Getting more from one-to-one        with students       Dawn Wood, Janet Finlay   JISC funded PC3 project @ Leeds        M...
Finding out about you• Work in pairs• Take turns to be the questioner• Ask each other  – Who are you?  – What brings you h...
How does coaching compare?
What did you notice?• Who did most of the talking?• How did the student respond in each case?• Which do you think created ...
The art of conversation• A good coach needs to master:  – Listening     • Language, tone, tempo, volume, inflections  – Qu...
Good Questions• Goals   – What would you like to happen?   – What is your insight about this?   – What does it mean to you...
Case Study – Harry• Harry is a part-time student. He’s struggling  to get his assignments in on time and is often  late fo...
Case Study – Trish• Trish is a final year undergraduate. She has  had her dissertation topic approved but has  yet to star...
Case Study – Suneet• Suneet has been at the University for 2  months. You have spoken to her about  unsatisfactory attenda...
Case Study – Jack• Jack is on a Masters course. He seemed keen  and driven at the start of the course but this  has change...
Resources• The Inner Game of Work – Timothy Gallwey• Coaching Handbook – Jenny Rogers• Adult Learning – Jenny Rogers
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Getting more from students

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Using coaching principles with students

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  • (This exercise will take up to 10min)From this you should have discovered a little more about your partnerDid you find you did not want to stop the conversation?Did anything the other person said strike you as unexpected or close to something you were thinking
  • http://www.youtube.com/user/janetfinlay#p/u/8/YtetWmAenkE
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  • Getting more from students

    1. 1. Getting more from one-to-one with students Dawn Wood, Janet Finlay JISC funded PC3 project @ Leeds Metropolitan University
    2. 2. Finding out about you• Work in pairs• Take turns to be the questioner• Ask each other – Who are you? – What brings you here? – How do you feel at the moment?• You have 5 minutes
    3. 3. How does coaching compare?
    4. 4. What did you notice?• Who did most of the talking?• How did the student respond in each case?• Which do you think created greater ownership of the solutions?• Which provided the best opportunity for learning?
    5. 5. The art of conversation• A good coach needs to master: – Listening • Language, tone, tempo, volume, inflections – Questioning • What, Why, How, When – Observing • Body language, gestures, eye movement – Rapport • Trust and commitment – Themselves • Awareness of their values, beliefs, interests, agendas – achieving a none judgemental state
    6. 6. Good Questions• Goals – What would you like to happen? – What is your insight about this? – What does it mean to you?• Reality – Describe/explain where you are now with this? – How important is this to you? – What impact is this having on you?• Options – What has worked well in the past? – What else could you do?• Way forward – How will you do that? – When will you do that? – Who do you need to involve?
    7. 7. Case Study – Harry• Harry is a part-time student. He’s struggling to get his assignments in on time and is often late for the start of lectures and seminars, causing disruption to the rest of the class.
    8. 8. Case Study – Trish• Trish is a final year undergraduate. She has had her dissertation topic approved but has yet to start work on it and, when asked about it, has said that she is not inspired or motivated.
    9. 9. Case Study – Suneet• Suneet has been at the University for 2 months. You have spoken to her about unsatisfactory attendance and she has just told you that she thinks she is on the wrong course.
    10. 10. Case Study – Jack• Jack is on a Masters course. He seemed keen and driven at the start of the course but this has changed recently. You are worried that he has personal issues.
    11. 11. Resources• The Inner Game of Work – Timothy Gallwey• Coaching Handbook – Jenny Rogers• Adult Learning – Jenny Rogers
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