| Volume 4. Issue 4 | MAY 2008 |
Thoughts on Positive Presuppositions
Effective school leaders demonstrate an “attitude of intention” in their thinking and actions as they interact with others. They:
- Listen by setting aside unproductive listening behaviors, such as judgment, criticism, etc.
- Use paraphrasing to covey three messages: I’m listening, I’m interested and I understand what you are saying or trying to say.
- Frame their thinking using positive presuppositions as they structure comments and questions so that their words have a positive influence on the thinking and feelings of others.
A presupposition is anything we assume in advance before specific proof has been provided or made known. Our language is full of embedded presuppositions through both the intentional and unintentional messages we send to others. At times our presuppositions may be received by others as negative or demeaning, even when it is not our intent to speak from a negative perspective. Negative presuppositions, both the subtle and not so subtle ones, can be hurtful, can move people into a reactive or defensive mode, and can shut down a conversation.
Positive presuppositions send out a message that people are acting with positive intentions. Use of positive presuppositions helps create an environment of trust and respect where people feel safe to think out loud and interact in meaningful conversations. As leaders, we pay attention to our use of presuppositions and choose our words with care.
It is always our aim to impart messages that convey positive intent on the part of others. Effective school leaders hold numerous roles as they interact with staff. One of those key roles is that of a coach. They participate in conversations demonstrating an attitude of positive intent. They assume: 1) prior planning, 2) thinking, 3) nobility of purpose 4) commitment to an expectation, and 5) positive intent on behalf of the staff.
Opening phrases used with positive presuppositions might include:
- As you …
- When you …
- While you …
Consider the following positive presupposition. “What literacy strategy do you plan to use to make the greatest impact on student learning?” The standard for this presupposition is that the teacher knows literacy strategies, that she thinks and plans carefully for significant learning AND that she also knows which strategies have the greatest impact on her students.
Compare the following examples of negative and positive presupposition and consider how each might be received. Then, determine how you will best use the information presented in this article.
Negative Presupposition |
Positive Presupposition |
Why did you do that? |
What were some of your reasons for making that choice or decision? |
What percentage of time are you successful? |
What are you seeing that indicates you are getting the results you expect on a consistent basis? |
Do you have an objective for your lesson? |
What objectives have you planned for your lesson? |
Have you thought about doing...? |
What options are you considering? |
Don’t you think you are wasting important instructional time by taking so long to get things done in your classroom? |
Knowing that you’re committed to finding ways to increase time for teaching and learning, how do you plan to reduce time spent on routine management issues? |
By Vicky Dearing, Coaching School Results
*Leaders can learn more about the coaching process and extend skills to implement coaching by attending one of our upcoming seminars. See details below.
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NOTABLE QUOTES
For
beautiful eyes, look for the good in others; for beautiful lips speak
only
words of kindness.!
- Audrey Hepburn
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vicky@coachingschoolresults.com
214-493-2503
