August 3rd, 2024
By Hector Navedo, Ed.D.
7-minute read
Coaching is a powerful tool in education. It fosters growth, enhances skills, and drives meaningful change. The term "coaching" can mean different things. It can refer to sports coaching, exam tutoring, or mentoring. In this context, we follow Sir John Whitmore's definition: "Coaching is unlocking a person's potential to maximize their performance. It is helping them to learn rather than teaching them" (Whitmore, 2009).
Mindset and Skillset in Coaching
Coaching involves a mindset and a skillset. The mindset is based on the belief in the resourcefulness of individuals. It views the educator not as an expert but as a facilitator of learning. This shift fosters an equal partnership with learners, built on mutual respect. The skillset includes mastering effective conversation techniques, such as asking powerful questions, actively listening, and creating a supportive environment. The educator's role as a facilitator is integral to the coaching process (Garvey et al., 2018; Dweck, 2006).
Coaching Conversations: A Learner-Centered Approach
Coaching fosters a different kind of dialogue, believing in the resourcefulness of people. Unlike traditional teaching, coaching empowers learners to find solutions themselves. The educator's active listening, reflection, and insightful questions inspire learners to explore new perspectives. This approach fosters greater self-awareness and personal growth. It instills a sense of inspiration and motivation in both the educator and the learner (Knight, 2019; Brown et al., 2014).
Practical Application: The GROW Model
The GROW model, developed by Sir John Whitmore, is widely used. It includes four stages:
- Goal: Establish what the learner wants to achieve.
- Reality: Understand the current situation and challenges.
- Options: Explore possible actions and solutions.
- Will: Commit to specific steps and actions (Whitmore, 2009).
For example, in a classroom setting, an educator might use the GROW model to help a student struggling with public speaking. The Goal could be to deliver a confident presentation. The Reality might involve identifying the student's current comfort level and past experiences. Options could include practicing with peers or using relaxation techniques. The Will stage would involve setting a plan to rehearse and gradually increase the audience size. This model helps structure the conversation. It keeps the focus on goals and actions, making it effective in educational settings.
Setting Effective Goals
Effective coaching begins with setting clear goals. For instance, a goal could be to improve a student's reading comprehension by a certain percentage within a specific time frame. The SMART criteria—Specific, Measurable, Achievable, Realistic, and Timely—are helpful in this process. They ensure that goals are attainable and meaningful. Considering the learner's motivation, values, and control over the goal makes the goals more engaging and achievable (Doran, 1981; Locke & Latham, 2002). For example, a SMART goal might be to increase a student's math test scores by 10% over the next semester, ensuring the target is specific and measurable.
Contracting and Confidentiality
Contracting is crucial in coaching. It involves setting clear expectations about roles, confidentiality, and boundaries. For example, the coach and the learner can agree on the frequency and duration of coaching sessions. They can discuss the topics to be covered and the confidentiality of the information shared. This creates a safe and transparent environment. It helps both parties understand the process and expectations, reducing misunderstandings (Clutterbuck, 2011; Grant, 2017).
Conclusion
Coaching in education is transformative. It emphasizes the learner's autonomy and potential, shifting the focus from teaching to facilitating learning. This creates a more equitable relationship between educators and learners. Adopting a coaching mindset and skillset enhances our practice and contributes to the broader mission of education. It's an exciting and optimistic approach. It helps nurture capable, confident, and lifelong learners.
Educational leaders can use coaching principles in one-on-one or group settings. For example, a principal might coach a teacher on classroom management techniques, helping them reflect on their practice and explore new strategies. Coaching has the potential to unlock the full potential of learners and prepare them for the challenges of an ever-changing world.
References
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
Clutterbuck, D. (2011). Coaching the team at work. McGraw-Hill Education.
Doran, G. T. (1981). There is a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35–36.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Garvey, R., Stokes, P., & Megginson, D. (2018). Coaching and mentoring: Theory and practice (3rd ed.). Sage.
Grant, A. M. (2017). The third generation of workplace coaching: Creating a culture of quality conversations. McGraw-Hill.
Knight, J. (2019). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.
Locke, E. A., & Latham, G. P. (2002). Building a practically functional theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Whitmore, J. (2009). Coaching for performance: GROWing human potential and purpose (4th ed.). Nicholas Brealey Publishing.