A presentation given as part of staff development

1. Coaching for Learning
Sarah Farrell
Janet Finlay
Dawn Wood
with
Nick Halafihi& Chris Wolsey

2. Outline
• Introductions
• What do we mean by coaching?
• What is Emotional Intelligence?
• A practical model for coaching – GROW
• Effective questioning
• Coaching in practice
• Case study (Nick and Chris)

3. First – getting to know each other
• Work in pairs
• Take turns to be the questioner
• Ask each other
– Who are you?
– What brings you here?
– How do you feel at the moment?
• You have6 minutes!

5. What did you notice?
• In each case, who did most of the talking?
• How did the student respond in each
case?
• Which do you think created greater
ownership of the solutions?
• Which provided the best opportunity for
learning?

6. Coaching is student-led and
supports student to find their own
solutions.

7. Coaching is a conversation that involves…
• Listening
– Language, tone, tempo, volume, inflections
• Observing
– Body language, gestures, eye movement
• Questioning
– What, How, When, Who, Where, Why?
• Self awareness
– Your values, beliefs, interests, agendas
• Building rapport
– Trust and commitment, awareness of others

8. What is Emotional Intelligence?
Dr. Peter Salovey and Dr. John Mayer
“...emotional intelligence is the ability to
perceive, use, understand, and manage
emotions.”

10. Emotional self-awareness
Self-regard
Assertiveness
Intrapersonal
Independence
Self-actualization
Empathy
Interpersonal relationship
Interpersonal
Social responsibility
Flexibility
Problem solving
Adaptability
Reality testing
Stress tolerance
Stress
Impulse control
Pillars of Emotional Intelligence
Management
Happiness
Mood
Optimism
General

11. Developing your EQ
EQ Across Age Groups
104
102
100
98
EQ Scores
96
94
92
90
16-19 20-29 average 30-39 40-49 50+
EQ
Age

12. EQi questionnaire
Emotional Intelligence EQi scores - Coaching
115.0
110.0
105.0
Scores
100.0
95.0
90.0
85.0
1st EQi
Subscale 2nd EQi

13. Case Studies

14. GROW MODEL
Goal
Reality
Options
Way Forward

16. Questioning
Open
Tell Explain Describe
Probing
What Why When How Where Who
Closed
Yes No

17. Case Study – Harry
• Harry is a part-time student. He’s struggling to get his
assignments in on time and is often late for the start of
lectures and seminars, causing disruption to the rest of the
class.
Case Study – Trish
• Trish is a final year undergraduate. She has had her
dissertation topic approved but has yet to start work on it
and, when asked about it, has said that she is not inspired
or motivated.
Case Study – Suneet
• Suneet has been at the University for 2 months. You have
spoken to her about unsatisfactory attendance and she has
just told you that she thinks she is on the wrong course.
Case Study – Jack
• Jack is on a Masters course. He seemed keen and driven
at the start of the course but this has changed recently.
You are worried that he has personal issues.