Training, consultancy and resources to improve teaching and learning
You are here > Members' Resources > Thinking Classroom Resources > Resource Detail
Navigation Find Resources
Navigation Resource Search
Navigation Resource Tags
Active Learning   Adjectives   Advance Organiser   AfL   Ambition   Analogy   Analysis   Andragogy   Architecture   Archive   Art   Assemblies   Assessment   Association   Astronomy   Audience   Audio   Audit   Autonomy   Behaviour   Big Data   Bloom's Taxonomy   Book   Boys   Brain   Brain Break   Brain-Based Learning   British Values   Bullying   Capacity   Careers   Challenge   Change   Characteristics   Charlotte Mason   Childhood   Christmas   Cities   Classroom Management   Coach   Coaching   Collaboration   Colour   Comedy   Communication   Community   Comparison   Composition   Computers   Conflict   Connections   Constructivism   Contemplation   Conversation   Cooperation   Counting   CPD   Creative Curriculum   Creative Thinking   Critical Thinking   Curiosity   Curriculum   Danger   Daniel Pink   Data   Debate   Decision Making   Design   Differences   Differentiation   Digital   Discussion   Display   Diversity   Doodling   Dragon   Dream   Drive   Dunblane   Dweck   Dyslexia   Early Years   Easter   Edit   EEF   Effective Practice   Effort   Emotional Intelligence   Empathy   Enquiry   Environment   Equality   Error   Esteem   Evaluation   Evidence   Existential   Exploration   Facts   Failure   Feedback   Film   Fitness   Flow   Freedom   G&T   Games   Gardner   Gender   Gender Neutral   Genius Hour   Genres   Geography   Gifted Able & Talented   Glass Bead Game   Global   Goals   Grammar   Grit   Group Work   Growth Mindset   Gun Control   Happiness   Hard Work   Hattie   Health   Heterarchy   Hierarchy   High Order Thinking   History   Holiday   Home Education   Home Schooling   Homework   Horace Mann   Humour   ICT   Imagination   Inclusion   Independent Learning   India   Induction   Influence   Infographic   Innovation   Inspection   Inspiration   Integrative   Intelligence   Internet   Interview Preparation   Intuition   Investigation   iPad   Jerome Bruner   John Dewey   Judgement   Juggling   Justification   Knowledge   Language   Leadership   Learning   Learning Community   Learning Skills   Learning Styles   Lecture   Lesson Design   Lesson Starters   LGBT+   Listening   Literacy   Literature   Logic   London 2012   Lord of the Flies   MAGT   Mark Making   Marketing   Marking   Marzano   Mastery   MAT   Mathematics   Media   Memory   Mentoring   Metacognition   Metaphor   Metzinger   MFL   Mindset   Mistake   Modal Verbs   Morality   Motif   Motivation   Multiple Intelligences   Music   Myth   Nature   Negotiation   Networks   New Year   Noise   Nuclear Power   Numeracy   Ofsted   Olympics   ONR   Opinion   Order   Organisation   Outstanding   P4C   Pace   Parents   Patchwork Thinking   Pattern   Pedagogy   Periodic Table   Personal Development   Personalised Learning   Perspective   Philosophy   Pixar   Planets   Planning   Plastic   Plenary   Plot   Poetry   Positive Education   Positive Error Culture   Poster   Poverty   Praise   Prediction   Prioritising   Problem Based Learning   Problem Solving   Process   Productivity   Professional Development   Professional Learning   Progress   Protection   PSHE   Psychology   Punctuation   Pupil Voice   Purpose   QCI   Quality   Questioning   Questionnaire   Ranking   RE   Reading   Real Time Coaching   Reasoning   Reflection   Reform   Reframing   Relationships   Religion   Research   Resilience   Responsibilities   Revision   Rights   Risk   Roles   Romans   Rules   Sacrifice   Safety   Scaffolding   School Improvement   Science   Seasons   Secondary School   Self Knowledge   Selling   SEN   Sequencing   Service   Setback   Shape   Shooting   Silence   Similarities   Simile   Skills   Snow Angels   Socrates   Sorting   Space   SPAG   Speaking & Listening   Spellings   Sports   Story   Stress   Struggle   Study   Subordinate Clause   Success   Success Criteria   Summarising   Summer   Surprise   Sustainability   Targets   Teaching   Team Work   Technology   Template   Thinking   Thinking Classroom   Thinking Cubes/Dice   Thinking Skills   Thinking Stories   Timbre   Time Management   Tone   Transition   Trust   Tudors   Understanding   UNESCO   Vacation   Values   Video   Visual Learning   Visual Story   Visual Thinking   War   Weather   Well-Being   Welsh   Winter   Wish   Word Game   World War 1   World War 2   Writing   Year 6   Year 7   Zen  

What is Coaching?

img
What is Coaching? An Article that once and for all might define what coaching could be. Sometimes.

This is a Free Sample Resource
Categories: Article, Professional Development, Educators

Tags: Coaching Mentoring Integrative Coach
Coaching or Mentoring?

When I present coaching workshops there's usually, quite early on, a question (challenge) from the audience: Delegate A: "...but that's not coaching is it? What I think it is, is...". At coffee, someone else will come up to me and say, (Delegate B) "That's interesting what you said about coaching. What kind of situations do you think best suit a coaching approach?" A and B have answered their own question/challenge. A was mentoring; B coaching. (Come on reader C, come back to me on this paragraph. Is it correct?).

Is it coaching? Is it mentoring? Is it something else? Does it matter what we call it? Maybe. But it's more important that everyone involved in coaching/mentoring/something else has a shared understanding of what's going on. And here's a way to do that :

Defining Professional Support

When us professionals meet up with the purpose of improving what we do - either as a remedial or developmental activity - we need to ask four questions:

1. What do we want to achieve? (focus)
2. Who is involved and how? (roles)
3. How will the work take place? (process)
4. What context will we work in? (environment)

Opinion differs about the two biggies of Coaching and Mentoring but I'll offer here my experience of what I actually see on the ground, day to day:

 

What do we want to achieve?

Who is involved and how?

How will the work take place?

What context will we work in?

Coaching

Sustainable, coachee-led development which, over the long term, causes greater, permanent professional competence.

Trained accredited coaches; People who have attended short term coaching training; Professionals calling themselves coaches with no formal training; Middle leaders and experiences teachers.

 

Often, due to lack of clarity and agreed objectives coaching and mentoring are used interchangeably with little distinction between the two.

The need for swift, remedial action, often driven by external factors such as inspection and new initiatives means that interventions can be hasty and ineffective. But not always.

Anything from ad hoc arrangements to fully commissioned, contracted, resourced, budgeted, evaluated programmes, usually focused generally on teaching and learning and leadership

Mentoring

Fix a problem quickly; Support people in a new organisation and/or a new role by offering ideas, demonstrations and resources.

Trained mentors, Senior leaders, Experienced teachers; Colleagues from similar organisations/schools.

External interventions arranged by local authorities and usually focused on core curriculum areas, leadership and latest national initiatives; Internal support for NQTs and those who have lost their way.

 

The picture is not ideal. It won't be. The world can be messy, disorganised and less than effective. But where coaching and mentoring work well, the four questions above have been clearly answered and everyone has been involved in answering them.

A Balance to be Struck

My work as a coach is integrative: I don't hold to any particular coaching/mentoring model or technique, but learn about as many methods as I can, so I can best serve my coachees. But in summary: coaching is asking and nudging; mentoring is suggesting and showing. Both have their place but I always ask a new coachee what might work best for them. Try these questions as you begin your work with a new coachee/mentee:

  • What's your understanding of coaching and mentoring?
  • What would you like to work on?
  • How would you like to work together?

Starting like this marks you out as a coach and your coachee as someone who has the potential to think and grow under their own steam. And these questions can be very challenging for someone who has only ever been mentored. You are asking them to set their own agenda not sign up to yours.

Summary

The definitions of coaching and mentoring are elusive and debatable. Far better to forget the label and focus on the activity and its purpose. Consider: Focus, Roles, Process and Environment and involve everyone in the discussion. Then ask Delegate D what they think about it.




Related Resources:

Coaching Skills

Professional Learning

The Fear of Video coaching

Using Video for Professional Development

  Comments

There are no Comments

Please Login to Comment