CARE Competence Coaching vs Teaching CARE Competence Module

CARE Competence Coaching vs Teaching

CARE – Competence Module -coaching vs teaching? AIMS Demonstrate clear understanding of the difference between teaching and coaching

CARE – Competence Module -coaching vs teaching? OBJECTIVES Can identify the difference between coaching and teaching Can demonstrate understanding in the differences between directive and non-directive development approaches Can identify and plan for the key challenges of moving from a teaching approach to a ‘teacher as coach approach’

CARE – Competence Module - coaching vs teaching? CONTENT TEACHING AND COACHING – WHAT IS THE DIFFERENCE ? DIRECTIVE AND NON-DIRECTIVE DEVELOPMENT COACHING IN EDUCATION

CARE – Competence Module - coaching vs teaching? One of the most important human skills is the ability to learn. We learn all our lives. Children are masters of learning. They absorb the world and the rules that govern it at a pace never to be reached again later. The older the learning outcomes are smaller and smaller. Why is this happening? Have their brains lost their main feature? Impossible! They are still learning, but they need a different approach.

CARE – Competence Module - coaching vs teaching? In the teacher’s room of a small language school, two teachers are discussing their classes. “Isn’t it amazing? After each lesson my younger learners remember everything. It’s like they are sponges for the language! They’re so curious to ask questions and understand the world around them” “Just you wait until you teach adult learners. It couldn’t be more different. They just want to be told what to know and when to know it. ” § Is your experience similar or different? Why not? § Why do you think the second teacher has said this? § How could we change our approach to help adult learners discover curiosity?

CARE – Competence Module - coaching vs teaching? Module TEACHING AND COACHING – WHAT IS THE DIFFERENCE ? The terms teaching and coaching are often used interchangeably but actually, there is a distinct difference between the two, and that's what we're about to explore. Identify the difference, taking your experience into consideration, between those two terms. Note it in the table. Teaching Coaching

CARE – Competence Module – coaching vs teaching? Module WHAT IS TEACHING? Teaching is concerned with the acquisition of new knowledge. A teacher uses their own knowledge and experience, as they are a subject expert, to help learners learn and ultimately become more knowledgeable in their subjects. Teaching is focused on learning, and the ownership of change lies predominately with the teacher. According to your personal experience do you agree with the definition above?

CARE – Competence Module - coaching vs teaching? Module WHAT IS COACHING? „Coaching is rather a support for learning than teaching„ John Whitmore In short, coaching is a non-directive form of working with another person, consisting in accompanying them in their development, in the process of getting to know themselves, discovering their own potential and using the acquired knowledge to set goals, designing ways of achieving them and effective implementation. Coaching is the art of listening and hearing what the recipient communicates. The work of a coach consists mainly in asking valuable, exploratory and opening questions.

CARE – Competence Module -coaching vs teaching? Module - TEACHING • ? ? ? MENTORING • ? ? ? COACHING • ? ? ?

CARE – Competence Module -coaching vs teaching? Module • • • Provides informations Seeks specific answers Often highly structered Based on past learning Group setting • • • Answers direct questions Provides information sources Seeks alternate answers Structured Based on past expirience Developes motivations and accountability to ones goal Asks open questions Enables self discovery Future focused Focuses on individuals

CARE – Competence Module - coaching vs teaching? Module THE COACHING CONTINUUM Directive TEACHING Non - directive COACHING

CARE – Competence Module -coaching vs teaching? Module Helping someone solve their own problem C NON-DIRECTIVE LISTENING TO UNDERSTAND REFLECTING SUMMARISING PARAPHRASING ASKING QUESTIONS TO RAISE AWARNESS GIVING FEEDBACK MAKING SUGGESTIONS OFFERING GUIDANCE GIVING ADVICE INSTRUCTING TELLING DIRECTIVE AND NON - DIRECTIVE STRATEGY DIRECTIVE Solving someone’s problem for them

CARE – Competence Module - coaching vs teaching? Module THE COACHING CONTINUUM Write down the stages of your last lesson you taught. Explain them to your partner. Together, decide where each stage of the lesson fits on the coaching contiumium using the information from the previous slide. Directive TEACHING Non - directive COACHING

CARE – Competence Module -coaching vs teaching? Module COACHING IN EDUCATION What needs to change for coaching to be a bigger part of your teaching? Use the bullet points below to discuss. Add your own if you feel something is missing : • classroom hierachies • who has the power in the classroom • cooperation • establishing trust • generating 'buy in' for the new approach

CARE – Competence Module -coaching vs teaching? Module CONVENTIONAL LANGUAGE TEACHING passive sometimes it is a one-way process valued and committed book-related often limited to materials/manuals teacher has a superior status usually a more formal approach demonstrative directional mandatory often social context and cultural interactions of the leaner do not be taken into account • normally not cost effective • • •

CARE – Competence Module -coaching vs teaching? Module LANGUAGE COACHING Active learning Motivation takes a top priority Empathy is important Coach has ability to keep client engaged, motivated Client takes responsibility Flexible and self-directed Normally no books are used Equal status of coach and learner Matches the needs of the client Minimum of teaching Continuous feedback Stimulates reflection One objective is to maximize the potential of the learner • Focus on cost effectiveness • • • •

CARE – Competence Module -coaching vs teaching? Module TEACHER AS A COACH Here are some of the key checkpoints for the change from teacher to teacher as coach. Read them and give yourself a number out of 5 (1 being the greatest challenge, 5 being the least greatest challenge for you). When you have finished, discuss your responses with a partner. Brainstorm things you could do to overcome the area of greatest challenge. Ø from a standardized approach to personalized Ø from treating the student as a vessel to be filled with knowledge about perception as an entity that develops with its rhythm Ø from speaking to listening Ø from teaching (understood as a message of content) to creating space for self-learning (developing the potential, seeking answers in yourself) Ø from the tendency to ask closed questions, to ask open questions, explorers who make you think and confront yourself with yourself and knowledge Ø from judging and judging for progress (at the student's request)

CARE – Competence Module -coaching vs teaching? Module EXIT QUESTIONS What are your thoughts on language coaching? Have you already tried this method of learning? Do you use coaching methods in your everyday or elements of coaching? WHAT? work WHEN? If so which ones? If you have not used this method before, do you. HOW think. MUCH? that it can be useful in your work?

CARE – Competence Module – Why coaching ? Module References: 1. 2. 3. 4. 5. 6. 7. D. Clutterbuck – Coaching zespołowy. Wydawnictwo Rebis, Poznań 2009. R. Dilts – Od przewodnika do inspiratora. Wydawnictwo PINLP, Warszawa 2006. S. Fletcher, C. A. Mullen (red. ) - Handbook of Mentoring and Coaching in Education. Sage, London 2012. T. Hooker - The benefits of peer coaching as a support system f or early childhood education students. “International Journal of Evidence Based Coachin g & Mentoring”, Feb 2014, 12, 1, ss. 109 -122. Innowacjewedukacji. pl – Coaching , materiały konferencyjne, KRAKÓW, 25 listopada 2013 r. J. Neuberger - Benefits of a teacher and coach collaboration: A ca se study. “ The Journal of Mathematical Behavior”, 31, 2, June 201 2, ss. 290 -311. J. Parzeniowska, W. Serkowska – Coaching – nowe słowo na określenie znanej metody. „Edukacja i Dialog”, październik 2005, dostęp dni a 9 -05 -2014: http: //www. eid. edu. pl/archiwum/2005, 103/padziernik, 212/coaching__nowe_slowo_na_okreslenie_znanej_metody, 1838. html

CARE – Competence Module – Why coaching ? Module References: 8. R. Soulsby, L. Hall - Coaching in schools earns marks from teachers and s tudents. “Coaching at Work” Sep/Oct 2013, 8, 5, s. 13. 9. F. Vogt , M. Rogalla - Developing Adaptive Teaching Competency through coa ching. Teaching and Teacher Education, November 2009, 25, 8, ss. 1051 -1060. 10. A. Worsztynowicz – Coaching w szkole. Na przykładzi e Swiss Cottage School. „Forum Oświatowe” 2(49), 2013, ss. 179 -183.

http: //www. l 2 lifestyle. eu/ https: //www. facebook. com/l 2 lifestyl e Disclaimer: The Publication has been produced with the support of the Erasmus + Programme of the European Union. The contents of this page are the sole responsibility of partners and can in no way be taken to reflect the views of the NA and the Commission.