Why are we here?

So why are we here? In THS, and across the UK, White British pupils are underachieving This is particularly true of pupils from working class backgrounds We believe that there is more we can do to help students reach their potential And we know that you are our most valuable resource in helping White Working Class pupils at THS buck the trend

So where are the girls?

Watch this video from teachers TV: putting-class-into-the-classroom putting-class-into-the-classroom Watch this video from teachers TV: putting-class-into-the-classroom putting-class-into-the-classroom Back to the point: across the country, white working class pupils are underachieving. Why?

In your pairs, read and discuss the article you have been given. How does it make you feel? How does it link in to your experiences in Tiverton? What could we learn from the issues raised in the article?

“Questioning beliefs directly has much greater leverage in creating change than telling or advising people what to think or do” Myles Downey “Questioning beliefs directly has much greater leverage in creating change than telling or advising people what to think or do” Myles Downey

“Coaching enables individuals and teams to develop and flourish, to take responsibility for their own learning and to achieve their goals.” (Graham Powell and others 2001) “Coaching enables individuals and teams to develop and flourish, to take responsibility for their own learning and to achieve their goals.” (Graham Powell and others 2001)

Listening Asking questions Giving feedback Skills/motivation matrix Making the connections

What is coaching? Mentoring is a continuum : CoachingTelling Listening Sharing Asking questionsDemonstrating ExploringObserving ClarifyingJoint planning (Less directive)(More directive) (NCSL 2008)

Coaching skills 1: Listening Why do we listen?

Coaching skills 1: Listening Why do we listen? To respond? Or to understand? And what are the effects of each?

Coaching skills 2: Good questions What makes a good question?

Coaching skills 2: Good questions If asking questions is about generating understanding……… whose understanding?

Coaching skills 2: Good questions What?Who?Where? When?How?How much? Why? The distance factor

Coaching skills 3: Giving feedback Why is feedback important? How often do you give or receive it? What stops you giving feedback?

Coaching skills 3: Giving feedback How to give feedback …..

Coaching skills 3: Giving feedback What will help you give effective feedback?

Coaching skills 3: Giving feedback What will help you give effective feedback? A non – judgmental approach High quality data or information A good relationship Evident belief in the person’s potential The person saying it her/himself

Coaching skills 3: Giving feedback Be clear about: The data/information Your intent Your emotions

Skills/motivation matrix high INSPIRE low skills DELEGATE high motivation DIRECT low motivation GUIDE skills

THE TRIANGLE OF SUPPORT THE TRIANGLE OF SUPPORT COUNSELLING SKILLS Acknowledging MENTORING Putting in ideas, solutions, telling COACHING Drawing out solutions and self- awareness

The ten principles of coaching 1) Be non-judgemental 2) Be non-critical 3) Believe that people have all the answers to their problems within them 4) Make and maintain agreements about how you will work 5) Be positive and believe that there are always solutions to issues 6) Pay attention to recognising and pointing out strengths and building and maintaining self-esteem 7) Challenge individuals to move beyond their comfort zone 8) Break down big goals into manageable steps 9) Believe that self-knowledge improves performance 10) Hold a genuine willingness to learn from the people you coach 1) Be non-judgemental 2) Be non-critical 3) Believe that people have all the answers to their problems within them 4) Make and maintain agreements about how you will work 5) Be positive and believe that there are always solutions to issues 6) Pay attention to recognising and pointing out strengths and building and maintaining self-esteem 7) Challenge individuals to move beyond their comfort zone 8) Break down big goals into manageable steps 9) Believe that self-knowledge improves performance 10) Hold a genuine willingness to learn from the people you coach

The GROW Model Topic (Initial understanding) Topic (Initial understanding) What is the person’s GOAL? What is the person’s GOAL? What is the current REALITY? What is the current REALITY? What are the OPTIONS? What are the OPTIONS? What WILL the person do to achieve the goal? What WILL the person do to achieve the goal?

In your pairs, you are now going to try out some coaching techniques, using the GROW model to help your partner work towards a chosen goal.

What is your G oal? What is the current R eality of this issue? What different O ptions do you have for how to move forward? What W ill you do now to move towards your goal? What is your G oal? What is the current R eality of this issue? What different O ptions do you have for how to move forward? What W ill you do now to move towards your goal? What do you need to focus on to make progress in Y10?

Topic G oal R eality O ptions W ay forward The GROW coaching model Will Thomas

Who are your role models? What makes a good role model?

How will you explain what we are trying to achieve to younger pupils? In your pairs, brainstorm some ideas for how you might introduce the issues we’ve discussed this morning to Year 8 pupils.