I wonder why it is so difficult to change my language pattern particularly as it relates to building positive presuppositions into my repertoire.  I have finally come to realize that a positive presupposition is simply speaking into existence what I believe another person can accomplish before I have actually seen evidence to that effect.  As this relates to education, my positive presuppositions are based upon my universally held beliefs about teachers.  Some of these beliefs include:

• I believe that all teachers care about students. 
• I believe that all teachers plan lessons using the curriculum guide and correlate student outcomes to state standards and appropriate resources or want to learn how to do that.
• I believe that all teachers interact with the parents of their students. 

I know that I act upon these beliefs when I interact with teachers whether I have known this teacher in the past or if this is my first encounter with him. 

I know that when I am seeking additional information in an interaction or if I am trying to help a teacher to gain clarity around an issue, I can use positive presuppositions.  Positive presuppositions meet the International Coach Federation (ICF) standard of powerful questioning—“ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client.”  This language pattern “evokes [the client’s own] discovery, insight and commitment to action.”  Using the belief statements above, some possible positive presuppositions might be:

• “When you think about the needs of your students, what guides the decisions that you make? (presupposes that the teacher cares)
• “As you planned this lesson, which planning documents—the curriculum guide or the state standards was the most helpful to you?” (presupposes that the teacher planned and/or knew to use the curriculum guide and state standards)
• “What was the parent’s reaction when you talked with her?” (presupposes that the teacher contacted the parent)

I realize that sincere positive presuppositions send a deeper meaning than the words I speak.  They convey to the teacher that I have faith in him and trust him to make good decisions about students.  These words also convey that the teacher is a good problem solver and that he has thought about the action he took.  Even if the teacher did not complete the action specified in the positive presupposition, he probably will do so in the future because he now sees it as an expectation and a strategy to address a possible concern.  I have the ability through the use of positive presuppositions to send a powerful message without being negative or punitive.

The language of positive presuppositions does not come naturally to me.  I believe it will be an acquired skill that I will have to continually plan for and practice.  Since I understand the dynamic impact positive presuppositions have upon the listener and the subsequent impact upon students, I will continue to strive to incorporate them into my conversations with others.

By Edna Harris, PCC
Coaching for Results Global