Solution-Focused Tutoring

1. ADSHE Networking Day: 18 June 2009 Solution-Focused Tutoring Drawing on NLP and Coaching Skills in the tuition setting Liz Amesbury University of Wolverhampton © Liz Amesbury, 2009. All Rights Reserved

2. Basis for this workshop • Mentoring tutors • Neurodiversity Coaching Inventory • A self-assessment tool for students to identify their strengths/difficulties • Training in coaching and NLP • Experience with dyslexic students © Liz Amesbury, 2009. All Rights Reserved

3. What is Neuro-linguistic programming (NLP)? • Named by Dr Richard Bandler and Dr John Grinder. • Study of approaches that work. • Modelling excellence. • Making unconscious strategies (programmes) conscious. • Communicating effectively. © Liz Amesbury, 2009. All Rights Reserved

4. Why solution-focused tutoring? • Solutions usually involve study strategies and skills. • Sometimes students are not open to new strategies. • Student is deeply focused on the problem. • Need to help the student become open to solutions. © Liz Amesbury, 2009. All Rights Reserved

5. Problem states (students) • Strong negative emotions present. • Vivid descriptions of past failures. • Stories about specific events. • Generalisation about difficulties. • ‘Yes, but’ responses to suggestions. • Belief that I’ve tried everything and nothing worked. Stuck in problem. • Apparent resistance to trying to resolve the problem. • Talk at length about the problem. © Liz Amesbury, 2009. All Rights Reserved

6. Confusion Frustration Hopelessness Defensiveness Superficial listening Reluctant Resistant Self-doubt Clarity Calmness Optimism Openness Attentive listening Enthusiastic Allowing Self- belief Problem state / Solution state © Liz Amesbury, 2009. All Rights Reserved

7. Bridging States Solution Problem © Liz Amesbury, 2009. All Rights Reserved

8. Characteristics of the bridge • You can’t be on both sides at once. • When you’re on one side, you can’t see the other. • It’s a two way bridge. • You can swap places. • Either way, there’s a hill to climb to get to the other side. • Once you get to the middle, if you keep marching it’s all downhill. © Liz Amesbury, 2009. All Rights Reserved

9. Supporting the bridge – the foundations • Listening style – attentive, open, focused, non-judgemental. • A state of being – curious and relaxed. Solution-state. • An attitude – the client (student) is resourceful and capable. • A method – asking questions rather than giving suggestions. © Liz Amesbury, 2009. All Rights Reserved

10. Preparing to bridge states • Be aware of the student’s tendencies – problem/solution focused? • Goal – to call the student to join you in the solution state. • Build a solution-focused state. • Prepare your own emotional state before the session. • Practice self-coaching. © Liz Amesbury, 2009. All Rights Reserved

11. Self-coaching • Ask yourself questions that will promote a positive frame of mind: • Clarity • Calmness • Optimism • Openness • Attentive listening • Enthusiastic • Allowing • Self- belief © Liz Amesbury, 2009. All Rights Reserved

12. A good question: • Is short and to the point. • Is punctuated with silence. • Stops the flow of thought, the student pauses. • Deserves processing time. • Can be repeated if it isn’t answered first time. • Causes the student to think. • Focuses on specific detail/accuracy. • Has a physiological/neurological effect. © Liz Amesbury, 2009. All Rights Reserved

13. Why not Why? • Avoid starting questions with ‘Why?’ • The answer is usually ‘Because’ • It tends to initiate stories. • Stories (memories, experiences, events) provoke greatest emotional reactions. • Problem state + story = negative emotion © Liz Amesbury, 2009. All Rights Reserved

14. Specify time – When …? • ‘I just can’t read.’ • When did you last do some reading? • ‘I’ve never been able to write essays’ • When did you last write an essay? © Liz Amesbury, 2009. All Rights Reserved

15. Specify strategy – How …? • ‘I just can’t do the reading.’ • How do you approach reading? • ‘I’ve never been able to write essays? • How do you approach writing your essays? © Liz Amesbury, 2009. All Rights Reserved

16. Specify meaning – ‘What …’ • ‘I’m just not a good reader.’ • What do you mean by ‘good’? • ‘I’m just not a straight A student.’ • What do you mean by ‘Straight A student? • ‘I’m useless at telling the time.’ • What do you mean by ‘useless’? © Liz Amesbury, 2009. All Rights Reserved

17. Question limiting language • Listen for words that generalise: • Never Never? • Always Always? • Can’t Can’t? • Everyone Everyone? • No-one No-one? • Just Just? © Liz Amesbury, 2009. All Rights Reserved

18. Quantify the problem • On a scale of 1 – 100 how do you rate your reading skills in these areas: • Your ability to read well enough to get an assignment done. • Your confidence about reading. • Your enjoyment of reading. • Your desire to become a better reader. © Liz Amesbury, 2009. All Rights Reserved

19. Specify the desired outcome • If you were a good reader, how would you know? • If you did know, what would it be like to be a good reader? • If you had to take a wild guess, what it would be like? • What might happen if you improved your reading? • How might you benefit from being a better reader? • What do you want? © Liz Amesbury, 2009. All Rights Reserved

20. Outframe the problem • Introduce an analogy: • ‘I know you feel that you can’t solve this problem but I like to think there is a bridge to every solution.’ • How do you think you would feel about this if you were on the other side of the bridge? • How can you move towards it? © Liz Amesbury, 2009. All Rights Reserved

21. Outcomes of coaching • Students may take steps towards the solution then back to the problem. • Any movement on the bridge is worth celebrating. • You don’t have to take them all the way into a solution immediately. © Liz Amesbury, 2009. All Rights Reserved

22. Things to bear in mind • Manage your own state: • Curious, relaxed, open, attentive. • Believe in the student’s ability. • Call them to the solution, don’t drag them. • Intrude on stories, give time to process powerful questions. • The solutions might come easily. • This approach takes practice. • Have fun, be light and easy! © Liz Amesbury, 2009. All Rights Reserved

23. The solution state … © Liz Amesbury, 2009. All Rights Reserved

24. Further information • For further information about the Neurodiversity Coaching Inventory: • Training seminar to be scheduled in the next few months • liz.amesbury@wlv.ac.uk © Liz Amesbury, 2009. All Rights Reserved