「どんな鍼灸師になりたいか？」逆算して行動しよう

自己紹介

• h25年鍼灸科卒業
• 埼玉県所沢市出身
• 杉並区在住
• 渋谷ふくもと治療院に勤務
• 開業して3年目
• 4人家族で2児の父
• 趣味 治療 特技 治療

なぜ鍼灸師に？

• 母の乳がんを救ってくれた
• 日本伝統医学
• 自分の頑張りが直接的に喜ばれる。
• 未知の世界で想像がつかない。
• オンリーワンになれる。

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• 職人

技術を習得するためには？

• 真似る。
• 憧れる人を探す。
• 多様な価値観に触れる。
• 実践する。
• 現場に身を置く。

何故東洋鍼灸なのか？

• 多様性
• 活躍する卒業生
• 東鍼じゃない先生から推薦
• 直感
• 臨床家の先生から指導
• 臨床実習

4. Your job isn’t to know everything.

• You don't have to know everything about teaching or a specific content or curriculum.
• You don’t have to be an expert.

5. Your job is to facilitate an adult’s learning process.

• Our job is not to drive their thinking or direct it, or to make them do something.

6. You need to know about adult learning.

• You will also need to know how to put that knowledge into practice. You need to know what it looks like in a coaching conversation to work from a place of knowledge of adult learning.

学生時代

• 成績は良くない。
• 師匠探し 日本を巡る
• 見学
• 実践
• 失敗
• 貧乏

10. Make sure the teacher is doing the talking.

• Talk for less than a third of the time in a coaching session. Trust that by giving her time to talk and be heard -- and perhaps a thought-provoking question -- she will get what she needs from the conversation.

13. Let those who you support do the work.

• After you master the vast and complex skill set of coaching, coaching can feel easy; let the person you support do the work.

14. Mastery takes a lot of practice.

• Remember that mastery may take 10,000 hours of practice, and practice with feedback.
• Find colleagues with whom you can practice coaching skills and practice and practice.

18. Be patient.

• There’s a lot of change that needs to happen in our schools, and it’s going to take time. You can make every conversation count. The poet Rumi wrote, “Patience does not mean to passively endure. It means to be farsighted enough to trust the end result of a process.” Trust the process.

15. Have coaching conversations that matter.

• Ensure that the conversation means something. People show up for conversations that matter.
• Teachers are not resistant in conversations that matter.

16. Have conversations about students.

• These are conversations that matter. Use student work, anecdotes, observations, and videos of students to ground the conversation in the needs of our young people.

8. Create a safe space for risk-taking and learning.

• Strive to be an expert in this area. How do you do this? Start by reflecting on your own experience and needs. What makes you feel safe to take risks?

7. In order to facilitate learning, they need to trust you.

19. Be curious.

• Be insatiably, humbly curious. Learn to ask nonjudgmental questions that create expansion in someone else’s thinking and imagination. Learn to ask nonjudgmental questions about assumptions, biases, interpretation, and opinion. Know that you will learn a tremendous amount as an instructional coach about things you don’t yet know that you don’t know. Be curious.

20. Be compassionate.

• Have compassion for those you are supporting. Have compassion for students. Have compassion with yourself. From compassion comes the conversations we need to transform our schools.

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