Coaching for Learning

Sarah Farrell

Janet Finlay

Dawn Wood

with

Nick Halafihi & Chris Wolsey

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)

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 have 6 minutes!

What do we mean by coaching?

Styles of support

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?

Coaching is student-led and supports student to find their own solutions.

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

What is Emotional Intelligence?

Dr. Peter Salovey and Dr. John Mayer

“...emotional intelligence is the ability to

perceive, use, understand, and manage

emotions.”

Emotional self-awareness

Self-regard

Assertiveness

Independence

Self-actualization

Empathy

Interpersonal relationship

Social responsibility

Flexibility

Problem solving

Reality testing

Stress tolerance

Impulse control

Happiness

Opti

mism

Intrapersonal Interpersonal Adaptability StressManagemen

t

General Mood

Pillars of Emotional Intelligence

Developing your EQ

90

92

94

96

98

100

102

104

EQ Scores

16-19 20-29 averageEQ

30-39 40-49 50+

Age

EQ Across Age Groups

EQi questionnaire

Self-re

gard

Emot

ional

self-

awar

enes

s

Asser

tiven

ess

Inde

pend

ence

Self-a

ctua

lizat

ion

Empa

thy

Social

resp

onsib

ility

Inte

rper

sona

l rela

tions

hip

Stress

toler

ance

Impu

lse c

ontro

l

Reality

test

ing

Flexibi

lity

Proble

m-s

olving

Optim

ism

Happin

ess

85.0

90.0

95.0

100.0

105.0

110.0

115.0

Emotional Intelligence EQi scores - Coaching

1st EQi2nd EQiSubscale

Sco

res

Case Studies

GROW MODEL

Goal

Reality

Options

Way Forward

Questioning

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.