Teach • Coach • Parent A Lesson in Communication By Tammy Evans

The Moment

OK, I’m back in Teach • Coach • Parent mode, and I think I’m ready to write my first article since finishing my book.

This one comes from a teaching moment that happened recently—so it’s fresh. And I think it’s a great example for colleagues, especially in the world we’re working in right now, with different generations and different communication styles.

For context, I am a Health and Physical Education teacher.

Earlier in the day, my supervisor came to me and said she wanted to meet later on.

She shared that a concern had come from one of my classes—that the students weren’t doing a variety of activities during my lesson.

She didn’t specify exactly who raised the concern, only that it was coming from that classroom.

This teacher is not consistently present during that class time. She stops in occasionally—sometimes at the end of the period—but she is not there for the full lesson.

The Immediate Reaction

Of course, my old wiring kicked in: Oh boy… what is this about?

For a while, my mind started working. But instead of going negative, I found myself thinking more positively.

At the same time, I’m self-aware enough to know I’m not perfect. If I’m not feeling my best, sometimes I simplify things. I’m a gym teacher—I might take the kids on walks.

And that’s exactly what this was about.

That class had been going outside all week. The weather was nice, and we walked every day. We got fresh air.

But what wasn’t visible in that moment was everything else happening within that class.

One of my students experienced a medical situation. I stayed with her for most of the period—supporting her, calming the environment, and even finding music to help soothe her.

At the same time, I had the rest of the class engaged—some playing volleyball, others walking.

As educators, those moments happen. And we adjust in real time.

The Pause

So when my supervisor told me the concern was that I wasn’t doing enough activities, my first reaction wasn’t outwardly defensive—it was more reserved.

A quiet pause of,“What is going on here? I think I know exactly what this is.”

But that’s exactly where my work came in—pausing, shifting perspective, and choosing not to react from that initial thought.

Because the truth is—yes, we had been walking. Yes, that was my choice.

So I said: “OK. I’ll come up with more activities.”

And that was the meeting.

The Reflection

Afterward, my mind started processing—not from a reactive place, but from a curious one.

Not knowing exactly where the concern came from left room for interpretation—and that’s where our minds can start to fill in gaps.

Was it the teacher? The assistant? The students?

Then I went deeper.

Maybe someone didn’t feel comfortable coming to me directly. Maybe it felt easier to go through a supervisor.

That shifted my perspective.

The Bigger Picture

As PE teachers, we often see every student in the building.

We are managing multiple classes, different ability levels, and unpredictable situations—all within the same day.

Sometimes what looks simple from the outside is actually layered in ways others may not see.

And that’s OK.

But it also reinforces something I strongly believe:

We need more direct communication between colleagues.

If students are expressing something, I want to know. And I believe that conversation should start with us—teacher to teacher.

The Growth

If I’m being honest, if I could go back to that moment—I would have said less.

The better response was simple: Yes. I can adjust.

That right there shows my growth.

Because ten years ago, I might have taken that conversation in a completely different direction.

Now, I pause. I reflect. I choose.

Moving Forward

I also want to acknowledge—my supervisor handled it well.

And I’m choosing to take this as constructive.

I will incorporate more activities. That keeps me sharp.

But I also believe there’s a better way to communicate our wants and needs as professionals.

If we’re advocating for kids—then we also have to be willing to advocate for each other.

Through conversation.Through trust.

Closing Thought

The lesson wasn’t about activities.

It was about communication—and the kind of adults we choose to be in the process.

Reflections are based on general experiences in education and are shared for professional growth. Details have been modified to protect privacy.