Describe briefly each of the five most important skills of coaching and mentoring, and how they can help encourage participation and inclusion for children with SEN.
The five skills mentioned below are useful for working with learners of all abilities, but they are particularly useful for encouraging participation and inclusion for children and young people with SEN.
1. Building the relationship: Confidentiality and trust
Before mentoring-coaching can begin, the Coachee needs to feel comfortable and to know that they can trust the Coach and that confidentiality will be upheld. Open communication8 is at the heart of coaching and there are several strategies that the Coach employs. These include language, body language, listening, empathy
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There should not be a right or a wrong answer with open questioning in a coaching situation; instead, the coachee should be encouraged to think around problems and difficulties in a variety of ways, from different perspectives, or with specific goals in mind. Brainstorming can have a great deal of value when looking for alternative ways in which to approach a problem.
The following are examples of effective coaching questions:
• Focus on the current situation as well as the future: So what are you thinking and feeling about the situation right now, and what needs to happen within the next week?
• Goal-directed: What could you do now to enable you to deal differently with Ben’s challenging behaviour?
• Encourage the Coachee to take a different perspective, real or imaginary: I’ve heard what you have already tried to do to support Fejiro in the Math lesson. I wonder if there is anything you could do differently?
• Allow for the brainstorming of alternatives: Let’s brainstorm some options for reassuring his parents that we understand their
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One such method is the GROW model, which stands for Goal, Current Reality, Options or obstacles, Will or way forward.
This model ensures that the coach becomes a facilitator to the child’s learning, guiding rather than leading, supporting but enabling the child to explore options by looking at the advantages and disadvantages of each problem area. The GROW model is a straightforward, four-step way for inexperienced coaches to assist a child with developing certain skills and educational aspects
A mentor is someone who shares one’s wisdom, knowledge or experience with one’s junior person so that the person could learn and grow. Mentors have many different style of training or passing on their knowledge to other people. The movie “Something the Lord Made” directed by Joseph Sargent shows a kind of mentoring style in between the two main characters Dr. Blalock and Vivan Thomas who invent a way to treat “blue babies” back in the 40s. Vivan Thomas is a brilliant black men who wishes to go to college, and to become a doctor; however, due to the Depression, he loses all his saving. Instead of going to college, Thomas finds an opportunity to work in the hospital. Dr. Blalock, Thomas’s employer, discovers Thomas’s incredible knowledge in medical, and promotes Thomas as his assistant instead of a janitor. Dr. Blalock is a mentor to Thomas. Dr. Blalock trained Thomas with only a high school certification becomes a medical scientific lab technician. Although Dr. Blalock’s mentoring style of Vivan Thomas is similar from my high school speech team coach Mrs. Kuznicki mentoring style of me, they both speak out their criticism of other without consider other’s feeling, and also acknowledge mentees for what they have done, but Mrs. Kuznicki treats me with more patient, less selfishness and encouragement than Dr. Blalock treats Thomas.
One of the possible research topics I plan to undertake involves analyzing the impact that mentoring can have on the graduation success rate of African American males, particularly when the mentor is a Black male and the relationship takes place in the south. In my opinion, these relationships can have a profound impact on a student’s ability to persist towards graduating from college. Though my research, I want to hear the stories of Black males who have benefited from successful mentoring relationships with other Black men. I believe that establishing a strong mentoring relationship with Black males at a young age can greatly improve their chance of academic success. Furthermore, I believe that mentoring is a strong early intervention mechanism to prevent Black males from dropping out of high school and deterring them from pursuing degrees in higher education. At the same time, I would like my research interest to focus on African American males in the south, but I would like my scope to focus on mentoring relationships between black men; both structured and unstructured.
You will interact with numerous people during your lifetime; however, only important and significant people will make influences in your life. In the movie Something the Lord Made directed by Joseph Sargent, Vivien Thomas, an African-American carpenter who dreams of going to college and becoming a doctor, is forced to work as a lab assistant under the instructions and guidance of an arrogant and eccentric cardiologist, Dr. Alfred Blalock. Despite having no college degree, Vivien Thomas is able to learn medical and surgical skills through the guidance of Dr. Blalock, and their cooperation ultimately leads to the discovery of a cure for blue baby syndrome. Similar to Dr. Blalock’s tutelage, I have learned to love biology under the teaching and mentoring of my biology teacher, Dr. Cron. Even though both Dr. Cron and Dr. Blalock are excellent instructors, they are extremely and uniquely different in their mentoring styles. Differences in mentoring styles can have huge influences and impacts on the mentees’ development of skills, and personalities.
Understanding the growth and child’s development is gaining skills in physical, social and emotional, intellectual, and communication and speech. You cannot meet a child’s need unless you know what to expect from their way of thinking.
Personal coaching as defined by Biswas – Diener (2009) is a professional relationship in which coaches work with clients to facilitate experiential learning and improve functioning and performance, of in the context of working toward specific goals. Some core assumptions that people have an innate capacity to grow and develop a focus on mutually agreed upon goals, and an understanding that the relationship is relatively equal and collaborative as stated by the author (2009). Some techniques that are in seen during a coaching process include but are not limited to the following list as provided by the author: active listening, the use of powerful questions which are based on broad and open-ended to raise awareness of the client to take stock of their values and resources, cognitive tools are used to reframe negative interpretations, use different types of encouragement tools, and that clients are held accountable (2009). The topics that will be discussed in this paper include what skills do I current have, which skills need to be develop, my comfort level and effectiveness, coaching approaches (including methods and tools), any challenges about coaching and finally how coaching relates to my professional career.
Offer some thoughts to the issue that you desire to work on in coaching. Strive to attain the indication of the coach’s Christian commitment, worldwide view and
Goldman (1995) discusses how leaders with high emotional intelligence are able to assess, identify, and predict others emotions while being able to effectively manage their own feelings as they interact with others. Leaders who have high emotional intelligence have the abilities to motivate oneself and persist during difficult situations, they are able to control impulses or emotions, they are capable of regulating their moods, they are able to think during difficult situations as well as empathize with others. This type of leader is able to not only recognize their own emotions, but also recognize the emotions and well-being of people around them. The author describes the importance of listening to others, being self-aware, using self-regulation,
Skills for Growing is a K-5 program that assists teachers in building a safe learning environment and teaching skills essential for success in school and life. The elementary years are the primary time to learn attitudes and competencies that encourage children to thrive. It profits from the enormous potential of children and directs their creative energies into becoming capable children with a sense of direction, solid skills, and a strong commitment to their families, schools and
The 6 Cs of coaching process are clarify the agreement, create a partnership, collect and analyze data, construct a development plan, collaborate and challenge, and complete and celebrate (Kouzes, Posner, & Biech, 2010). Some tasks that are done during the clarify the agreement part include building a relationship with the leader, recognize whether the leader is ready for coaching, establish a coaching agreement, and determine whether you and the leader are a good match (2010). If there appears to be any “challenges” during this task I will use some of the ideas that were suggested by the authors they include observe the leader to determine whether they make small talk or get down to business, put your leader at ease by using their first name, showing interest in their needs and balancing discussion appropriately, exude self-confidence without being arrogant (2010). Bluckert (2006) states “Your challenge as a coach is to find out what it is that makes this client difficult for you. That said, there may be occasions when you simply don’t wish to take a client on. There may be little motivation or even downright hostility from the prospective client at the idea of being coached”.
In this essay, the advantages and disadvantages of two core theoretical models of coaching (GROW and Skilled helper model) and one of mentoring (5 C’s mentoring model) will be critically appraised.
The video shows a 4 step process to teaching skills that range from the mentor doing the task and the mentee watching to the mentee doing the task alone. The two middle steps involve the mentor and mentee working on the task together and the mentee giving feedback. This process may be difficult for teachers, due to having one to two planning periods a day. Mentees and mentors may get coverage of a period in order to observe each other’s teaching strategies (DonHoweSuccess,
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
According Jones, Woods, and Guillaume (2015), the coach may discuss suggested tools and techniques to help the coachee develop and improve, the content of which is dependent on the background and approach of the coach. For coaching to result positive outcome, regular feedback, action plan follow-ups must happen.
Goal: An Alliance for Life: Understanding the Long-term Value of a Peer-Mentoring System Total Words in This Document: Title: An Alliance for Life: Understanding the Long-term Value of a Peer-Mentoring Starting university might be overwhelming for some students, along with an increased caseload of studies or being away from home for the first time. Peer mentoring is a great way for students at any level or age to connect and put themselves a few steps ahead when it comes to their education, their careers, and their lives.
My ethical and moral views, beliefs, attitudes and values have been fashioned by an up bringing that centred on Christian beliefs. Even though religion was not forced upon me as a child, my mother raised us all with a strong sense of right and wrong. Along with the influence of my family, the Navy has had a big influence on the person I am. The Navy has a strong ethos of what is expected of the personnel that serve; this is made up of the following: Leadership, High Professional Standards, and Courage in Adversity, Determination, Loyalty, Mutual Respect, Discipline, A Sense of Humour, Teamwork, and A Can Do Attitude. Most recently of all though, the biggest thing that has influenced me as a person and a parent has been my experiences of working with young people. This includes acting as a Youth Advisor for Portsmouth City Council, a Mentor for Barnardos and a Youth Advisor for East Sussex County Council. I am currently working in two secondary schools as part of my resettlement from the Navy. This has given me the experience of working with young people living in virtual poverty, in constant trouble with the Police and education services and some young people with varying levels of disabilities. This work has given me a good ability to stay impartial, to be non judgemental and has given me a capacity to treat people a lot more emphatically than I was ever able to. This is because I have been exposed to a greater range of problems and personalities than I have been used to in the Navy. These are qualities that I will hopefully be able to transfer into my coaching practice.