Written by Chris Munro, Executive Director, Growth Coaching International
Got a minute? As educators, leaders, and administrators, our days are full of impromptu conversations. You know the ones: a knock on the door (or not); a quick corridor chat; a parent at the gate; a passing exchange at break time. And how often do people wait for an answer to that question? Not often. They just start talking.
These moments can feel like interruptions. But they are also opportunities.
In fact, many of these brief, unscheduled interactions are rich with potential. They present the opportunity to help those on the other side of the interaction think more clearly and move forward on something that matters to them. The challenge is not whether we respond, but how we respond.
Most of us, under time pressure, default to the same pattern.
We jump in. We fix. We advise. We rescue.
This is understandable. We care. We have experience. We want to be helpful. But in doing so, we often overplay our role, and the value we place on our own knowledge and expertise, and underplay theirs. We do more of the thinking than they do, and in the process, we limit their ownership and progress.
What if, instead, we brought a consciously different stance to these “got a minute?” moments?
A shift in mindset
Effective conversation leaders don’t treat these exchanges as problems to solve. They treat them as thinking spaces to hold.
That means showing up with a few simple intentions:
- To be fully present and attentive, even briefly
- To listen for what really matters
- To support the other person’s thinking before offering our own
Often, this requires us to manage what I sometimes call our “advice reflex.” That urge to jump in quickly with a solution. Sometimes our knowledge or expertise is needed. But often, it is not needed as much, or as early, as we think.
As the conversation leader, a simple internal framework can be helpful in these moments:
- What’s wanted?
- What’s working?
- What’s next?
You don’t have to ask these questions exactly as written, but holding them in mind keeps the conversation focused and purposeful.
Start with “what’s wanted?”
When someone launches into their situation, it can feel messy or urgent. Our role is to bring focus without shutting them down.
Simple questions can help:
- “What’s most on your mind right now?”
- “What would be most helpful from me in the next few minutes?”
- “What would be a good outcome from this quick chat?”
These questions do something subtle but powerful. They shift the conversation from problem-dumping to purposeful thinking. What we listen for is a key skill here. Even when our conversation partner is describing a problem, what is it they seem to want (instead)?
Then notice “what’s working?”
Even in difficult situations, there is usually something already in motion. Something that is helping, however small.
Drawing attention to that builds momentum:
- “What’s already happening that’s helping a little?”
- “What have you tried so far?”
- “What else is supporting you here?”
This is not about ignoring challenges. It is about balancing the picture so the person can see their own resources and capabilities.
And land on “what’s next?”
In a short conversation, progress does not mean solving everything. It means leaving with a clear next step.
That might sound like:
- “What’s one small step you could take from here?”
- “What would move this forward, even a little?”
Clarity and action, even in small doses, are what turn a passing conversation into a useful one.
An overlooked skill: contracting in the moment
One of the most powerful, and often overlooked, moves in these interactions is contracting.
In formal coaching sessions, contracting is explicit. In corridor conversations, it is lighter but just as important.
It might be as simple as:
- “I’ve got about five minutes before my next meeting. Will that help as a start?”
- “What do you need from me in this time?”
- “Would it help if I asked a few questions to help you think it through?”
This does a few things quickly. It sets expectations. It clarifies roles. It signals respect.
It also helps you avoid slipping into automatic advice-giving. Instead of assuming what is needed, you ask first. Your stay curious for longer.
Showing up matters most
Ultimately, these conversations are less about technique and more about how we show up.
Are we genuinely attentive?
Are we curious rather than certain or judgmental?
Do we believe the other person can think this through?
Even in a short exchange, people notice this.
And when we get it right, something shifts. The conversation has energy. There is more clarity. There is a sense of forward movement.
Those “got a minute?” moments start to feel less like interruptions and more like what they can be: small, powerful opportunities to support thinking, build capability, and strengthen professional relationships.
And in education communities, those small moments shape culture.
Article adapted from Growth Talk: A Coaching Way of Leading in Schools (Munro & Campbell, 2025, pp.91-110)