In the December Insights from Growth Coaching International, Dr. Robert Biswas-Diener and Christian Van Nieuwerburgh shared the need for stepping beyond active listening to radical listening. They described how active listening, as presented by Carl Rogers in the 70s may be insufficient for coaches today in a world of digital distractions and a sense of “time poverty,” which make even paraphrasing and questioning seem unattainable. They suggested the need to build on active listening skills to develop Radical Listening. Research links better listening to better learning of both knowledge and skills at work which are essential in education.
Radical Listening can be described as the practice of deeply engaging with a speaker’s words, intentions, and underlying values by setting aside one’s own biases and judgments to fully understand the speaker’s perspective. It fosters genuine connection, empathy, and mutual learning.
The authors identified six common obstacles to deep radical listening.
- 1. Comparing (“That experience also happened to me!”)
Example: A teacher shares their struggles with classroom management, and the coach responds, “Oh, I remember when I had the same issue with my class a few years ago. It took me quite a while to figure out that I had to set and model expectations.”
Impact: This shifts the conversation from the teacher’s experience to the coach’s and risks invalidating the teacher’s emotions and missing an opportunity to truly understand their unique context.
- Competing (“I had it even worse than you did!”)
Example: A teacher talks about feeling overwhelmed by curriculum changes, and the coach replies, “I dealt with that chaos when I taught during a switch to new state standards.”
Impact: This can make the teacher feel dismissed or belittled, as their concerns are overshadowed by the coach’s story.
- Mindreading (“I already know what you are going to say!”)
Example: Before the teacher finishes explaining their challenge with a lesson, the coach interrupts with, “I hear that your students aren’t engaging because the content seems too abstract.”
Impact: This assumption shuts down the teacher’s ability to articulate their own understanding of the situation and likely prevents the coach from gaining important insights.
- Advising (“I have figured out how to solve your problem!”)
Example: After hearing only part of a teacher’s concerns about differentiating instruction, the coach quickly suggests, “I always found that by grouping students with mixed ability levels, they were more successful.”
Impact: Offering premature advice can make the teacher feel rushed or unheard, reducing their sense of ownership over the solution.
- Priority Status (“I am an expert on this issue!”)
Example: A teacher discusses their struggles with required district assessments and the coach responds with, “I’ve coached a lot of teachers who have struggled with this. I have several strategies that will work.”
Impact: This reinforces a hierarchical dynamic, where the coach’s expertise is prioritized over the teacher’s insights, potentially stifling authentic dialogue and the teacher’s empowered problem solving.
- Time Poverty (“I don’t have time to listen to this!”)
Example: A teacher starts to explain a parent communication issue that is troubling her and the coach’s nonverbals say, “This really isn’t all that important.”
Impact: The teacher becomes discouraged from sharing fully and trust is eroded, making future conversations less productive.
While avoiding these pitfalls, practice consciously:
Staying Present: Focus completely on the teacher without letting personal stories or assumptions take over. (I find that such stories jump to my mind while coaching and I need to consciously shut them down)
Be Curious: Ask open-ended questions that encourage deeper reflection and understanding. (I draw frequently on my fascination and curiosity about the teaching/learning connection. It fascinates me and I want to know more.)
Hold Space: Resist the urge to problem-solve or assert expertise too early. (I find that a focus on being a thinking partner with the teacher allows the idea for how to proceed to be co-created. The teacher’s shared ownership is empowering)
Practice Patience: Allow teachers to fully articulate their experiences without rushing or interruptions. (Interestingly, the time I’ve spent coaching on Zoom has illustrated more profoundly the role of patience. I think I found it easier online and discovered the high value)
One strategy I’ve found for raising my consciousness in listening is taking notes while conferencing. (Seated next to the coachee so that they can see my notes.) Jotting down the notes slows me down and I believe helps communicate the care and that I am taking to listen and understand.
