Coaching for Schools: A Practical Guide to Building by Judith Tolhurst

By Judith Tolhurst

Training for faculties is a realistic, hands-on consultant and will be crucial examining for educating pros at each point, in need of an obtainable and interesting advent to the idea that of training and the instruments had to placed it into perform. it's a robust reduction to any tuition hoping to advance dispensed management. even if you're new to a management function as a subject matter or workforce chief or are a more matured chief, liable for the pro improvement or functionality administration of a big staff, this ebook will upload in your abilities toolkit. it's going to support any institution improve a sustainable management workforce.

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Additional info for Coaching for Schools: A Practical Guide to Building Leadership Capacity

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JAMES: 36 Tell me more about it. t SHARON: Disappointed and let down really. qxd 8/17/06 10:26 AM Page 37 THE ESSENTIAL SKILLS OF COACHING SHARON: Well I put so much work into the presentation. I spent all weekend on it and I feel it was all for nothing. I felt that I had thought of everything in the presentation and it was just a waste of time. I should have spent more time preparing for the questions. JAMES: So what I am hearing you saying is that the presentation went really badly. SHARON: No, I was told that the presentation was the best part of my interview; all I am saying is that I spent too long on it.

Closed questions encourage the learner to be lazy and get away with doing very little thinking and exploring. An open question will interest and stimulate the learner. The learner may present the coach with an either/or situation for which the only question appropriate seems closed. For example: Learner: There are a number of things to be done at the moment; I am running out of time for writing the end of year reports. Coaching conversation A closed question would be: MANAGER: Will they be completed by the deadline?

It can be a struggle to try and concentrate on every word that’s being said by the learner and there is such a thing as trying too hard. It is best to try and concentrate on the main themes of what is being said and regularly check understanding with the learner. By summarising what the learner is saying, the coach will be both moving the learner forward and clarifying the coach’s understanding at the same time. Summarising and reflecting back When summarising, the coach will be using phrases like: n ‘As I understand it what you are saying is .

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