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Presenting Coaching to College teachers

26/3/2015

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C4E colleague Alexandra Tittus and I presented coaching (in the context of observations and feedback) to 60+ teachers at a college in Sweden. We carried out a brief evaluation, we asked these two questions of the teachers

What do you take with you?
What was the best?

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Teachers replies

Self-reflection on how I am and do in certain situations.

Some confidence from the workshop.

The workshops where we got to try ourlves were best

The talks gave the most, to understand how to ask open-ended questions to colleagues questions that can get them to think about, for example, its strategy to help students understand something. Open questions and reflective questions are important. That we should not assume ourselves but completely assume the person being coached. This kind of conversation can be useful in everyday work.

That coaching means equality and trust

The best part was your suggestions questions and examples of situations on stage

The difference between direct and reflective feedback! This is a good basis for future coaching innings. Good structure of the lecture.

I have learned more about coaching, most rewarding was to sit with his colleagues and discuss lesson set up.

To ask reflective questions rather than telling the client what he/she needs to do

Interesting, with short, simple tips and tricks.

Tools and mindset. Briefing, Q & A, practical way. Test and discussions with the colleagues

I get me the tools for reflective feedback. To try to coach and be coached by a colleague. I will use this in both my teaching and in my personal development and my development in my role as a teacher.

GROW - good model in many contexts. Living examples on stage - very good. Asking questions in this way is extremely interesting and challenging! Could be just fine!

A common platform so we know what we can expect from each other.

SMART gave the most, and afternoon workshops

A schematic of how coaching can go.

It was good to have lectures mixed with exercises

How you can coach in practice and how to be coached. It triggers many thoughts on how things can change. The cards were good. Good balance of lecture and hands-on practice.

The models for coaching

The exercises were good. Joy from you, you are very open

The following day, I feel safer and more secure in the coaching situation and the role are you then occupies. Practice driving was very useful for future coaching.

Continued curiosity about coaching as a method of training.

It was best were talks in triads.

A much better understanding of each open-ended questions can make for a discussion and a person's reflections. It gave the most.

A new way to discuss, all of which can reasonably and familiar. A new instrument.

The best thing was to train in the triad

Good thing we got started with coaching. Good observer and that you went around when we flunked. The exercises gave the most.

Reflecting the feedback difficult but interesting. It was the best were the exercises in a group when we had avdramatiserade process.

Call is important never mind how and if it's Kurt felt the call or not. The important thing in any relationship professional and private is the converse does not provide ready answers and solutions. However, dine advice is sometimes good.

To use my colleagues coaching when I need help.

Good to visualize the conversation. The best part was the practical exercises.

The importance of discussing cross-curricular. Concentration on general didactic things. To practice coaching in the classroom so that students become more autonomous.

The model itself feels familiar from previous training courses in counseling. However, it was good that we were advised to use the model with the teachers we do not know so well. Committed leaders for the education!

Tools for coaching. Experience of the triad talks. The best part was the triad talks when they feel as a starting point for future coaching situations in the classroom. As a colleague said, it helps us to defuse coaching and opens doors.

Collaboration with other substances. What gave most was the exercises

Innovative. Good opportunities, discussion ideas, developmental issues. The best was the thought, the ability to get someone to draw from development.

Model to ask questions, do not open the answer. The best were the exercises that avdramatiserades. I had some anxiety before this study day. But it was not so bad.

Good that everyone gets the same toolbox. Good to test the model.

It gave a lot to talk about their lessons, to see what needs to be changed. Coaching and direct feedback was the best.

Have passed similar courses earlier and therefore there was not much new to me today. You confirm that is what I already knew.

Not to try to find solutions. The best thing was to think about what I want to improve.

Good thing we got going with the query technology and feedback. The best was the exercises

It was rewarding with a new attacked manner to develop in the teacher role. The best was that the exercises were repeated and that you got to try different roles.

Tools for coaching.

That this is something you're unfamiliar with. The best was the conversations with colleagues.

A renewed conviction that the call is an unbeatable method of self-awareness

Formalized form [for coaching and counseling] - [I feel] secure
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Teachers coaching teachers

11/3/2015

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Cathedral School in Linköping was founded in 1627 and is thus Sweden's third-oldest secondary school after Rudbecks high school in Västerås and Thomas High School in Strängnäs. The school's motto is tradition and progress.

C4E Coach Alexandra Tittus and Martin Richards will be holding a whole-day in-service training in Observation and Reflection for the 60+ teachers at Cathedral School. In this venture we will be collaborating with key teachers at the school whose work includes teaching students and supporting their colleagues' ongoing professional development. We will teach the teachers to use the GROW tool for coaching sessions, as well as the AFORM structure for their long-term collaboration.
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GROW Cards - for playing the coaching game

10/3/2015

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These playing-card sized cards have ten of each kind of GROW question, (Goals, Reality, Opportunity and Will). 

The cards have many uses. 

Novice coaches
* They are perfect for developing the coaching skills of novice coaches, the GROW structure is a useful guide.

* They are a great reminder of the open questions that we use. Every question leads the coachee into deep exploration.

* The cards are endlessly mixable. OK, they can be mixed in only ten thousand combinations, but that's enough to coach once every day for 30 years.

Self-coaching
* 'They are very helpful for coaching yourself, when your coach colleagues are too busy. Just write down your topic, deal yourself four cards, and get ready to take yourself on a journey of exploration.

Demonstrations
* They are a powerful tool in demonstrating the benefits of coaching. I have used them many times in demonstrations where I have preselected 4 cards (one of each type) and asked only those questions in the demonstration. In some of the demonstrations the coachees have answered in silence for themselves, on topics they have secretly chosen, and they still get great value from the coaching demonstration.

Order your cards

The cards come in packs of 50 different cards, ten each of GROW questions, plus ten Tips cards which remind novice coaches what to have in mind when they coach.

Price
The price depends on how many packs of cards you would like, where you want them delivered (they are shipped from the UK), and how quickly you want them. 

As a guide, one pack of 50 cards, delivered to Sweden, in ten days costs 20 Euro plus VAT.
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Promoting the C4E to headteachers

9/3/2015

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How long does a head teacher last?

My research into the local situation in Gothenburg, Sweden has revealed that headteachers wear out very quickly. Half of the head teachers newly-recruited to Gothenburg schools leave within 3 years. Why? It seems that the job is more challenging than they imagined. Where do they go? Most take a head teacher position in another school outside the Gothenburg area. This is a problem for the employers of head teachers, and an opportunity for C4E. I am communicating with the Personnel Department and suggesting that they use C4E coaches to support head teachers in their first year(s). If coaching support can result in a head teacher staying at the same school for one year longer, this will give a large (25%-30%) savings in recruitment costs, as well as a long list of other advantages such as:

Stronger and more stable relationship of trust between head and staff

Teachers will lean into the atmosphere of trust, and spread those benefits to the students.

Fewer "chop and change" effects when new heads attempt to make cultural changes quickly

Ongoing professional development projects more likely to be completed and implemented

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Orientation Meetings

2/3/2015

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Be sure to come to these meetings and ask all those questions you may have about how C4E works in practice. There are no stupid questions.
Orientation 12th March 4pm CET
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    Author

    Martin Richards, Co-ordinator of C4E

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C4E is a not-for-profit organisation that co-ordinates professional, volunteer coaching support for Educators around the world.
C4E does not sell coaching. C4E is financially supported by the non-profit i.b.mee.org
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