coaching in education
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COACHING IN EDUCATION
MASTER PROGRAMFOR TEACHERS OF
FOREIGN LANGUAGES
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OBJECTIVES• To promote learning through critical reflection and
research on the practice of coaching and mentoring;
• Develop an understanding of different research
approaches to understanding mentoring / coaching
with a specific focus;
• To identify the similarities and differences between
coaching and mentoring.
• To plan an observation form
Let´s read “To walk on the path”
Appendix
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INTRODUCTION• Mentoring and Coaching in schools explore the
ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning 1. reflect.
• It demonstrates how the use of practitioner inquiry within mentoring and coaching relationships in schools results in professional learning which is both transformative and empowering for teachers.
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CONSTRUCTIVISM
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Coming to know is a process of dynamic adaptation towards viable interpretations of experience. The knower does not necessarily
construct knowledge of a "real" world. Knowledge is therefore a result of a self-organized
cognitive process.
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THINKER
CREATOR
CONSTRUCTOR
INTERACTION
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EXISTING COGNITIVE
NEW EXPERIENCE
“Learning occurs when events require some adoptive changes”
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• Teachers must provide a LEARNING ENVIRONMENT
where students search for meaningful knowledge.
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Difficulties:
• Lack of motivation
• Stress
• Difficulties to resolve conflicts
$$$
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TECHNIQUE
What am I ?What am I doing?
My strenths/weaknesses
Who are they?What do they need?How can they learn?
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REFLECTING TEACHING
• It is a process to think about your teaching, to involve evaluation, and to make a decision.
• It is to look at what you do in the classroom.• It is a process of self observation and self
evaluation.• Questions WHAT HOW WHY
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COACHING• Helps learners/teachers use their own way of
getting knowledge
• Is to ask right questions to build meaningful learning and to develop skills
• Sees the interaction between T – Ss Ss- Ss
• May be for a short time.
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MENTORING• It is a process in which a more skilled or more
experienced teacher nurtures another less skilled or experienced.
• Mentoring involves open communication, and effective feedback.
• It is the act of guiding, counseling, and supporting.Mentorship is more voluntary in nature and is less formal than “coaching”.
• It may last for a long period of time.
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MODELG•GO
AL SETTING
R
•REALITY CHECK
O
•OPTIONS DEVELOPED
W
•WRAP IT UP WITH A PLAN
MODEL
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Peer mentoring
• novice teacher + experienced one
Peer coaching
• teachers are equals
The experienced teacher provides support, shares knowledge/experience and answers questions.
They select an area of teaching or a classroom related problem to work on together and refine teaching skills.
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COACHING MENTORING
1. Short-term goal
2. Planned meetings
3. Area of knowledge: problems at work
1. Long term-goal
2. Informal:meetings when it is urgent
3. Knowledge + person= personal/professional development
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Let`s get together and share what other people say about coaching and its benefits
• Now it has been applied widely in education.• It is a practical and informative work which needs an up-to-
date research.• It provides an excellent overview of what a leader, a teacher
and a student is.• Why is it important? To set the foundations on which society
is built.• It is a powerful tool for developing school leadership at all
levels.• It builds school capacity to improve learner outcomes.
•
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BENEFITS OF MENTORING1. Good for : * novice teachers who need to feel grounded, confident, and rewarded by their passion for teaching. *principals who want to improve their impact on their schools. *veteran teachers who are in a rut, who no longer enjoy their work
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A mentor doesn’t simply answer questions nor give
advice,it requires a set of skills and practice.• A mentor needs to create an open and
supportive climate for discussion
• He needs to demonstrate good listening/follo-up skills.
• He has to provide constructive feedback and advice.
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ROLES
counselor A senior teacher
There is mutual respect
Guides
Critiques the performance
Helps discover answers
Helps Ts learn rather than
teaching them
Helps giving Ts the
solution
Mentoring ProgramCoaching Program
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DIMENSIONS OF COACHING DISCOURSE
Coaching
Lesson plan
Observation schedule
Pre/post meetings
Teacher/mentee
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3 DISCOURSE DIMENSIONS:
1. EXPLORATORY.-teachers have the opportunity to elaborate on the form and content of a lesson, describe the learners, and identify issues surrounding gender, culture, and languages in contact.
How would you describe your lesson?
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2. CRITICAL.-to encorague teacher self-critique. what are the strengths of this lesson? if you could the lesson again,what would you
change? what behavior was rewarded?
3. REFLECTIVE. APPENDIXCALdigest
Page 2
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COACHING ADVICE
• Clear up misunderstanding between : coach and teacher.
• Ask for clarification.• Keep record of the time
ans sequence narrative of the lesson.
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Mentor´s observation report-UCVTEACHER CYCLE TIME DATE # Ss PRESENT
MENTOR Ob, Started Ob. Ended feedback Announced/un
CLASSROOM INTERACTIONS: YES MO
1.-T. invites Ss to participate
2.-T. corrects S errors
3.-T. uses the board effectively
4.-Ss ask for help
5.-Ss volunteer
6.-Use of technology is well organized
7.-T. writes /says objectives
example
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Resources