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presentation to. 07 November 2014. xxx. presentation by Michael Garside Teacher Development Consultant. coaching in education Day 4. NVC – having a laugh!. NVC - Smiles. Mirroring and matching. Breathing Stance Movements Mismatch Voice matching

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  1. presentation to 07 November 2014 xxx presentation by Michael Garside Teacher Development Consultant coaching in education Day 4

  2. NVC – having a laugh! NVC - Smiles

  3. Mirroring and matching • Breathing • Stance • Movements • Mismatch • Voice matching • Limits – how well you perceive other people’s postures, gestures, and speech patterns and the degree to which you can match them

  4. Objectives • To explore further models of practice • To develop abilities to read and work with NVC • To explore ways in which it is possible to measure the impact of coaching on individuals and organisations • To practice skills – focusing specifically on contracting and closing conversations

  5. Goal setting What Will you do? Reality Options The GROW model • The is the sequence of questioning for the GROW coaching model:

  6. Goal setting • When you have to do something – invariably it is for others. • What you want to do something – invariably it is for yourself. • Always set a goal for the session: • an end goal (to become a grade 1 teacher or trainer is not always entirely within one person’s control, but provides inspiration) • a performance goal (actions I need to take in pursuing becoming a grade 1 teacher or trainer) specifies how, and provides the best chance of achieving the goal. • Question examples sheet

  7. Transactional analysis – the OK corral – Life positions Frank Ernst 1971

  8. Scammperr Sometimes you have to help coachees break their thinking apart SCAMMPERR is a tool which can do this • S – Substitute one thing for another • C – Combine • A – Adapt – give it a new angle • M - Magnify • M – Modify – update it • P – Put to another use • E - Eliminate • R - Rearrange • R - Reverse

  9. Deep listening

  10. Evidence of impact • What measures will you use to check the efficacy of the process? • Impact - What; how; who; when; where; why - how do you know; so what? • Task – if you were asked to justify why coaching should take place in your school and how you would set about proving its impact on teaching and learning – what would be your answer in no more than 100 words • Share answers

  11. Contracting and closing - practice • Watch the video of the contracting process. • What gaps are there in the contract – what would need adding in your own school context? • Watch the videos of the ending of the process – in your pairs practice concluding a cycle which has not been successful and in the context of your own school look for ways to help find other support

  12. Skills evaluation sheet • The purpose of this sheet is to make sure we have filled in all the gaps by the end of the last session • Complete the sheet and hand back to us – be as honest as you like and we’ll plan the next session in light of your comments

  13. Homework task Barriers I have overcome • Be prepared to come to the next session and share with people your progress since we started, in terms of: • Learning • Skills • Organisational issues

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