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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?
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
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?
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.
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.
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.
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.
Resources• The Inner Game of Work – Timothy Gallwey• Coaching Handbook – Jenny Rogers• Adult Learning – Jenny Rogers