teachers as coaches is an intriguing one. Why not give teachers the skills to co-actively support their students in an environment that allows for everyone to be heard, an environment where no one gets to be wrong. Resolving conflicts through co-active communication would create a symbiotic relationship that would transform Education. A new energy would emerge, allowing students to grow both intellectually emotionally and spiritually This vision is embraced by coaches who are committed to making a difference in Education.

Teachers who design and implement change, instill creativity, listen to and hear their students are modeling leadership skills. One might say that they inspire through personal charisma, calling their students to action. There is an element of mystery as to how this actually happens that one person can ignite a fire in the human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect

en coaching is introduced into the classroom. Giving teachers coaching skills may be the answer to what is not working in Education today.

Research does not reflect the kind of success that teachers would like to claim for their students and their profession. It is a complicated mixture of socio- economic, personal, and emotional issues that challenges everyone who is involved in Education. And the public demands that tests reflect the measure of success that teachers are having on their students. Little attention is paid to the holistic emotional well being of children.

Daniel Goleman's work in Emotional Intelligence suggests that a skill set of six concepts is tantamount to address in addition to the academics taught in the classroom. Goleman perceives self-awareness, managing emotions, empathy communication co-operation and resolving conflicts, as necessary elements for the successful emotional development of the child. (Self-Science: The Subject is Me). He infers that pupil mediators could be available to teach the following skills outside of the classroom. Instead of outside pupil mediators teachers as coaches, leading the way, would open new doors in the holistic development of their students.

The idea of creating teachers as coaches is an intriguing one. Why not give teachers the skills to co-actively support their students in an environment that allows for everyone to be heard, an environment where no one gets to be wrong. Resolving conflicts through co-active communication would create a symbiotic relationship that would transform Education. A new energy would emerge, allowing students to grow both intellectually emotionally and spiritually This vision is embraced by coaches who are committed to making a difference in Education.

Teachers who design and implement change, instill creativity, listen to and hear their students are modeling leadership skills. One might say that they inspire through personal charisma, calling their students to action. There is an element of mystery as to how this actually happens that one person can ignite a fire in the human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect

in addition to the academics taught in the classroom. Goleman perceives self-awareness, managing emotions, empathy communication co-operation and resolving conflicts, as necessary elements for the successful emotional development of the child. (Self-Science: The Subject is Me). He infers that pupil mediators could be available to teach the following skills outside of the classroom. Instead of outside pupil mediators teachers as coaches, leading the way, would open new doors in the holistic development of their students.

The idea of creating teachers as coaches is an intriguing one. Why not give teachers the skills to co-actively support their students in an environment that allows for everyone to be heard, an environment where no one gets to be wrong. Resolving conflicts through co-active communication would create a symbiotic relationship that would transform Education. A new energy would emerge, allowing students to grow both intellectually emotionally and spiritually This vision is embraced by coaches who are committed to making a difference in Education.

Teachers who design and implement change, instill creativity, listen to and hear their students are modeling leadership skills. One might say that they inspire through personal charisma, calling their students to action. There is an element of mystery as to how this actually happens that one person can ignite a fire in the human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect

one to be heard, an environment where no one gets to be wrong. Resolving conflicts through co-active communication would create a symbiotic relationship that would transform Education. A new energy would emerge, allowing students to grow both intellectually emotionally and spiritually This vision is embraced by coaches who are committed to making a difference in Education.

Teachers who design and implement change, instill creativity, listen to and hear their students are modeling leadership skills. One might say that they inspire through personal charisma, calling their students to action. There is an element of mystery as to how this actually happens that one person can ignite a fire in the human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect

e human psyche big enough to cause someone to follow. And there is an aura around teachers who can feel the energy and produce what is needed to call forth greatness, in partnership with their students. However, there is a vast difference in co-actively leading versus telling students what to do and expecting an intended outcome.

Parker Palmer in his book, The Courage To Teach, asserts that good teachers join self and subject and students in the fabric of life. This points to a rich integration of concepts; a tapestry, woven together to produce results. Palmer sees communication, both listening and speaking, as essential for success. The lack of clear communication has a trickle down effect, from administrators to teachers, to students to the rest of the world. It is the single biggest component in a recipe for failure in the education system. Teaching the skills of listening, problem solving and leadership are tools that will empower the lives of everyone involved in the system. Coaching is the key to opening a new kind of communication in the classroom. Just as running into my former student helped me to reflect on the important role that I played in his life, teachers as coaches will transform education, one student at a time, until the impact is felt around the world.