Which of the following is a recommended approach when an educator expresses skepticism about coaching?

Engaging in a meaningful dialogue to address the educator's concerns is essential when skepticism arises about coaching. This approach fosters open communication and trust, which are crucial for a productive coaching relationship. By inviting the educator to share their thoughts and feelings, the coach can better understand the reasons for their skepticism—such as past experiences, misunderstandings about the coaching process, or specific challenges they may be facing.

Through dialogue, the coach can clarify the goals and benefits of coaching, dispel any misconceptions, and work collaboratively to establish mutual expectations. This not only helps in alleviating the educator’s doubts but also promotes a sense of partnership and investment in the coaching process. Ultimately, a constructive conversation creates a more supportive environment conducive to professional growth and development.

Listening actively and responding thoughtfully to concerns allows the coach to tailor their approach to meet the educator's needs, demonstrating a commitment to their success and fostering a more positive view of coaching.