Welcome to Newingate School




Module 4: Using Coaching Approaches in the Classroom
Introduction to (Year 2) Module 4:
This module consists of 6 weeks of learning:
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Week 1: What is Coaching and What are the Benefits?
Week 2-3: Coaching Approaches in the Classroom
Week 4: Developing a 'coaching toolkit'
Week 5-6: Applying and Embedding Coaching Approaches in the Classroom
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The Learn that... and Learn how to statements covered within this module are captured on the ECF Induction Programme mapping document.
Week 1: What is Coaching and What are the Benefits?
This week we will focus on exploring what coaching is, and what it is not. We will identify the difference between mentoring and coaching and consider the reasons why offering advice and providing solutions to pupils is flawed and can limit development as well as reinforce limiting beliefs.
Teachers' Standards:


Evidence and Research:
Coaching can be used to develop a person's skills, abilities and performance. It can also help to support individuals in responding to challenges and achieving goals (Mindtools, n.d).
The key to effective coaching is for the 'coach' to support the individual to come up with solutions and answers for themselves (Mindtools, n.d) rather than offering solutions and advice.
A core belief in coaching is that the person/s being coaching do not require 'fixing' but have the wisdom and tools to identify their own solutions and answers. It is the role of the coach to scaffold this process through using a variety of coaching tools and strong questioning.
Coaching can be undertaken on a one-to-one basis or within groups. Where coaching is one-to-one, this can be more personalised and driven by the person being coached. In a group situation, it is often approached through exploring questions and tools that support the group to develop their thinking.
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Coaching can be used to:
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enhance self-awareness
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improve decision-making and problem-solving skills
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gain clarity
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identify actions to respond to a challenge
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facilitate learning, reflection and growth
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realise potential
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re-frame thinking and develop new thought processes
(Blackbyrn, 2023)​
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The difference between coaching and mentoring.
Take a moment to look through the table below (Open University, n.d, adapted from Passmore, 2007)​​​

Whilst these distinctions can be useful, there are often overlaps between coaching and mentoring and to see them a completely unique activities based upon a set criteria is not necessarily useful.
Applying elements of the table above to the continuum established by Downey (no date) below, using the two in tandem to establish your own view of coaching can be helpful.

This continuum highlights the idea that mentoring tends to revolve around a relationship whereby the mentor is more experienced than the mentee and that the work involves supporting the person being mentored to develop through the offering of advice, instruction, telling, showing and offering feedback. This will be based on the mentor's own experience, knowledge and skills.
Coaching is far more non-directive with the coach acting as a facilitator who remains curious and non-judgemental in supporting the individual being coached to reach their own answers, solutions and ways forward through skilful questioning, summarising which is underpinned by deep and strong listening. A coach, as previously mentioned will actively avoid offering advice, telling and showing.
To explore how you can 'tame your advice monster', take a moment to watch this talk by Michael Bungay Stanier (2020).
Reflection and Discussion
Take a moment to reflect upon your learning from this week.
Do you currently adopt coaching approaches within your teaching? When? How?
How might you be able to apply a more coaching approach to your work with your pupils?
What might this look like?
How might this benefit the pupils in the short and long-term?
Imagine you have embedded a coaching approach within your teaching and learning repertoire. What would this look like if you were to observe this on a video? What would this feel like?
Now the 'weird' coaching questions... What would this sound like?
Even more 'weird'... What would this smell like? And how would it taste?
Be prepared to share your thinking with your mentor in your weekly meeting.
References
Blackbyrn, S. (2023) What is the purpose of coaching? Available at: https://coachfoundation.com/blog/purpose-of-coaching/
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Blue Starfish (no date) Coaching Skills for Leaders. Available at: https://www.bluestarfishconsulting.com/coaching-skills-for-leaders/
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Bungay Stanier, M. (2020) How to Tame Your Advice Monster. Available at: https://www.youtube.com/watch?v=Kl0rmx7aa0w
Mindtools (no date) What is Coaching? Available at: https://www.mindtools.com/a1plnmq/what-is-coaching
The Open University (no date) Coaching and Mentoring: An overview of similarities and differences. Available at: https://www.open.edu/openlearn/money-business/workplace-learning-coaching-and-mentoring/content-section-3
Week 2: Coaching Approaches in the Classroom
This week we will focus on exploring 5 coaching tools and techniques that you can apply to your practice and that can support your teaching, learning and assessment as well as pastoral strategies.
Teachers' Standards:



Evidence and Research:
Preparing and Grounding Ourselves
Our first coaching technique, is more about preparing to be engaged and focused rather than a coaching technique per se.
It is important for both the coach and those accessing coaching to have a clear mind and to be fully present. This is not always easy to achieved as we move from lesson to lesson and topic to topic.
Take a moment between lesson/at key transition points to breath and ground ourselves can help to manage emotions, empty a chaotic mind and to become stabilised and calm.
Let's look at three different ways to do this:
Box Breathing:
Take a moment to watch the video below and then join with the practice.
Mindfulness Meditation:
A short guided mediation can also create a sense of calm and presence.
Box breathing can be introduced to any situation when tension rises or as part of transitions. A guided meditation can be, although might be better placed at the outset of the day or post lunch break to support pupils to prepare for the day/afternoon.
It is not an either or choice as guided mediations can be introduced alongside box breathing.
Take 5 minutes to undertake the guided meditation below.
There are several different options of guided meditations of differing lengths available online.
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Identifying a pupils' mindset
Another coaching technique is to explore how people are arriving or approaching the day/lesson/subject. This can be undertaken in a variety of ways using different tools. We will explore three different tools: Coaching cards, image mats and The Blob Tree. Each of these tools can also be built into lessons where appropriate.
Coaching Cards:
Your ECT mentor will provide you with a set of coaching cards for this module.
These are specifically designed with teenagers in mind (there are many variations available on the market).
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Take a moment to watch this short video that explains how you can use these cards to check in with your students, but also how you can build these into your teaching.​

Image Mats:
​Image mats are a useful tool to use with students.
Take a moment to watch this short video on using image mats. You can then access the image mat below to use with your students.​
Blob Trees:
Blob Trees are a flexible tool and are a fun way to get students to engage.​ Created by psychologist Pip Wilson these are an ideal tool to use to delve deeper into the feelings of your pupils.
Watch this short video that explores how these can be used before accessing your own copy of a Blob Tree below.
There are a range of different Blob Trees available.
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Reflection and Discussion
Reflect upon the coaching tools and techniques that have been introduced this week:
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How might you apply these to support your teaching, learning and assessment?
How might these tools and techniques support developing an emotionally honest classroom?
How might these tools support 1:1 working?
How might you work with your TA/s to embed the use of these tools and techniques?
Are there any of the tools and techniques that you might use on yourself or as part of your own personal and professional development?
References
British Heart Foundation (2023) 3 Breathing Exercises to Relieve Stress. Available at: https://www.bhf.org.uk/informationsupport/heart-matters-magazine/wellbeing/breathing-exercises
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Great Meditation (2022) 5 Minute Mindfulness Meditation. Available at: https://www.youtube.com/watch?v=ssss7V1_eyA
Week 3: Coaching Approaches in the Classroom
This week we will build upon week 2 and explore more coaching tools and techniques - this week focusing more upon tools and techniques that will support teaching and learning strategies. We will explore 4 tools and techniques.
Teachers' Standards:



Evidence and Research:
The Coaching Wheel:
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(The World of Work Project, n.d)​
You can access a template of The Coaching Wheel below.
Before watching the video - please download and print off two copies of this template - you will need to use them as you work through the video!
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The Disney Strategy:
Take a moment to watch this video that explores The Disney Strategy and the idea of Neurolinguistic Programming (NLP). Here Alan Coley explores how to use Disney Strategy as a way of working collaboratively. We will explore this coaching tool through the eyes of coaching in general to begin with and we will then apply this to your work with students.​
The key of the Disney Strategy are the three phases/elements: Dreamer, Realist and Critic. ​
Whilst this can be used in collaboration - it can be used individually too. How you apply and use this is up to you!
​You can use this when planning a story, seeking a solution to a problem or designing something.
The Disney Strategy supports the development of the 21st Century Learning Skills
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An example of applying The Disney Strategy:
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LO: to design a health and fitness plan
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Dreamer: inviting pupils to come up with a range of ideas around their ideal plan - in the dreamer phase there are no boundaries or limitations - this is the time to explore 'blue sky thinking' with no limitations.
To support this process encourage pupils to sit somewhere comfortable and use whiteboards or post it notes to gather their thoughts.
Sitting in a relaxed manner and looking up for inspiration helps (it really does!)
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Realist: the ideas that have been gathered can now be applied to real life - what might this look like when normal boundaries and limitations are applied?
This stage takes each element of 'blue sky thinking' and applies real circumstance and life to this resulting in a re-shaping of the ideas.
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Critic: This is the final stage - essentially the acid test whereby the ideas are tested for their robustness - this when what if? yeah but... questions are asked.
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From these three stages a creative, relevant and robust health and fitness plan is developed.
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Other ideas could be:
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Coming up with an idea for a story
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Planning a Christmas party
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Planning a trip
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Designing an experiment
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Planning a meal....
It is helpful when using The Disney Strategy to scaffold the pupils' thinking with a range of specific questions.
You can access these in the document below - do add your own to this as it can evolve overtime to be used as a 'pick n'n' mix question bank:
De Bono's Thinking Hats
Edward do Bono devised a 6 thinking hat approach to breaking down thinking into 6 areas. This can help pupils to see different perspectives to an issue or a challenge. It is a great tool to use when exploring different possibilities to a challenge or when taking different roles towards an issue. Due to its adaptability it can be used in a range of different subjects and situations.
Take a moment to watch this short video that explains the 6 hats:
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The summary below taken from DeBonoGroup.com explains each hat:
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One way to enhance the experience is to buy, or even make, a set of coloured hats so that pupils can wear the hat that they are thinking through.
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How can you apply this?
As with all the coaching methods we have looked at so far, this is down to you! Let your creative thinking run wild...and have a go...
The 6 hats can be a learning activity in themselves or can support and enhance a learning activity.
Again this coaching approach aligns well with the 21st Century Skills. You will begin to see how knowledge and skill development within your lessons can become layers with delivery of subject knowledge and concepts, through a coaching approach that supports the development of 21st Century Skills and/or emotional honesty!
Let's take a look...
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Engaging with a news item.
Take a recent news item.
Apply the 6 hats to this...take a moment to see this exlained:
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Moving beyond our Comfort Zone and Learning from Mistakes:
Often, students (and adults) fear making mistakes and this can result in experiencing a range of uncomfortable emotions such as shame, embarrassment, a sense of failure, demotivation which can manifest over time into a lack of self confidence and worth and a reluctance to move beyond our comfort zone.
It is important to be aware that a reluctance to move out of our comfort zone means that learning is not taking place.
The diagram below by Limacher-Riebold (2021) captures the difference between comfort, stretch and panic zones:
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Whilst our comfort zone is calm and anxiety free there is little development and learning.
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Supporting students to move into their stretch zone is where learning and development takes place with pupils experincing different and new things, facing and over-coming challenges which can lead to success and be exciting! Yet there is an element of risk-taking too - and this means that a pupil needs to be open to the idea of making mistakes.
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However, there is a balance to be struck - push too far and pupils will fall into the panic zone - feel overwhelmed, stressed and anxious. When in the panic zone performance is not enhanced or developed but decreases and pupils become fearful and lacking in trust - essentially psychological safety has been destroyed.
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When a pupil enters into the panic zone they want to immediately flip back into their comfort zone - all too often we move from comfort to panic and back to comfort - leading to us preferring boredom over the excitement of learning and development just to stay 'safe'.
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How mistakes are interpreted can lead us to new learning or take us into the panic zone...
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This diagram is something you may want to use with your pupils to explain how mistakes are a key component, and in fact essential ingredient of learning.
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Remember the Thomas Edison quote:
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Encouraging pupils to reflect upon their mistakes can support them in seeing mistakes and failures as learning opportunities rather than something to be ashamed of.
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Create a 'mistakes log' for your pupils to keep. Initially discuss this with them and model how to use this, inviting them to add their first recent mistake to their log.
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You can then use this as and when you see fit, as a class or on an individual basis. This can be part of independent work too - with students choosing to add to their mistake log when they see fit.
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You can access a copy of the Mistake Log below:
Reflection and Discussion
Reflect upon the learning from this week and the coaching tools and techniques that you have been introduced to:
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What tool or techniques resonates with you?
Which are you keen to try?
What benefits do you anticipate in using these approaches?
What might be the barriers?
How might these barriers be overcome?
References
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IDG Learning (2021) Working Collaboratively: The Disney Strategy. Available at: https://www.youtube.com/watch?v=FyOBk0filqs
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Limacher, U. (no date) How Comfort and Stretch Zone be (almost) One. Available at: https://utesinternationallounge.com/why-comfort-zone-and-stretching-zone-can-be-almost-one/
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Potential (2018) The 6 Thinking Hats - Creative Thinking by Edward de Bono. Available at: https://www.youtube.com/watch?v=NQNCrEHxlr0
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The de Bono Group (no date) Six Thinking Hats. Available at: https://www.debonogroup.com/services/core-programs/six-thinking-hats/
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The World of Work Project (no date) Coaching Wheels: A Simple Summary. Available at: https://worldofwork.io/2019/07/coaching-wheels-life-and-work/
Week 4: Developing a Coaching 'Toolkit'
This week you will apply your learning and develop the coaching approaches you have been introduced to into a coaching toolkit for your students, and for yourself.
Teachers' Standards:



Application and Exploration of Practice and Setting:
You may/will want to access these resources to support you over the next three weeks (as you did in the previous modules):

Your stimulus is to develop coaching approaches in your classroom.

Taking the learning from Weeks 1 - 3, use time this week to develop:
A coaching toolkit for your pupils - perhaps a toolkit for each individual that includes a range of accessible coaching tools and templates for them to be able to access e.g. blank coaching wheels, a laminated comfort zone diagram, a blank mistakes log etc.
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Your own coaching toolkit - Not only will this contain templates but instructions and guides as well as question banks.
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Do not feel that these need to be the finished article - these are just the start - you may add to these overtime.

Share your toolkits with your mentor in your weekly mentor meeting and your TA.
Ask for feedback to further develop these toolkits.
Take time to explain these to your TA, seeing this as an opportunity to offer your TA some professional development around coaching approaches in the classroom.
Week 5: Applying and Embedding Coaching Approaches in the Classroom
This week you will apply your learning and apply and begin to embed coaching approaches into your classroom practice, experimenting with the coaching tools and techniques you have learnt about. Do not think oyu need to apply them all - start small and develop things slowly and as the opportunities arise.
You will be observed over the next 2 weeks and there will be a focus on how you are using coaching approaches.
Teachers' Standards: