Coaching for Change: Breaking Through Teacher Resistance with Becca Silver

WEBVTT

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I'm not going in with a thing, and I'm gonna make you do my

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thing. I'm gonna understand how you
work as a human right. Welcome to

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the Leader of Learning podcast. I'm
your host, doctor Dan Krenis, and

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this is where I help educators grow
their impact as instructional leaders because my research

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and leadership experiences have led me to
understand that someone like you, regardless of

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your role or your title, can
have a tremendous impact on your organization.

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I chat with inspiring guests who are
truly making an impact as instructional leaders.

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Whether this is your first time listening
or you've come back for more, I

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hope you've subscribed to this show on
your preferred podcast app so you don't miss

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any of the great episodes, topics, or guests. Anyway, I'm so

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glad you've tuned in. Now let's
get started. Welcome in Leader of Learning

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to episode one sixty six. As
you can tell, I am back and

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I am ready to put out episodes
as consistently as I used to. You

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can definitely expect moving forward that episodes
new episodes will come out every two weeks.

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Here in episode one sixty six,
I interview an amazing guest, Becca

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Silver. But before I get there, I just want to mention that I've

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come out with a new live webinar
called Unlock your Leadership Potential. In that

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webinar, which is just under an
hour, you'll learn how to grow your

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impact as a leader by prioritizing and
valuing a high level of trust in your

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organization. In this under an hour
webinar, you'll learn things like how trust

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is the foundation of relationships and other
aspects of organizational success. Analyze the interconnection

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between trust and respect, Recognize the
dangers of artificial harmony and what to do

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to avoid it, and refer let
on your next steps as you carved your

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path as a leader. Anyway,
I really hope you'll consider registering. I

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know you're gonna get a lot of
value out of it. If you are

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head to Dankrinis dot com slash webinar
to register. Now, speaking of getting

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a lot of value, I know
that you are really gonna love this episode.

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My guest, Becca Silver, is
a seasoned consultant and entrepreneur who left

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the school system to pursue her passion
for coaching and leadership. With years of

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experience, she's traveled across the US
and internationally working with school coaches, leaders

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and districts to create a curriculum that
focuses on mindset and motivation. Her work

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aims to better impact teachers and help
them overcome resistance. I really really enjoyed

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this conversation, and this is definitely
a real high impact episode because we talk

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about a passion of mine which is
helping educators and really helping anyone kind of

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break through the resistance that they have
toward change. I don't want to give

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too much away, so let's jump
right in and after these messages is my

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interview with Beca Silver. Welcome back, Leader of Learning. I am very

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excited to bring on another guest here
in episode one sixty six of the Leader

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of Learning podcast, Becca Silver,
who is the founder and CEO of The

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Whole Educator. She is also a
podcast host. She hosts a podcast called

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Coaching the Whole Educator. And I'm
really looking forward to speaking with her about

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some topics that you know that I
am passionate about already, things like of

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course coaching educators and then more specifically
working with educators to really push through resistance

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and resistance to change, having a
growth mindset, so I'm eager to dive

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into it, but beca. I
know I didn't give you enough of an

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introduct so if you could fill this
in a little bit more on who you

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are, where you are, and
what you'd do, awesome and thanks for

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having me on. I'm excited to
have this conversation with you. I think

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it's going to be really exciting.
So I'm Becka Silver. I was a

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teacher for ten years and after I
left the classroom, I became a coach

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at a school, and at the
same time, I also started life coach,

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and I discovered there were some crossover
skills that were really helpful in my

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life coaching development that helped me in
my instructional coaching development. And I was

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like, why did I not learn
this right Because I'm like running around trying

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to make people do what I tell
them to do. And I was like,

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there's this like mindset stuff and motivation
stuff. I was learning about how

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humans think. And so I left
the school system, became a consultant,

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and I started my own business and
created a whole curriculum for coaches and leaders

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to better impact teachers, including their
mindsets and mode innovations. And that's definitely

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part of the conversation we're going to
have today around resistance. So I'm excited

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to be here. I've been doing
this for over seven years. I travel

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around the US and internationally working with
school coaches, school leaders, school districts,

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sometimes entire statewide entity as well.
I'm curious about what you do more

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on a more granular level. When
you say you travel around and you help

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schools, what does that look like? Who exactly are you working with and

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how and what are you doing with
them? And I the reason I'm so

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curious too is because obviously you know
you know this, I'm sure as well.

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Like teaching is tough, it always
has been, but it's been probably

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even harder over the past couple of
years. And I think now more than

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ever, we need in education for
educators to feel like they are being supported,

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I think in the ways that you
are. So that's why I'm really

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curious. Yeah, So who I
work with are instructional coaches and gosh leaders

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of all levels of school leaders,
region leaders, district leaders, and also

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state wide leaders. And what I
do with them. I'm always customizing what

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I do, so it's never exactly
the same. I don't believe in one

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size fits all, and what I
do with them is teach them how the

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brain works. And I have all
these different modules and so I have the

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whole educator Academy and bring people through
understanding how do we intentionally build trust the

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fact that we actually need to start
with a foundation of trust and relationships.

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We shifting mindsets towards a coaching mindset, away from what I call task centered

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coaching, towards human centered coaching.
So shift you know, I'm not going

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in with a thing and I'm going
to make you do my thing. I'm

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going to understand how you work as
a human and I'm going through that.

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I'm going to empower you improve.
So helping school coaches, school leaders gain

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those skills and practice them. The
super uncomfortable role playing we there's a lot

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of self awareness that I do uncovering. There's always aha moments with the folks

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that I work with. So,
yeah, transfer and you, you and

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I were talking about this earlier.
It's really transformational learning that happens in most

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of my workshops, much more than
infernal learning. I'm curious, what do

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you think in general, educators teachers
are in need of when it comes to

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coaching at this point and has that
and does it or has it changed over

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time that since you've been doing this? So what are you You're asking what

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are educators? What kind of coaching
are educators in need of? Yeah?

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Okay, oh that's so great.
Oh I have not been asked that question

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that way. Usually it's like,
what do coaches need to be doing?

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Here's the reason I asked this conversation. I didn't tell you this ahead of

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time, and I wasn't sure I
was going to bring it up on so

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to speak. But this conversation is
really timely because I am an instructional coach.

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I'm an instructional coach for digital learning, which means that usually I'm helping

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educators break through resistance and break through
barriers when it comes to taking risks,

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trying new things, innovating their instructional
practices with technology and with sort of future

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ready learning. However, sometimes,
and it doesn't happen often, but sometimes

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I need to coach teachers in other
ways. And one shining example that just

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happened, very relevant, very timely, is that I think I'd like to

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think, I hope that a close
colleague that I work with in my school

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that I just kind of talked him
out of potentially leaving not just the school

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but the profession. And that was
a coaching conversation that I wasn't expecting and

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you know, really drastically shifted from
what you might expect a digital learning coach

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or instructional coach for technology to be
working with a teacher on. So that's

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really kind of what was the basis
for me asking like, what are you

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seeing out there when you're in schools
and working with coaches? What are they

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needing to provide to teachers the most? I think in any situation where someone's

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feeling so burnt out they want to
quit, they're experiencing resistance. I think,

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first of all, developed making sure
that we are growing our trust and

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relationships with people and having them feeling
heard. Step one, like I hear

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you. Step one right, And
there's ways of listening, like actively listening,

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not just saying I hear you.
I recently a coach that thought active

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listening was saying I hear you and
then moving on like no, no,

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no, that's not listening right.
Making sure people really and there's something there's

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neurologically, something that happens to our
brains when that happened, and has anyone

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done the hand thing with you?
No? Oh, you're gonna love this.

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Okay, this is so great.
So there's two important parts of our

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brain that are kind of important in
this relationship. There's a what my friend

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calls the smart part of our brain, the prefrontal cortex, and then in

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the center of our brains are migdal
So when we feel stressed out, when

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we don't trust someone, when we
feel unsafe and anyway, if I feel

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like someone's making me do something that
I don't want to do, we essentially

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flip our lid. And what I
mean by that is our prefrontal cortex is

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in charge of critical thing logic,
ability to be adaptable and flexible and pivot

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when we need to adapt to chain. Our smart part, the part we

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need online for coaching and teaching.
Our migdala is in charge of our survival.

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So that's where we get those emotional
almost like irrational emotional responses to things.

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Right when we're getting when we feel
unsafe, it's like I've got to

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get out of here, or I've
got to protect myself fight, flight,

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freeze, fond that that all lives
here. Okay, So we feel un

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and safe. Boom, I flipped
my lid. My smart part of my

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brain is offline. And so as
a coach, if I if I don't

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have trust with the teacher and I
show up, I'm like, hey,

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we're going to be using near pod
today. And the teacher's like, pen

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and paper has been great for you
for the last twenty years, right,

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Boom, I don't trust you,
don't tell me what to do. And

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then the coach is like, no, logically, here are the reasons why

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we should be using near pod.
This is what it does to their brain.

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We're resisting them, right, and
when we feel seen and heard,

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this is actually what happens. We
help put people, help people put their

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lid down, get the smart part
of their brain back online, so we

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can have a conversation about imprint.
So now we're really getting into the meat

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and potatoes. All right, let's
take it back a second, because I

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want to I want to work back
up to what you were saying and really

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get into the how behind how to
work with educators coach teachers on breaking through

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that resistance, feeling more comfortable,
feeling more confident. But first, let's

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make sure that the listeners understand what
we mean by resistance and resistance to change.

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As I told you before we hit
record here, I've done a lot

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of work in this area over the
past handful of years. It went into

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my research, my dissertation blog posts, lots of things that I've written and

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spoken about. So it's definitely a
passion area of mine and clearly connected to

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my working with and coaching teachers on
taking risks and and kind of just you

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know, helping them feel more comfortable
in certain areas. So I'm curious to

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know what what your take on it
is, how you would define it,

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and how how it shows up in
your line of work. So how I

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would define resistance to change? Oh
my god, I don't. I don't

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think I've ever actually like defined it. That's so great. First of all,

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before I do that, I want
to acknowledge language that you've used.

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That's fantastic, and I have not
heard another human I use exact same language,

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And I want to, like,
I don't know, highlight it,

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which is you say breaking through resistance. A lot of people use language around

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overcome resistance or you know there's like
a like we're going to I don't know,

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like fixing, pushing, forcing language
right, and we want to be

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careful that we're not resisting the resistance
which is actually happens. So I just

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I wanted to say, yes,
we use the same light scrape. So

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how do I how do how do
I mean? How do I define?

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This is like off the cuff.
This is not Becka being polished at all.

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But if I was going to to
find someone experiencing resistance to change,

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which is an experience, right,
a human is not I'm not I'm not

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resistant, and you're not resistant.
We're not. This is not my label,

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right. So if I'm experiencing resistance
to change, which everyone does,

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by the way, there's some If
I'm resisting change, I uh, there's

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there's a part of me in my
brain that doesn't want to do it.

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There's a I have a motivation that
I don't want to do it, right,

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So I might say something like,
if I'm looking at cost benefit analysis,

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like the benefit of staying the same
is higher than the cost, or

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I think the benefit of staying the
same is higher than the cost of that.

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Yeah, you know, I want
to look this up. When I

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was doing my research, I took
from the research of another researcher and who

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studies this and I want to say
it was back in episode sixty nine of

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the podcast I talked about this.
It was a solo episode, no guest,

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just me and I kind of just
got it all out there. You

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know, this is what I've learned
about resistance and why it's significant in education,

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and I want to go back and
take a look. But what's really

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cool is the researcher who whose work
I used in my dissertation in my work

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actually reached out to me because he
found that that at least the blog post,

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if not the podcast episodes. So
that was really cool. It meant

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a lot. But you know,
I think it's sound. It sounds obvious,

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but research shows that the more veteran
teachers are the likeliest resistors, unfortunately,

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And I think to really boil it
down and put some human language on

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it, and in Layman's terms,
it's you. You get in your comfort

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zone, and I don't I don't
say you you know not not you listening?

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You you're listening because you want to
grow yourself as an educator. But

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some educators find themselves more often than
not don't mind my dog in the background.

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They find themselves more often than not
in positions where they've been doing it

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for a while. Uh, Therefore
they're comfortable with what they've been doing,

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or they're comfortable with certain curriculum or
certain digital technological tools that they know the

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best, and when it comes to
learning something new, that's when it requires

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sort of that that breakthrough, that
breaking through the resistance, and they need

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a lot of help with that.
So I guess really that's why where I

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wanted to take the conversation next,
how do you or how do you support

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coaches and educational leaders then help these
resistant teachers to break through that and to

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feel more comfortable with something that they
need to do instructionally speaking. M yeah,

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So helping teachers experience resistance, I
use the model that I'm made.

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I use a couple models, but
the model I mainly use is doctor Anthony

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Mohammad's levels of resistance. Do you
know those? No? Oh, you're

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gonna love them. Okay, it's
fantastic. He's a he's also a researcher.

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And so there are four levels.
I think it's on a pyramid,

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and they go from least of resistance
to most severe resistance. So level one

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resistance is motivated by I don't understand
why the changes happen. And so it's

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the thing that I train coaches and
leaders to do is communicate. This is

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the communicate. The skill that needs
to be strengthened is communication, communicating the

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why. And the very important thing
that I say very often is it doesn't

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matter what you say. Doesn't matter
that you told them why. It matters

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what they hear. And that is
distinct. It does not matter what you

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say. Right. So I've worked
with lots of like district leaders all that,

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and I'm like, I told them, I told them why? How

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many times? In what ways have
you told them? Why? Have you

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figured out a way that they can
hear? If they're still resisting, they

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have not integrated it for themselves,
right. So that's the least severe form

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of resistance. The next one level
two resistance is I don't trust you,

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so or they don't trust the change. So they might not trust the person

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that chose to make the change,
they might not trust the person implementing the

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change. But trust is lacking,
and so the thing to do is build

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the skills to build trust. And
it's so funny in this kind of realm

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of working with school coaches, school
leaders, we talk a lot about building

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trust, but I don't see a
lot of professional develop on how and we

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need. The methodology I use to
build trust is from the Speed of Trust.

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Stephen m rcovey love his work.
I just think it's he defines trust

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as the confidence we have in someone's
character and competence. This is great,

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right, we can intentionally build it. Level three is someone's resisting trust because

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they don't they're not worth they're not
they're not sure it's worth the risk.

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So there's a couple buckets here.
They could not be sure it's worth the

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risk because they don't think they can
do it. It might be a confidence

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issue or that they actually can't do
it. It's a competence issue. So

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the thing to do is work with
the teacher to have the confidence and competence

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to do with build capacity. And
then level four is the motivation of resistance.

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Is I identify as a resistor.
And here's the thing I say in

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all my workshops are on resistance.
Do not go there. I have my

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frustrated principles or like it's definitely that
they are definitely lettle for and I'm like,

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you're not allowed to say this person's
Level four resistor unless you have gone

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through and really addressed do they understand
why is there a trust issued? You

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know, is it competence or confidence? Right? You can't actually say if

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they identify if you haven't gone through
all those and it's kind of an easy

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almost like an easy way out if
you're just going to label someone and the

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thing to do then is hold someone
accountable and say, look, the change

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is happening and at the end of
the day, you have to comply.

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This podcast is a proud member of
the Teach Better podcast Network, Better Today,

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00:19:56.640 --> 00:20:02.119
Better Tomorrow, and the podcast to
Get You That. Explore more podcasts

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at www dot Teach Better Podcastnetwork dot
com. Now let's get back to the

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episode. I agree with a lot
of what you're saying. It makes so

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much sense to me and what I
kept thinking about, not just as you

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went through the levels, but especially
as it relates to a more resistant or

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reluctant educator kind of realizing that about
themselves is the fact that at the end

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of the day, in order to
really quote unquote move the needle with that

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person and help them break through that
resistance, ultimately they need to not just

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internalize it, but to start feeling
some kind of like intrinsic motivation for themselves

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to want to be able to take
the next step toward whatever it is that

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they're working on right, whatever it
is that they've been resistant too. I

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did find that as you were talking
the old episode and blog posts that I

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wrote about understanding resistance to change,
and it's up at dankrinis dot com.

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It's episode sixty nine of the podcast. And the researcher that I was referring

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to before, whose work I really
pulled a lot from is Richard R.

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Snyder from Wartburg Wartburg College. But
there was some more research that I looked

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into too, and I want to
mention I want to highlight this one part

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of it. There were some researchers
who noted the importance of what they consider

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rewards when it comes to teacher beliefs
and resistance to change, and so they

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identified these types of rewards that are
associated with it was really associated with the

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selection of careers. But the types
of rewards are as follows in Extrinsic rewards

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which focused on income, level of
prestige, and potential power. Ancillary rewards

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include work schedule and conditions. Psychic
rewards are the internal feeling of fulfillment,

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and then they broke that down further
into two types of specific to teachers,

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two types of teacher nostalgia that kind
of fit in with these extrinsic rewards.

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There's social nostalgia and then there's political
nostalgia. And I think that a lot

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of times teachers get caught up in
these, especially that social nostalgia, like,

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well, I feel comfortable and my
colleagues feel comfortable doing something one way,

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and we're also it's like it's almost
like peer pressure with among kids teenagers,

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like well if we're all kind of
doing it this one way, like

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who are you to say that we
need to do in another way? So

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there's that reward system, right,
And when you think about how it becomes

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an intrinsic reward, it's like,
well, what's in it for me?

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What do I get out of it? And I think sometimes not just teachers,

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but so many people have a hard
time at first first seeing what's in

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it for them. You talked about
like the why behind why you're asking someone

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to do something new. So I
think having said all that, what I

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naturally need to ask you next is
the how how can we start working with

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teachers? More specifically, to get
them to internalize it more, get them

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to kind of feel that intrinsic reward
and motivation for making some sort of change.

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Yeah. Well, I think one
thing I want to presence is the

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context that all this is happening within. There's something I call the a compliance

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culture. I think our schools,
our school systems are really structurally based around

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a compliance culture. And what I
mean by that is, someone at the

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tippy tops spends a couple million dollars
on a new reading curriculum. Right,

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Someone of the top made a decision
or maybe they had a little committee that

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helped them make a decision, right, and then it gets filtered through,

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right, and then all the principles
need to just like middle people that you

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know, and then the principles need
to implement this this curriculum that the district

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bought, right, and then the
deaders have to implement you know, they

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didn't choose it right. It's it's
the like I I chose this, and

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I want you to do it right. So use terms like buy in instead

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of owners a lot, right,
I want you to buy into the change

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that someone else decided to make.
Like the term empowerment. It's a little

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more, in my opinion, it's
a little more growth mindset. Y Oh,

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it for sure is empowerment is and
it's acknowledging though. And I use

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the term buying all the time because
that's that's the context we're in, right,

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And I much prefer empowerment right now. I'm not here to inspire someone,

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I'm here to empower them, right
And I love I love that you

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said that too. Okay, So
how do we work with educators? I

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think we need to figure out what
they need? What what inside of them

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has them not wanting to implement this
change that they didn't decide? Right?

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So do they not believe in the
efficacy of themselves? And they not have

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their own self efficacy? Do they
not believe in the efficacy of the thing

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they're being asked to implement? So
for me, I'll give I'm gonna give

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a personal example. I lived,
I taught abroad for three years and two

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of those years were in Africa and
East African yea, And there every day,

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I didn't have power for a little
bit every day, and I came

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So I was there for two years
and I came back to the States and

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I was gone during the time that
everyone got a smart board, a smart

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I came back with my flip phone
and I was like, what is this?

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And I asked for the one trailer
that didn't have a smart board.

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I was anti technology for a whole
year and no matter how much, and

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I'm very pro technology now, but
for a whole year I resisted technology because

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I didn't understand why if I could
teach without electricity, why would I need

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to teach with technology? Right?
And so it was I level one resister.

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I didn't understand why. So that
what I got, what the support

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I got was a lot of professional
developments on the latest app and they would

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model and they would have us practice. There was a little skill building,

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but no one set me down and
was like, hey, this is why

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we're doing so all of that to
say, what educators need is someone to

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sit with them and figure out what
do they need support in which and you

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know, my my frameworks, the
levels, so you know, it's just

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like what what's motivating the rests.
So I'm an instructional coach and I'm working

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with a teacher named Becca, and
she's a really great teacher. Maybe she's

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been doing it a while, but
there's something that is holding her back from

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some new initiative. Maybe it's a
new technology. Where do I Where do

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I start with Becca? How do
how do I get her to help kind

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of get her get out of her
own way when it comes to trying something

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new. I get to know Becca. Hey, how's it going? Do

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you wind if I hang out in
your class passroom for a little bit.

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I stopped by Becca's classroom at least
once a week, hopefully multiple times a

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week. Hey, how's it going? Can I come hang out for a

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little bit? Oh great? What
do you think about this? I co

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plan with Becca? What do you
think about this? I get I listen,

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listen, listen, listen to Becca. I hear the words she's saying.

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I hear the words she's not saying. I hear she talks about things.

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I figure out what's going inside on
inside of her head that's causing her

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to not want to imp this change. There's not a one size fits all

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with After I did my dissertation,
I took the themes from it and I

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kind of packaged those up into an
acronym because we're educators. That's what we

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do, called scope and the sea
in scope is honestly speaking, and my

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humble opinion, one of the things
that is most missed when it comes to

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coaching teachers through through resistance or trying
to build growth mindsets, and that's just

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trying to make someone feel comfortable and
by addressing their discomfort. So it's a

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lot of what you were just saying. Some of the things that I heard

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you saying within the last few minutes
are first and foremost getting to the why

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behind why someone is being asked to
implement something new. Listening. I heard

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you say that a few times,
Right, listen, get to know them

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really, like really listen. And
then I also heard you say I think

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co plan. So I take that
to mean you put yourself alongside of them,

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right, You're not better, You're
not in front, you're not behind,

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you are there with them. I
love that, And you know,

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I'll just throw in a couple other
things too, because I do find I

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do consider myself a little bit of
an expert in this area as well.

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I find small ways in so take
small baby steps and treat each each step

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of the way as incremental changes.
You know, you definitely don't want to

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ask somebody to do too much too
quickly. But then the part of that

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too that I think people miss that
I really love to highlight is to celebrate

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small wins too. If someone is
trying something new, especially when they've been

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resistant to it, if you don't
take every opportunity you can to celebrate them,

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it's gonna be really tough to break
through that. And again, I'll

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go back to the conversation that I
had with a teacher that I work with

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at my school recently about basically,
why, you know, why would you

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even think about leaving the school or
ultimately the profession. And I needed to

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listen, like you said, and
put myself right alongside that teacher and what

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where I normally would not like sharing
a lot of oh, well, this

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is what I went through when I
was in the classroom. I found myself

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having to do that with this teacher
just because I think that I think it

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helped kind of put us on a
level playing field and be like, listen,

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you're not the only one who's gone
through some of the things that you're

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going through. But my point is, if I, I think, if

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I didn't try with this teacher to
point out all the really great things that

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he's done and celebrate even small victories
that he's had over the years. I

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think it would have been difficult for
him to kind of internalize that, like

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we were talking about a little while
ago, hmm, agreed. And that's

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the the brain science around developing a
habit actually is what you do when you're

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developing a new habit is you you
want to develop a trigger, like what

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triggers me to do I don't know. I put on my pajamas and then

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it's my trigger to brush my teeth. Right, the habit the new habit,

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and once you do the habit to
have that, actually, there's you

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celebrate that you did the habit is
it. There's a chemicals that are released

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in your brain. They're like,
ooh, we want to we want to

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do this again, right, the
habit is you want it subconsciously doing it

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again. And so I you were
talking about kind of having a teacher not

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leave right and celebrating what they're doing. And then there's also the just tiny

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00:31:03.039 --> 00:31:07.480
tweaks and micro movements that we're having
teachers do when even if they're not trying

401
00:31:07.519 --> 00:31:11.359
to quit, and celebrating those wins. Yeah, there's something in our brains

402
00:31:11.400 --> 00:31:15.240
when we're burnt out or I don't
know what that teacher was dealing with that

403
00:31:17.319 --> 00:31:22.319
we can filter the negative stuff,
like it's actually hard for us to see

404
00:31:22.319 --> 00:31:25.720
the positive stuff. As we start
to wrap up a little bit, I'm

405
00:31:25.759 --> 00:31:30.799
going back to the blog post that
I wrote based on the episode I did

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around understanding resistance to change, and
I kind of wrap that up by saying,

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you know, I don't necessarily believe
we can just end resistance, but

408
00:31:40.680 --> 00:31:45.160
it's something that you know, especially
in education, things change all the time.

409
00:31:45.200 --> 00:31:47.519
We know that, right, What
do they say, like the only

410
00:31:47.640 --> 00:31:52.599
constant in education is that it changes
so much? But I do think,

411
00:31:52.720 --> 00:31:57.880
of course, that there are ways
to work with educators to help not eliminate,

412
00:31:59.119 --> 00:32:04.119
but sign unificantly reduce the amount of
resistance. And I think we've mentioned

413
00:32:04.160 --> 00:32:06.759
some of those things already. If
you still have more back, i'd be

414
00:32:06.759 --> 00:32:12.599
interested to hear what else you might
think that we could do. But if

415
00:32:12.599 --> 00:32:15.519
there's anything else that you haven't shared
with us yet, maybe about the work

416
00:32:15.559 --> 00:32:19.799
that you do or the work that
you're inspiring coaches to do with teachers,

417
00:32:19.839 --> 00:32:22.839
i'd appreciate that. Otherwise, I
would really like for our listeners to know

418
00:32:22.920 --> 00:32:27.880
how they can connect with you and
reach out to you if necessary, and

419
00:32:27.920 --> 00:32:30.599
just learn more about what you're doing
there with the Whole Educator. Absolutely.

420
00:32:30.799 --> 00:32:35.759
So one other piece I haven't shared
around resistance that I do work around is

421
00:32:36.640 --> 00:32:42.440
Crucial Conversations Work, And it's a
book. It's fantastic, it's very meaty,

422
00:32:42.480 --> 00:32:46.480
it's like, it's very intense work, and there's a piece about we

423
00:32:46.599 --> 00:32:52.240
need to help people feel safe in
conversation and so there are strategies for doing

424
00:32:52.279 --> 00:33:00.960
that, understanding and identifying mutual purpose
and mutual respect in COMversations and that neurologically

425
00:33:01.000 --> 00:33:06.400
signals to our brain, oh I'm
safe in this when someone's experiencing resistance,

426
00:33:06.440 --> 00:33:10.079
remember the're flipping lid right. So
that's also another piece that I do with

427
00:33:12.000 --> 00:33:15.480
school districts, school years. So
yeah, I want I wanted to share

428
00:33:15.519 --> 00:33:20.880
that. Where people can find me
is the Whole Educator dot com. You

429
00:33:20.839 --> 00:33:25.400
can check out my podcast Coaching the
Whole Educator. Yeah, I'm on Instagram

430
00:33:25.759 --> 00:33:30.880
at the Whole Educator, Twitter,
Beca Silver, Underscore du I'm LinkedIn with

431
00:33:30.960 --> 00:33:36.680
Beca Silver and yeah, I would
love There's a lot of free resources on

432
00:33:36.720 --> 00:33:40.160
my website. Feel free to go
check those out. I also something ilse

433
00:33:40.200 --> 00:33:45.480
share with you Dan if it's appreciated. Is I have a free download of

434
00:33:45.519 --> 00:33:49.079
the Levels of Resistance that I share
that people can look through as well,

435
00:33:49.160 --> 00:33:50.839
so I can send that to you. That'd be great. Yeah, I

436
00:33:50.839 --> 00:33:53.680
mean, i'll definitely put the link
to your website and your socials in the

437
00:33:53.720 --> 00:33:58.359
show notes, but i'll drop the
link to that resource as well. Yeah.

438
00:33:58.400 --> 00:34:01.440
Awesome. And just I'd say,
like the thing that most impacts my

439
00:34:01.480 --> 00:34:06.160
coaches and leaders is the whole educator
academy, which is it's not a one

440
00:34:06.240 --> 00:34:09.079
stop It's not like I come in
for one PD and I leave and everything.

441
00:34:09.159 --> 00:34:12.760
It's like, no, we actually
do consistent work. So I want

442
00:34:12.760 --> 00:34:17.039
to leave everyone with if you're really
committed to breaking through resistance, it takes

443
00:34:17.199 --> 00:34:23.079
continuous work. Wow. That's a
really great conversations. I'm so passionate about

444
00:34:23.079 --> 00:34:27.199
this work my listeners and know all
that I've been talking about it for six

445
00:34:27.280 --> 00:34:30.199
years plus that i've been doing this
podcast. So I really appreciate you reaching

446
00:34:30.239 --> 00:34:34.039
out, and I'm really glad that
we were able to get this scheduled.

447
00:34:34.079 --> 00:34:37.800
And just I love the work that
you're doing. I really do, because

448
00:34:37.840 --> 00:34:42.000
I think it's so important and that's
why I have committed to very similar work

449
00:34:42.039 --> 00:34:45.360
myself over the years. So thank
you for that work that you're doing,

450
00:34:45.440 --> 00:34:47.360
and thank you for your time here
in this episode. Thank you so much

451
00:34:47.360 --> 00:34:54.599
for having me. This is a
fun conversation. Well that's it for this

452
00:34:54.679 --> 00:34:59.880
episode. Thank you so much for
listening. If you haven't done so yet,

453
00:35:00.079 --> 00:35:04.079
don't forget to subscribe to this show
on your favorite podcast app. If

454
00:35:04.119 --> 00:35:07.320
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455
00:35:07.400 --> 00:35:10.920
do this one thing for me.
Please share it. The biggest favor you

456
00:35:12.000 --> 00:35:15.039
could ever do for me is to
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457
00:35:15.239 --> 00:35:21.199
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458
00:35:21.239 --> 00:35:24.920
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460
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and review of this show, links
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461
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462
00:35:38.000 --> 00:35:43.320
to access the great content that I
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463
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464
00:35:46.840 --> 00:35:51.760
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467
00:36:00.679 --> 00:36:04.079
are, you are a leader of
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