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Fundamentals Coaching

  • Fundamentals Coaching Guide
  • Fundamentals Class Structure
  • Fundamentals Warmup Guide
  • Shadow Protocol (Fundamentals)
  • Shadow Session 1: Game Design and Rules Communication
  • Shadow Session 2: Feedback and Coaching Language
  • Shadow Session 3: Timing, Pacing, and Energy
  • Shadow Session 4: Observation and Adaptation
  • Assist Protocol (Fundamentals)
  • Assist Session 1: Giving Individual Feedback
  • Assist Session 2: Reading the Room
  • Assist Session 3: Communicating Game Rules
  • Assist Session 4: Coaching Between Rounds
  • Assist Session 5: Owning a Segment
  • Assist Session 6: Putting It All Together
  • Co-Lead Protocol (Fundamentals)
  • Co-Lead Session 1: Warmup + Evergreen + Retrieval (Plus a Taste of the Main Topic)
  • Co-Lead Session 2: Warmup + Evergreen + Retrieval (Plus a Taste of the Main Topic)
  • Co-Lead Session 3: The Main Topic and Retrieval
  • Co-Lead Session 4: The Main Topic and Retrieval
  • Co-Lead Session 5: Proving Consistency on the Main Topic
  • Co-Lead Session 6: Proving Consistency on the Main Topic
  • Solo with Supervision (Fundamentals)
  • Solo Session 1: Running the Show
  • Solo Session 2: Running the Show
  • Solo Session 3: Proving Consistency
  • Solo Session 4: Proving Consistency
  • Solo Final Assessment (Fundamentals)
  1. Coaches
  2. /Fundamentals Coaching
  3. /Assist Session 2: Reading the Room

Assist Session 2: Reading the Room

Fundamentals Coaching · Lesson 11 of 28All lessons

4 min read

Session 2 of 6 in the Assist Protocol (Fundamentals). Read this before the class, then do the quiz and reflection after it.

Focus on giving individual feedback. Get comfortable approaching students mid-round with a quick cue. Your main job is being present and helpful without disrupting the flow.

For the Lead Coach

The trainee's focus is walking the room and giving individual feedback. This is harder than it sounds. Many new coaches freeze up or hover near the wall.

  • Give them a specific task. "During this game, I want you to walk the room and give every person one piece of positive feedback." A concrete, manageable goal gets them moving. This is Lemov's Zorro Circle: small, defined goals build a sense of efficacy.
  • Debrief their feedback. After class, ask what feedback they gave. Were their cues external or internal? Did students respond? This builds the habit of reflecting on coaching language.
  • Model your own individual feedback. Walk the room alongside them for a round. Let them see how you approach a pair, give a quick cue, and move on without disrupting the game.

After the Session: Quiz and Reflection

Do this after you've assisted the class, not before.

Focus area: reading the room.

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