coaching in education
DESCRIPTION
TRANSCRIPT
COACHING IN EDUCATION
MASTER PROGRAMFOR TEACHERS OF
FOREIGN LANGUAGES
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
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.
CONSTRUCTIVISM
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.
THINKER
CREATOR
CONSTRUCTOR
INTERACTION
EXISTING COGNITIVE
NEW EXPERIENCE
“Learning occurs when events require some adoptive changes”
• Teachers must provide a LEARNING ENVIRONMENT
where students search for meaningful knowledge.
Difficulties:
• Lack of motivation
• Stress
• Difficulties to resolve conflicts
$$$
TECHNIQUE
What am I ?What am I doing?
My strenths/weaknesses
Who are they?What do they need?How can they learn?
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
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.
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.
MODELG•GO
AL SETTING
R
•REALITY CHECK
O
•OPTIONS DEVELOPED
W
•WRAP IT UP WITH A PLAN
MODEL
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.
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
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.
•
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
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.
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
DIMENSIONS OF COACHING DISCOURSE
Coaching
Lesson plan
Observation schedule
Pre/post meetings
Teacher/mentee
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?
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
COACHING ADVICE
• Clear up misunderstanding between : coach and teacher.
• Ask for clarification.• Keep record of the time
ans sequence narrative of the lesson.
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
Resources