Coaching and Learning in Schools: A Practical Guide by Sarah Gornall

By Sarah Gornall

Training performs a key half in aiding the present schooling schedule. This ebook is either huge in variety and particular intimately. It is helping university leaders discover how training relationships may end up in elevated attainment and capability for studying, benefitting either schooling pros and the teenagers of their care.

The chapters cover:

- types and kinds of coaching

- particular frameworks for coaching

- the influence of training on own development

- how training can effect on elevating attainment

- how training can increase instructing and learning.

Written by means of skilled educators and coaches, this ebook presents perception for all these thinking about college management. research of case reports regarding pros operating in early years, fundamental, secondary and post-16 settings highlights what makes training powerful. extra mirrored image exhibits how training and studying are inextricably hooked up. transparent causes of training types and instruments let readers to extend their very own variety as coaches.

Sarah Gornall is a management trainer and the Director of training weather. Mannie Burn works with top perform community and as an self reliant trainer in schools

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Sample text

Teachers report that their behaviour in the classroom changes as a result of learning fresh approaches and using coaching to reflect on what they do. ’ Changes that teachers have noticed in their own behaviour include: • asking more open questions and rephrasing questions to reflect a greater spirit of enquiry • listening more deeply and in a more non-judgemental way and waiting longer for children to come up with their own answers; giving more thinking time • specifically asking children to reflect on the reasons behind their behaviour • altering their language, avoiding negative framing and the use of the word ‘but’ • using scaling to help children assess progress, evaluate options and solutions, decide on the severity of consequences in relation to particular actions.

Poor you! ’, so reinforcing Terri’s perception of the situation as difficult and outfacing. A colleague head could have denied the validity of her feelings. ‘I feel like that. We all do. ’ An adviser could have said, ‘Yes, it is difficult. And this is what you’ve got to do’ – suggesting a process but leaving the emotional issue unaddressed. indd 29 22/11/2012 11:18:28 AM 30 COACHING AND LEARNING IN SCHOOLS (Continued) Instead, as we have described, the coach helped Terri identify what she wanted and the patterns of thought and behaviour that would keep her calm and would lead to the desired outcomes.

Coaching is a form of learning relationship similar to but distinguishable from others. • Coaching can be for a variety of purposes. • There is a wide variety of coaching approaches. • Coaching has a rich history. indd 26 22/11/2012 11:17:54 AM 4 Impact of Coaching on Personal and Professional Development In this chapter we will look at: • The impact of coaching on school leaders and teachers • A case study of one headteacher’s personal journey • Evidence from headteacher coaching projects in Bristol and Devon • The impact of coach training on teachers, their relationships and their practice • Research by the National College into the impact of coaching on emerging leaders Coach So what are the headlines in this chapter?

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