COACHING SKILLS FOR
HIGH IMPACT TEACHING
Nike Audu & Geoff Barton
Thursday, November 10, 2011
PowerPoints available to download at www.geoffbarton.co.uk
COACHING SKILLS FOR HIGH IMPACT TEACHING
The Day:
1. Education coaching: its impact on whole-
school, teacher and pupil performance
2. Essential coaching skills for the classroom
3. Developing the micro-skills of teaching
4. Structuring effective lessons
5. Top tips
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION ONE
Education Coaching:
Its impact on whole-school, teacher and pupil
performance
COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions QuickTime™ and a
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Michael Fullan:
“20 years in teaching is … 1 year, repeated 20 times”
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COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
• Good teaching is a set of learnable skills, not a God-given gift
• Performance management is about performance
• We should encourage experimentation and occasional disasters
• We should be intolerant of mediocrity
• A genuine evaluation culture builds reflection
• Real change comes from within
COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
How…?
COACHING SKILLS FOR HIGH IMPACT TEACHING
Whole-school culture:
Some opening assumptions
• Have a clear view of what the essential skills of teaching /
tutoring / behaviour are
• Map them out
• Build everything else around them
1
COACHING SKILLS FOR HIGH IMPACT TEACHING
Peak performance will happen when you
permit your imagination to study, explore
and grow.
Motivation is training or programming the
creative mind to desire or expect the best,
plan and work for the best. Whatever you
do in life, you are going to work hard for it,
so you might as well choose to work hard
for what you really love and want to do.
Education means awareness and use of
what works. Things that work have a
pattern, and this can be learned
thoroughly and applied
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION TWO
Essential Classroom Coaching Skills:
• Listening, modelling & thinking skills
• Performance coaching to raise pupils‟ aspirations
• Techniques for change: Overcoming barriers to learning
2 The Magic of Goal Setting
• Research shows that people who have achieved
success in different walks of life had precisely written
goals or ‘well formed outcomes’-WFO in (NLP
literature)
• SMART :- Specific, Measurable, Achievable, Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our
beliefs
• Get pupils to write down goals and review them
regularly (create the opportunity)
5, ex 2
How our brain works
• The Reticular Activating
System (R.A.S.)
• Thoughts (Self-talk)
• Comfort zone
(Feelings and emotions)
5 ex 3
Coaching works
• Value of beliefs and attitudes
· Reticular Activating System (R.A.S) and
observations
·Thought forms and self-talk (Neuro-linguistic
Programming)
· Feeling and emotions (comfort zones)
7: bridge Links between beliefs, thoughts,
feelings and experience
BELIEFS / ATTITUDES
PERCEPTIONS THOUGHTS FEELINGS
(R.A.S) (Self-talk) (EMOTIONS)
Imagination Information Intuition
7
Techniques for change
• Positive listings and • Pattern breaking
reflection- a simple strategy (distraction from the negative,
attention on the positive technique)
to reinforce positive beliefs,
thoughts, feelings and • Imagination – a natural
perceptions ability to bring to mind what is
seen, heard and felt
• Reframing - a powerful
strategy for changing negative • Rational analysis – an
feelings and the effect on objective analysis of objects
performance
• Learning Log - (contact
• Create powerful book, diary, visual journal)
anchors – as expressive • Music and Symbols (Image,
holding forms logo-NIKE, theme songs, anthems)
7/8
Emotional barriers and solutions
• Negative memories • Other damaging thought
(Trigger: recurrence of negative patterns as barriers: jealousy,
performance memories -will lead to Self sabotage, unrealistic
negative self-talk & emotional competitiveness, mindless gossip and
discomfort, the R.A.S. will notice lack of discipline
things that are negative, poor results • Judgemental beliefs and
& that reinforce the memory) attitudes: Educated desire means
• Negative expectations - programming for positive results, self-
confidence and high self- esteem.
pupils project negative expectations
of their future • Goal setting for desired
outcomes – using a „solution
• A limiting belief (can be focused‟ approach or systematic
challenged & then create a better approach to a „Well-formed
one) outcome‟
• Inappropriate emotions
(fear, anxiety etc triggered by an
external threat)
8 The Magic of Goal Setting
• Research shows that people who have achieved
success in different walks of life had precisely written
goals or ‘well formed outcomes’-WFO in (NLP
literature)
• SMART :- Specific, Measurable, Achievable, Realistic,Time-phased
• Why does goal setting work?
• We think and behave in a way consistent with our
beliefs
• Get pupils to write down goals and review them
regularly (create the opportunity)
COACHING SKILLS FOR
HIGH IMPACT TEACHING
Nike Audu & Geoff Barton
Thursday, November 10, 2011
PowerPoints available to download at www.geoffbarton.co.uk
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION THREE
Developing the Micro-skills of Teaching:
• Creating a self-evaluation culture
• What are the skills and qualities that effective teachers have?
• How to make these explicit and build staff development around
them?
COACHING SKILLS FOR HIGH IMPACT TEACHING
Part One: Creating a self-evaluation culture
COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
Carol FitzGibbon (Durham):
Get data into school life, without necessarily doing
anything with it
COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
John MacBeath (Cambridge):
“We should measure what we value, not value what we
can measure”
COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
My 3 gurus
David Reynolds (Exeter):
Aim to be a „high-reliability‟ organisation …
COACHING SKILLS FOR HIGH IMPACT TEACHING
Such complex social organizations as air traffic control towers
continuously run the risk of disastrous and obviously
unacceptable failure.
The public would heavily discount several thousand
consecutive days of efficiently monitoring and controlling the
very crowded skies over Chicago or London if two jumbo jets
were to collide over either city.
Through fog, snow, computer-system failures, and nearby
tornadoes, in spite of thousands of flights per day in busy skies,
such a collision has never happened above any city, a
remarkable level of performance reliability …
COACHING SKILLS FOR HIGH IMPACT TEACHING
… By contrast, in the U.S., one of the most highly educated
nations on earth, within any group of 100 students beginning
first grade in a particular year, approximately 16 will not have
obtained either their high school diploma or a General
Education Development certificate 12-13 years later.
In Britain, just under half of all 16-year-old pupils will not have
the benchmark of 5 or more high grade public examination
passes in the national system. Obviously, many nations have
even lower levels of educational performance.
COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Therefore, for me, …
Whilst coaching is about teacher development
It‟s also about student entitlement to good teaching
21-27 COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Forms of self-evaluation:
• Student performance data - results, targets, etc
• Ethos data
• Questionnaires and focus groups
• Faculty reviews - inc observation sheets … plus …
8 -13 COACHING SKILLS FOR HIGH IMPACT TEACHING
Creating a self-evaluation culture:
Bedding this in as genuinely SELF-evaluation
COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
How might you use these approaches in your own
school?
COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
TALKING POINT
What do you think are the 3
most important ingredients QuickTime™ an d a
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… and bad?
2-5 COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
How to customise these for your school
How to spell out the essential skills explicitly
• (staff handbook, differentiated training (eg literacy grid), review
cycle, observation sheets
How to develop a shared approach to observation, with protocols, and
specific issues as focus
• using observation triads, questions rather than comments …
COACHING SKILLS FOR HIGH IMPACT TEACHING
The essential skills of good teachers
How do you feel the lesson went?
Why did you start the lesson with activity X?
QuickTime™ and a
TIFF (Uncompressed) decompress or How many students do you think took part in
are needed to see this picture.
the discussion?
Were you conscious of whether boys or girls
answered?
Why did you stand where you did for the
plenary?
8 -13 COACHING SKILLS FOR HIGH IMPACT TEACHING
How to provide differentiated training?
Reading Writ ing Speaking & listening
Use layout and language Be clear and explicit Using a varie ty of
to make texts accessible Ğ about the conventions groupings for structured
eg white space, of the writing you expect talk Ğ pairs, same-sex,
typographical features, from students Ğ eg friendship, triads, ability
summaries, bullets, short audience, purpose, groups
paragraphs layout, key words and
phrases, level of
formality
m
Using a range of strategie s Providin g asse ss ent Setting objectives for talk
to support studentsÕ crite ria and models of and providin g language
reading Ğ eg reading aloud, appropriate text types mode ls Ğ eg level of
key words and glossaries, formality, key words and
word banks, display, paired phrases
reading, talking about texts
Eg: before answering
Spe lling Ğ marking no Using shared Providin g alternatives to
more than 3-5 key composition to show traditional Q&A
Essential spellin gs per work, writin g students how to write approaches Ğ eg open
the correct spelling in the questions, thin king time,
Literacy margin with the error big questions, no-hands,
identified; students puttin g paired consultation ti me,
these into spellin g pages in dealing with answers,
the middle of exercise prompts, answer starters
books; using starters /
word games / mnemonics /
display / rules / words
within words to support
studentsÕ spelling
COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
1. What are the good features of coaching in your school?
2. How well do you articulate a shared view of effective
learning & teaching?
3. How do you ensure consistency across teams?
4. How do you develop the teaching skills of people at
different phases?
5. What are your points for action? QuickTime™ and a
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COACHING SKILLS FOR
HIGH IMPACT TEACHING
Nike Audu & Geoff Barton
Thursday, November 10, 2011
PowerPoints available to download at www.geoffbarton.co.uk
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION FOUR
Understanding & Structuring Effective
Lessons:
• Using coaching to improve behaviour
• Personalised learning & coaching: making it work in
your classroom
COACHING SKILLS FOR HIGH IMPACT TEACHING
What do we know about effective
behaviour management?
“Young people today think of nothing
but themselves. They have no
reverence for parents or old age.”
Peter the Hermit, 1274
6/7
COACHING SKILLS FOR HIGH IMPACT TEACHING
Some principles:
Good behaviour management is a prerequisite for effective teaching
and learning
Again, we can identify what effective teachers do
We shouldn‟t tip-toe round the issue
A heavy focus on systems can create problems
Keep it simple, and light
Don‟t use charismatic teachers as mentors
Take a long-term approach: not quick hits
16
What we know from research into behaviour
management …
Proactive schools haveare tight communities do
Schools There
action – early higherin response if mild
teachers take rates handle all or
The mostthat formassumptions isof
better better – difficulty and teachers that
In well-disciplined to difficult
Reactive approaches schools,adult roles,
behaviour worrying
One of the Schools makeof difference:in
spectrum a exclusion
to a „discipline problem‟ has
intervention pupils‟ behaviourlower no then
behaviour the routinemake matters and we should
most of does schools 1000 interactions
punishment can and doindiscipline problemsor more a try
engage
Teachers andnot prove effective,
consistent Collaborativewith confidence
with approaches
relationship does NOT
engaging students personally of hierarchical
themselves. in theirpromote airtheir
preventativesimply mirror over-use at the
worse. getting Indeed, thebehaviourtraffic
day. ItSchools that ability to handle
is closest to
more severe punishment.being an self-discipline and
measures.
them involved. These schools
managerial lead to in the behaviour
controller. a problem. betterof high excluding
success classroom.
characteristic better.
referrals is Teachers therefore react and make
active involvement do false escalation,
home. diffuse teacher role,
have a more is teachers do before
However, what led thannot have a with
–
In other words, one ratherinto a individual way of rather
schools.
quick decisions. If they do
frequent contact“The beatings and
postcard notice: between can experience
like themisbehaviourbusyness they staffbe continue until
teachers is shown
coping with the occursisolated. to will
students
morale improves”.in contexts other than the
crucial.and stress.
tiredness
classroom.
Chris Watkins,
Institute of Education
14/15
COACHING SKILLS FOR HIGH IMPACT TEACHING
Develop a „house style‟
Before:
• Set out expectations
• Model the behaviour and language you expect
After:
• Give students choices
• Avoid the public arena by being prepared to defer issues
COACHING SKILLS FOR HIGH IMPACT TEACHING
TALKING POINT
What are the implications for your own school?
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION FOUR
Understanding & Structuring Effective Lessons:
• Using coaching to improve behaviour
• Personalised learning & coaching: making it work in your classroom
9: reminder
Learning: performance strategies
• Promoting positive • Making learning count (link to
communication or rapport career, hobby and life goals)
• Developing Self-esteem • Accessing VAK
• Increasing motivation: • Group work – Learning together
setting learning goals, and
• Promoting recognition and
the steps to get there i.e.
responsibility for each pupil /
performance goals - write
learner
it down
• Creating interesting and
• Raising achievement is
meaningful activities - Mind
key
map, Games,
• Framing positive
• Providing more choices
expectations
• Use curiosity / anticipation
• Giving immediate and
Positive feedback • Promoting active reflection
• Listening / questioning
• Modelling, Thinking skills
COACHING SKILLS FOR HIGH IMPACT TEACHING
SESSION FIVE
Top Tips for Effective Coaching:
The coaching process
Creating a coaching culture
11
TOP TIPS: COACHING
1. Talk with them and listen, use the insight gained to modify
your relationship, expectations and presentation
2. Be genuinely interested in your pupils
3. Learn alongside your pupils - Treat them as equal learners
and prepare your lessons as you would if you were going
to coach your team to win every time.
4. You must have a very high expectation of all your pupils
and replace all negative judgemental attitudes –with a
positive alternative and just observe and comment
accurately on observation.
5. Define and focus your coaching goals –use the R.A.S to
set up a desire (passion) for learning something new
everyday, observe and note how you did it – identify your
learning patter
TOP TIPS: A COACHING CULTURE
6. Start from your students‟ entitlement to good teaching
7. Build a culture of constant, ongoing evaluation …
8. … plus a strong emphasis on SELF-evaluation
9. Develop a shared view of the essential skills teachers
need
10. Develop a house style to develop them … and relentlessly
aim for consistency
COACHING SKILLS FOR
HIGH IMPACT TEACHING
Thanks for listening!
Thursday, November 10, 2011
PowerPoints available to download at www.geoffbarton.co.uk