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

2. 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?

3. 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

4. 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

5. What’s the difference between coaching and mentoring?

6. Coaching Frameworks - GROW

7. 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

8. 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

9. 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

10. 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.

11. 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©

12. 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**

13. 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…

14. 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?