Coaching for Learning: A Practical Guide for Encouraging Learning

Contents......Page 6
Acknowledgements......Page 10
Introduction......Page 12
PART I: THE CONTEXT......Page 16
1 Why coaching for learning?......Page 18
Focusing on solutions not problems......Page 20
Education rather than schooling......Page 21
Who can be coached?......Page 23
How has theory influenced education and schooling?......Page 27
Key points......Page 32
2 How do we understand learning?......Page 34
Learning and the brain......Page 35
Learning and intelligence......Page 36
Learning and emotional intelligence......Page 37
Learning styles......Page 38
Learning as metacognition......Page 41
Learning as belief......Page 42
Learning as reflection......Page 44
Single and double loop learning......Page 45
Social learning......Page 46
4 Pillars of Learning......Page 48
Reflection......Page 49
Key points......Page 50
3 How do we define coaching?......Page 52
The difference between coaching and mentoring......Page 54
How does coaching fit with teaching?......Page 55
Can coaching for learning for young people be ‘non-directive’?......Page 57
An ‘adult learning’ approach......Page 61
Values of the CARE model of coaching......Page 62
Human beings are unique and individual in ways of learning......Page 63
People have all the resources they need......Page 64
The coaching relationship is a partnership of learners......Page 65
Overview of coaching approaches......Page 66
Reflection......Page 68
Key points......Page 69
4 The stages of the CARE model for realizing potential......Page 70
A staged framework......Page 71
An integrated approach......Page 73
Stage 1 – Creating comfort......Page 74
Stage 2 – Raising awareness......Page 77
Stage 3 – Re-awakening the flow of learning......Page 78
Stage 4 – Empowerment......Page 80
Language......Page 82
Well-being......Page 84
Goal setting......Page 85
Key points......Page 87
PART II: THE PRACTICE......Page 90
5 Stage 1 – Creating Comfort......Page 92
Rapport......Page 94
Matching to create rapport 1 – body language......Page 95
Matching to create rapport 2 – voice......Page 96
Matching to create rapport 3 – language......Page 97
Creating rapport 4 – pacing and leading......Page 98
Trust......Page 99
Congruence......Page 100
Active listening......Page 102
Physical environment......Page 104
Anchors for the emotional brain......Page 106
Social and emotional environment......Page 111
Language......Page 112
Well-being......Page 113
Goal setting......Page 114
Reflection......Page 115
Stage 1 – Practice pointers......Page 116
6 Stage 2 – Raising Awareness......Page 117
The question is the answer......Page 119
Left brain–right brain......Page 122
Visual – Auditory – Kinaesthetic......Page 127
Health warning!......Page 128
Using sensory acuity to detect mental processing – listening to language......Page 129
Using sensory acuity to detect mental processing – watching body language......Page 130
Dominance profiles......Page 132
Reframing......Page 133
Reframing for relaxation......Page 136
Language......Page 138
Well-being......Page 139
Goal setting......Page 140
Stage 2 – Practice pointers......Page 142
7 Stage 3 – Re-awakening the Flow of Learning......Page 144
Self-efficacy......Page 146
Mastery experiences......Page 147
Social modelling......Page 150
Social persuasion......Page 152
Physiological and emotional states......Page 153
Affirmation......Page 154
Learning readiness......Page 157
Looking for leverage......Page 158
Language......Page 161
Well-being......Page 162
Goal setting......Page 165
Reflection......Page 167
Stage 3 – Practice pointers......Page 168
8 Stage 4 – Empowerment......Page 169
Self-motivation......Page 171
Ownership......Page 173
Skill set no. 1 – Time awareness......Page 174
Skill set no. 2 – Assertiveness......Page 179
Celebration......Page 186
Language......Page 188
Well-being......Page 189
Reflection......Page 190
Stage 4 – Practice pointers......Page 191
9 Overview......Page 192
Appendix 1 The Sorted Project – an alternative curriculum approach......Page 196
Appendix 2 Developing emotional literacy through peer mentoring and counselling in a Welsh-medium secondary school......Page 198
Appendix 3 REMA – Raising Ethnic Minority Achievement......Page 201
Appendix 4 Changing teaching times......Page 204
Appendix 5 The Learning Coaches of Wales......Page 206
References......Page 210
C......Page 218
E......Page 219
H......Page 220
L......Page 221
O......Page 222
R......Page 223
T......Page 224
Z......Page 225