Coaching for Learning
- 1. Coaching for Learning Sarah Farrell Janet Finlay Dawn Wood with Nick Halafihi& Chris Wolsey
- 2. Outline • Introductions • What do we mean by coaching? • What is Emotional Intelligence? • A practical model for coaching – GROW • Effective questioning • Coaching in practice • Case study (Nick and Chris)
- 3. First – getting to know each other • Work in pairs • Take turns to be the questioner • Ask each other – Who are you? – What brings you here? – How do you feel at the moment? • You have6 minutes!
- 5. What did you notice? • In each case, who did most of the talking? • How did the student respond in each case? • Which do you think created greater ownership of the solutions? • Which provided the best opportunity for learning?
- 6. Coaching is student-led and supports student to find their own solutions.
- 7. Coaching is a conversation that involves… • Listening – Language, tone, tempo, volume, inflections • Observing – Body language, gestures, eye movement • Questioning – What, How, When, Who, Where, Why? • Self awareness – Your values, beliefs, interests, agendas • Building rapport – Trust and commitment, awareness of others
- 8. What is Emotional Intelligence? Dr. Peter Salovey and Dr. John Mayer “...emotional intelligence is the ability to perceive, use, understand, and manage emotions.”
- 10. Emotional self-awareness Self-regard Assertiveness Intrapersonal Independence Self-actualization Empathy Interpersonal relationship Interpersonal Social responsibility Flexibility Problem solving Adaptability Reality testing Stress tolerance Stress Impulse control Pillars of Emotional Intelligence Management Happiness Mood Optimism General
- 11. Developing your EQ EQ Across Age Groups 104 102 100 98 EQ Scores 96 94 92 90 16-19 20-29 average 30-39 40-49 50+ EQ Age
- 12. EQi questionnaire Emotional Intelligence EQi scores - Coaching 115.0 110.0 105.0 Scores 100.0 95.0 90.0 85.0 1st EQi Subscale 2nd EQi
- 13. Case Studies
- 14. GROW MODEL Goal Reality Options Way Forward
- 16. Questioning Open Tell Explain Describe Probing What Why When How Where Who Closed Yes No
- 17. Case Study – Harry • Harry is a part-time student. He’s struggling to get his assignments in on time and is often late for the start of lectures and seminars, causing disruption to the rest of the class. Case Study – Trish • Trish is a final year undergraduate. She has had her dissertation topic approved but has yet to start work on it and, when asked about it, has said that she is not inspired or motivated. Case Study – Suneet • Suneet has been at the University for 2 months. You have spoken to her about unsatisfactory attendance and she has just told you that she thinks she is on the wrong course. Case Study – Jack • Jack is on a Masters course. He seemed keen and driven at the start of the course but this has changed recently. You are worried that he has personal issues.
Editor's Notes
- #9: Mention split between self and others here
- #14: Goal -Agree the goalReality - Consider the starting pointOptions -Consider the options you have for working towards the goal Way Forward - Commit to specific action
- #15: Goal -Agree the goalReality - Consider the starting pointOptions -Consider the options you have for working towards the goal Way Forward - Commit to specific action
- #17: Open – to start a conversation – is no leading element and so can really get to the coachee’s agenda Probing – use these a lot but there is one that we avoid – which one do you think that is? Closed questions – not used much but would use to test commitment