Using Coaching Skills to Maximise Student Progress PREPARING FOR THE PERSONAL TUTOR ROLE UNIT 25

Tackling Underperformance Tutorial - Scenario 1: You are planning an individual tutorial with a BTEC student who left school with 11 GCSEs (grades As and Bs). Current achievement on BTEC assignments are Pass and the student is not motivated to aim higher. What are the issues here and what could the causes be? What 5 key questions would you ask?

Outcomes 1.1, 1.5 Analyse skills and qualities Coaching and mentoring techniques, support vs challenge Personality profiles – motivations and communication 1.2, 1.5 Explain how values, behaviours and attitudes impact on the personal tutoring role and the effect of communication Limiting beliefs, diversity, creating a fail safe learning environment Coaching skills 1.3, 1.4 Explain importance of ethics and professional codes Boundaries, limitations, conflict of interest, safeguarding

What’s the difference between coaching and mentoring? Helping someone to solve their own problems Pull (non-directive) Push (directive) Solving someone’s problems for them

What’s the difference between coaching and mentoring?

Coaching Frameworks - GROW

Coaching Frameworks - iSTRIDE Information gathering Determining issues, goals, confidence levels and finding relevant evidence Strengths Paying attention to the learners strengths and maintaining them in a can-do mindset Target/Goal Setting Identifying the target to be achieved and exploring the motivation to achieve it Resources/Reality Exploring the current situation in relation to the target and identifying limiting beliefs Ideas/Strategies Seeking ideas that might help achieve the desired target and overcome limiting beliefs Decisions Selecting the most appropriate option from the ideas generated and rehearsing success Evaluation 1. Evaluating the solution now i.e. exploring the commitment to agree decisions 2. Evaluating later i.e. agreeing a time to follow up on the actions taken arising from the decision

What are coaching skills? *See handout* Rapport I find it easy to connect with my learner I can establish a mutual trust I am able to create a comfortable environment I ensure I mirror and match posture and maintain eye contact I am always genuine, transparent and sincere Listening Skills I listen to share experiences I listen to understand their point of view I listen to find out what motivates my learner I listen to how they speak as well as what they say I demonstrate empathy using paraphrasing and summarising Effective Questioning I demonstrate curiosity and enthusiasm through my use of tone I encourage my learner to extend their answers and thoughts i.e. "what else?" I ask questions that encourage ownership of the conversation and outcomes I ask questions that encourage self reflection and choice I ask questions that encourage problem solving, ideas and new approaches Target/Goal Setting Target setting is driven by the learner Targets and goals are solution focussed We discuss and consider various options i.e. "what if?" We ensure targets are based on realistic approaches and actions We discuss how we know outcomes are positive and successful Outcomes The learner is confident about their next steps Feedback has been discussed and is 2-way An action plan is in place with deadlines Appropriate support and challenge is in place

Why use coaching skills? Puts the emphasis of ownership and action on them not you Encourages development of skills to solve their own problems Tackling under performance Embeds stretch and challenge Encourages self reflection Increases confidence and ability to make changes

Challenging Assumptions and Perceptions Values and Beliefs These are often embedded in someone’s core and therefore very difficult to change. We form these values based on our prior experience and we often seek out others who will affirm them for us through their behaviour. Behaviour Has an experience had a positive or negative affect on behaviour? Is all behaviour learnt or is some inherent to us? Successful people are able to adapt their behaviour to suit particular situations and people. Experience What has happened before? What do we know to be true? People link certain events and people to the way they believe they should behave. By encouraging people to have new experiences you are more likely to be able to challenge negative beliefs.

Packtypes© New Ideas/Risk taking Change People/ Emotions Openness Hound New Ideas/Risk taking Mastiff Change People/ Emotions Openness Coachdog Guard dog Terrier Steadiness Control Results/ Action Retriever Sheepdog Pointer Facts/ Certainty Packtypes©

Targets for Aspirational Goals Key areas of focus for student progression in study programmes: Course specific – induction and target grades Work experience English and maths Personal development – behaviour, study skills, responsibility, time management, at risk, etc. **Captured on E-tracker and Group profile**

Designing effective questions Why do you think that is… Why Why might that change… What if… What could be… What What is another way that you could…. How could you do with… How How are you going to… When will you… Where would you find…

Pick a question… What type of questions will I use with my challenging students? What type of questions will I use to push and motivate the most able students? How can I promote English and maths to unwilling/disengaged students? What is the most important thing when coaching students? How will I ensure every student has an aspirational goal? How will I get students to take ownership of their targets?