From Pushback to Possibility: Coaching Through Resistance

See resistance as a doorway, not a dead end, and guide teachers toward meaningful change.

DR. CRISTINA COMPTON
Director of Program Development

I remember one of my very first coaching experiences. I was matched with a phase-out school—once a vibrant and beautiful community now deemed “unfixable” and winding down its final cohorts of students. As you might imagine, morale was low—not only among teachers, but also among the students.

My charge was to work with the English Department, helping strengthen instruction through the Danielson Framework. I’ll never forget walking into Mr. M’s classroom for the first time. He looked at me with what I can only describe as disdain. If I could read his thoughts, I’m sure they would’ve said something like: Who is this woman walking into my classroom? What could she possibly do for me, at this point?

He didn’t need to say a word—his expression said it all. At first, I felt a mix of fear, hesitation, and even resentment. He doesn’t know me. He clearly needs me for a reason. This doesn’t feel fair. But then I paused and tried to step into his perspective. His school was closing. His students were struggling. He was being judged in a system he no longer trusted. Soon, I could see his resistance not as rejection, but as protection. 

"Resistance is often a sign that something important is at stake."
— Parker Palmer

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Recognizing Resistance

As coaches and leaders, it’s tempting to interpret resistance as defiance. But resistance is often communication in disguise. It can be the outward expression of deeper fears, fatigue, or misalignment.

Resistance can show up in different forms:

• Passive Disengagement: “Sure… I’ll try that.” (But doesn’t.) 
• Defensiveness: “That doesn’t work with my students.”
• Redirection: “What about the other teacher who isn’t doing this?”

And here’s the tricky part: sometimes it shows up as just one of these, but often it’s a combination of all three. A teacher might disengage in one moment, then shift into defensiveness the next. By learning to recognize these patterns, we give ourselves more tools to respond in ways that de-escalate tension rather than amplify it.

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What's Beneath the Surface?

Resistance is rarely about the coach sitting across the table. More often, it’s rooted in:

• Fear: Of being judged, of failure, of change
• Fatigue: Burnout, initiative overload, emotional exhaustion
• Misalignment: Between values, priorities, or understanding of goals

Naming these root causes doesn’t excuse resistant behavior—but it does help us understand it. And understanding gives us a better chance at responding productively.

At the same time, recognizing resistance isn’t just about identifying what’s underneath; it’s also about noticing the ways it shows up in the moment. The sigh, the folded arms, the clipped tone, the sudden change of subject—these behaviors are signals. When we can connect the why (root causes) with the how (observable behaviors), we’re better equipped to respond in ways that open dialogue rather than shut it down.

So, let’s look at some examples of what resistance might sound like in practice. We’ll name the type of resistance that’s showing up and consider a coaching question that could help open up the conversation.

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What Resistance Looks Like in Practice

Example 1
In the post-observation conversation, you say to the teacher:
“I noticed a lot of note-taking today. I’m wondering how students are making meaning of the content in the moment.”

The teacher responds, visibly tense:
“I don’t have time for all those extra activities. I’m already behind on the pacing guide. This is just what I have to do right now.”

She leans back in her chair, arms crossed, and glances at the clock.
> Type of Resistance: Defensiveness

As the coach, I might ask something like: “I hear how much pressure you’re feeling with pacing. If time weren’t an issue, what kind of student learning would you ideally want to see in this lesson?”
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Example 2
You share with the teacher:
“I noticed a lot of students were directing their responses to you. I’m curious—what are some ways we might create more opportunities for students to respond to each other?”

Ms. James shifts in her seat, arms folded, and replies sharply:
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“I already tried small group discussions last year, and it didn’t work with this group. They’re not capable—they go off-task, they get loud, and nothing gets done. Honestly, I don’t want to waste time on strategies that just make things worse.”
> Type of Resistance: Redirection + Defensiveness (a blend)

As the coach, I might offer something like: “It sounds like you’ve had some tough experiences with small groups. Can you tell me more about what worked and what didn’t when you tried it? That might help us think about adjustments together.”

By pairing the type of resistance with a curious, nonjudgmental question, we acknowledge the teacher’s experience while also keeping the door open for dialogue and growth.

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Final Reflection

The next time you encounter resistance, pause before pushing forward. Consider what it might be telling you. Sometimes it’s one form of resistance. Sometimes it’s all of them at once. But always, something important is at stake. When we treat resistance not as a wall but as a doorway, we open up possibilities for trust, growth, and meaningful change.