Coaching in the Classroom

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Coaching in the Classroom

• Gaye Witney
• Program Co-ordinator
• Health, Nursing Aged Care
• Kangan Batman TAFE

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Coaching in the Classroom

• What is coaching?
• What is the purpose of coaching?
• The history of coaching
• Types of coaching
• What coaching is not
• Who can coach?
• How to coach in an educational setting?

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Coaching in the Classroom

• What is coaching?
• Coaching is
• a conversation,
• a dialogue,
• a coach and a coachee interact in a dynamic
  exchange to achieve goals, enhance performance
  and move the coachee forward to greater success
• (Zeus Skiffington, 2001,Preface)

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Coaching in the Classroom

• What is the purpose of coaching?
• Assist students make connections with themselves,
  their student colleagues and staff, in
  preparation for the world of work
• Reduce fear of change
• Manage grief for loss of opportunities
• Healing
• Empowerment
• A sense of accomplishment
• Emotional competence

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Coaching in the Classroom

• The history of coaching
• Psychology - clarifying values, supporting,
  encouraging, planning new actions
• Sports coaching - performing at our best, setting
  and reaching goals, becoming a successful team
  member
• Traditional training model under challenge - the
  learner is active and knowledge generated
  internally

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Coaching in the Classroom

• Types of Coaching
• Business coaching - Creates time to reflect on
  the big picture
• Executive coaching - collaborative individualized
  relationships focusing on interpersonal
  development, personal change and transformation
• Life skills coaching - clarifying what is wanted
  from life
• Classroom coaching - enhance interpersonal
  development and study capabilities

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Coaching in the Classroom

• What coaching is not
• Therapy
• Counselling
• If these approaches are necessary - the coach
  refers

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Coaching in the Classroom

• Mentoring
• Directed to best performers, a way of passing
  knowledge, skills and experiences to others by
  someone older and wiser
• Used to build confidence and motivation
• Counselling
• 11 four step process
• Formally based on psychological models
• Used to address interpersonal/intrapersonal issues

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Coaching in the Classroom

• Who can coach in an educational setting?
• Staff who have
• A healthy self-concept
• Genuine interest in human behaviour
• Capability of mental agility, problem solving,
  and high level of interpersonal functioning eg
  sensitivity, empathy insight

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Coaching in the Classroom

• Personal qualities of successful coaches
• A capacity
• - for self awareness
• - to inspire others
• - to build relationships
• - to be flexible
• - to communicate
• - to be forward thinking
• - for discipline
• - to manage professional boundaries
• to identify and manage issues
• to tolerate anger, tears or silence

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Coaching in the Classroom

• The role of emotional competence
• Staff students
• Emotional Competence Framework
• Self awareness
• Self regulation
• Motivation
• Empathy
• Social Skills

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Coaching in the Classroom

• How do you coach in the classroom?
• 1. What is the purpose of your coaching?
• accountability
• change
• planning
• emotional competence
• self confidence
• performance
• leadership

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Coaching in the Classroom

• How to creating a learning environment
• On-going self-awareness in self and group
• Communication transparency
• Know your students
• Clarify classroom/course expectations
• Set clear goals
• Articulate vision
• Motivate influence
• Build the team
• Problem solve
• Manage time and stress
• Manage conflict

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Coaching in the Classroom

• 2. How do you identify who to coach?
• Can be individuals
• Can be small group
• Can be whole group

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Coaching in the Classroom

• Process of coaching session
• Prepare for session - identify performance
  deficit
• Communicate impact - use I statements
• Analyse cause of deficit
• Student/group assesses own performance
• Collaborative problem solving
• Goals and action plan
• Follow through
• Document process and outcomes

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Coaching in the Classroom

• Individual coaching for the coach
• Pre-requisites
• Authenticity
• Empathy
• Unconditional support
• Insight
• Curiosity
• Ability to listen
• Use of humour
• Tolerate ambiguity
• Courage and willingness to give and take feedback
• Ability to confront

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Coaching in the Classroom

• Group Coaching
• Promote high performance group
• Common purpose
• Clear and specific goals
• Knowledge of level of competence within the group
• Open communication channel
• Encouragement and support
• Flexibility
• Knowledge of group strengths and weaknesses
• Mutual trust
• Mutual accountability

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Coaching in the Classroom

• Outcomes
• Self awareness
• Self
  understanding
• goals, strategies and action plan
• success on an individual and group level
  

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Coaching in the Classroom

• Practical application of
• Individual coaching session
• Group coaching session

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Coaching in the Classroom

• Conclusions
• Group feedback from practical
• application of coaching process