Introduction to coaching and how to ask questions
learning outcomes
- Knowledge
- demonstrate a systematic understanding of knowledge and a critical awareness of issues relating coaching.
- Thinking Skill
- critically reflect on professional values, concerns, priorities and actions
and to understand how ethical guidelines govern the use of coaching in broader social, political and economic contexts
- Subject-based practical skills / skills for work
- demonstrate knowledge and insight into what questions
to ask and when
a definition
coaching is a learning relationships to help people to take charge of their own development, to release their potential and to achieve results which they value.
Coach as enabler
- Help with identifying and planning goals
- Help with strategies for achieving individual and collective goals
- A safe, objective, non judgmental and confidential reflective space
- Stimulation of insight and identification of learning opportunities
- Encouragement in self-directed reflection and the provision of appropriate challenge
Qualities / habits of a coach
Attend to and work ‘flexibly with the client’s emotions, moods, language, patterns, beliefs and physical expressions.’ Demonstrate ‘a high level of attentiveness and responsiveness to the client in the moment while being mindful of the client’s work towards outcomes.
Coaches must
- be good listeners
- ask good questions
- model (demonstrate) the teaching strategies/ new techniques etc
- wider range of teaching strategies/ approaches at their disposal;
- able to motivate and inspire;
- reassure;
- well-developed observation skills;
- High quality feedback;
- skilled practitioner in his/her field;
- A coach must be honest;
Five ways you can help as a coach
- Making sense of complexity/ambiguity
- Deeper personal insight
- Building resilience
- Problem-solving/decision-making
- Bridging the gap between intention and positive action
Frame the conversation Understand the current state Explore the desired state Lay out a success plan
An outline Framework for coaching
some key principles
Context - work
Colleague – sets the agenda
Ethical guideline – safeguard & enhance
Coach – facilitates discussion
Coacing skills – list of things you need to develop
Change – outcome
Coaching framework – direction
Curee: Principles of Coaching and Mentoring
Professional development is much more likely to be successful when it involves collaboration between staff. Effective mentoring and coaching is key to this professional development. The evidence shows that when teachers worked together on a sustained basis (over at least one term but more usually two or three terms), this collaborative and sustained CPD is linked to positive effects on:
- students' learning, motivation and outcomes
- teachers' commitment, beliefs, attitudes, self-esteem and confidence in making a difference to their pupils' learning
- teachers' repertoires of strategies and their ability to match their teaching approaches to pupils' different needs
- teachers' attitudes to their pupils, the curriculum and to learning, and teachers' commitment to CPD.
- Reflect on what you have learned so far
- What qualities do you bring
- What experience
10
Code of Ethics
Task: In groups of three, read the specific section, analyse and discuss this in the context of your school and your own practice.
- How does this code of ethics match what happens in your schools?
- What aspects of the section can you identify/highlight from your practice ?
- Positives b) things to work on
- are mentors in schools aware of this code? Should they? How can we further support mentors in your schools?
Steare’s ‘ethicability’ approach uses each of these moral frameworks to help decide what’s right.
- What are the Rules?
- Are we acting with Integrity?
- Who is this Good for?
- Who could we Harm?
- •What’s the Truth?
- Are we willing to be open, honest and accountable for our actions?
Stop and think
- Anticipate what is going to being the ethics
- Go to flipgrid
12
How to get a conversation moving
- SWOT
- Pathways
- Journaling
- Force field analysis
13
- Introduce the scenario which questions would you use and why
14
SWOT Analysis
To refine your practice… What can you do to refine…. I have noticed… tell me more about… What I am hearing is… do you want to unpack this more… Can I just summarise the key points to ensure that we are both clear on where we are… I am hearing the following emotions… unpack this a bit more… What I am noticing is… the word seems to be repeated a few times – do you want to explore it more…
16
Pathways
You are walking on a road which forks into 3. When exploring solutions for your issue.. What will the future look like if you take the first road? What will the solution look like if you take the second? What will the future look like if you take the third? Reflecting on the 3 possibilities – what are the benefits for option1? What are the benefits for option2? What are the benefits for option 3? What will be the best way forward for you? What are you committing to?
Coaching journal or Diary
Diary Entries
Personal Reflections
When coaching others you can ask them to create a mood-board of images to convey how they currently feel or What their goal needs to look like at the start. It works well to create it at the start and then to ask the coachee to change or edit the piece once they are at the end of the coaching session. Think of 3 images to summarise it Think of how you would like your day to look like? How can you get there?
Often useful for reflections and analysis
Notes books used during the sessions and beyond.
Johari Window
Force Field Analysis
Stop and think
21
some coaching models
The T-GROW model
REALITY What is happening now that tells you…? Describe the current situation… What made you realise that you need to do something different?
GOAL What do you want to move forward on…? What can we achieve in the time available…? What would be the most helpful thing for you to take away from this session?
OPTIONS What could you do to move yourself just one step forward…? What are your options…? How far towards your objective will
that take you…?
TOPIC Tell me about… What would you like to think/talk about…? Give me a flavour in a few short sentences...
WILL What will you do next…?How, when, with whom…?
What do you need from me?
23
The ‘Well-formed’ Change
- What, specifically will the change achieve?
- Why should we want this change?
- How will we know that we’ve achieved it?
- What might stop us?
- When to we want this?
- What else will improve as a result?
- Is there a risk?
- What resources have we already got?
- What others do we need?
- What is the first step?
Based upon Roberts (1999) Change Man. Excl p147
•Background•Chemistry•Readiness•Mechanics
•Coachee situation•Goals and outcomes•Profiling if appropriate
1. Context
Julie Starr’s coaching framework (2012)
2. Under-standing and direction
4. Completion
3. Review/confirm learning
25
•Review progress•…results in coachee’s environment•Gain feedback on the coaching process
•Encourage• ongoing learning•Leave coachee feeling comfortable•Maintain a sense of support if needed
Critique this………… Example of a coaching conversation
26
Which questions do you like
- Introduce the scenario which questions would you use and why
27
- Code of ethics
- Association for Coaching (AC) and European Mentoring and Coaching Council (EMCC) provide guidance in their document ‘Global Code of Ethics for Coaches, Mentors and Supervisors’ regarding the coaching relationship, including the need to avoid creating coachee dependency.
- The relationship needs to be based on:
- Integrity
- Confidentiality
- Awareness of actual or potential conflicts or interest.
- A coach needs to act in a way to recognise equality and diversity.
- https://emccuk.org/Public/Resources/Code_of_Ethics/Public/1Resources/Global_Code_of_Ethics.aspx?hkey=5b5743c0-7aa6-424b-a805-b1d91bb3e5ed
- https://researchportal.coachfederation.org/Document/Pdf/abstract_2841
- Reflection in diary
- Action plan from the diagnostic – post in teams
28
Introduction to coaching and how to ask open questions
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Transcript
Introduction to coaching and how to ask questions
learning outcomes
- Thinking Skill
- critically reflect on professional values, concerns, priorities and actions
and to understand how ethical guidelines govern the use of coaching in broader social, political and economic contexts- Subject-based practical skills / skills for work
- demonstrate knowledge and insight into what questions
to ask and whena definition
coaching is a learning relationships to help people to take charge of their own development, to release their potential and to achieve results which they value.
Coach as enabler
Qualities / habits of a coach
Attend to and work ‘flexibly with the client’s emotions, moods, language, patterns, beliefs and physical expressions.’ Demonstrate ‘a high level of attentiveness and responsiveness to the client in the moment while being mindful of the client’s work towards outcomes.
Coaches must
Five ways you can help as a coach
Frame the conversation Understand the current state Explore the desired state Lay out a success plan
An outline Framework for coaching
some key principles
Context - work
Colleague – sets the agenda
Ethical guideline – safeguard & enhance
Coach – facilitates discussion
Coacing skills – list of things you need to develop
Change – outcome
Coaching framework – direction
Curee: Principles of Coaching and Mentoring
Professional development is much more likely to be successful when it involves collaboration between staff. Effective mentoring and coaching is key to this professional development. The evidence shows that when teachers worked together on a sustained basis (over at least one term but more usually two or three terms), this collaborative and sustained CPD is linked to positive effects on:
10
Code of Ethics
Task: In groups of three, read the specific section, analyse and discuss this in the context of your school and your own practice.
- How does this code of ethics match what happens in your schools?
- What aspects of the section can you identify/highlight from your practice ?
- Positives b) things to work on
- are mentors in schools aware of this code? Should they? How can we further support mentors in your schools?
Steare’s ‘ethicability’ approach uses each of these moral frameworks to help decide what’s right.Stop and think
12
How to get a conversation moving
13
14
SWOT Analysis
To refine your practice… What can you do to refine…. I have noticed… tell me more about… What I am hearing is… do you want to unpack this more… Can I just summarise the key points to ensure that we are both clear on where we are… I am hearing the following emotions… unpack this a bit more… What I am noticing is… the word seems to be repeated a few times – do you want to explore it more…
16
Pathways
You are walking on a road which forks into 3. When exploring solutions for your issue.. What will the future look like if you take the first road? What will the solution look like if you take the second? What will the future look like if you take the third? Reflecting on the 3 possibilities – what are the benefits for option1? What are the benefits for option2? What are the benefits for option 3? What will be the best way forward for you? What are you committing to?
Coaching journal or Diary
Diary Entries
Personal Reflections
When coaching others you can ask them to create a mood-board of images to convey how they currently feel or What their goal needs to look like at the start. It works well to create it at the start and then to ask the coachee to change or edit the piece once they are at the end of the coaching session. Think of 3 images to summarise it Think of how you would like your day to look like? How can you get there?
Often useful for reflections and analysis
Notes books used during the sessions and beyond.
Johari Window
Force Field Analysis
Stop and think
21
some coaching models
The T-GROW model
REALITY What is happening now that tells you…? Describe the current situation… What made you realise that you need to do something different?
GOAL What do you want to move forward on…? What can we achieve in the time available…? What would be the most helpful thing for you to take away from this session?
OPTIONS What could you do to move yourself just one step forward…? What are your options…? How far towards your objective will that take you…?
TOPIC Tell me about… What would you like to think/talk about…? Give me a flavour in a few short sentences...
WILL What will you do next…?How, when, with whom…? What do you need from me?
23
The ‘Well-formed’ Change
Based upon Roberts (1999) Change Man. Excl p147
•Background•Chemistry•Readiness•Mechanics
•Coachee situation•Goals and outcomes•Profiling if appropriate
1. Context
Julie Starr’s coaching framework (2012)
2. Under-standing and direction
4. Completion
3. Review/confirm learning
25
•Review progress•…results in coachee’s environment•Gain feedback on the coaching process
•Encourage• ongoing learning•Leave coachee feeling comfortable•Maintain a sense of support if needed
Critique this………… Example of a coaching conversation
26
Which questions do you like
27
28