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* is when Coach, Departmental head, DoE instruct teacher to directly use a certain method in class in order to achieve certain goals.

* ⁠Example- Mysef as FW coach, when I use directive coaching is when I instruct teachers to use Teachers Guide that has prepared lesson plans, I would ask teachers to use and do the lessons as they are to improve the learning in reading in class, Firstly I would train teachers on how to use the book, I would demonstrate how to follow the lesson plan, then I would visit teachers, observe if they are following lesson plans, we would have feedback session with teacher I observed. The questions I would ask are: 1. Are you happy or satisfied with the way you did your lesson 2. Given a second chance what would you do differently and why? 3 in this lesson plan what were the challenges you experienced while teaching, what were the successes

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Problem: A teacher is struggling to implement a new curriculum requirement, such as incorporating technology-enhanced lessons, and needs guidance on how to effectively integrate digital tools into their teaching practice.

Directive Coaching Approach:

1. The coach provides specific training on the digital tools and platforms required for the new curriculum.

2. The coach models lessons that incorporate technology and provides step-by-step guidance on how to design and deliver similar lessons.

3. The coach sets clear expectations for implementation and offers regular feedback on the progress.

Problem: A teacher is struggling with classroom management, particularly with a specific group of learners who are consistently disrupting the learning environment. The teacher feels frustrated and uncertain about how to address the issue.

Responsive Coaching Approach:

1. The coach listens actively to the teacher's concerns and asks open-ended questions to help them reflect on their practice.

2. The coach works with the teacher to identify underlying issues and potential root causes of the disruptions.

3. The coach supports the teacher in exploring different strategies and approaches to classroom management, rather than providing a one-size-fits-all solution.

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Problem of Practice 1

Learners not exposed to Life Skills lesson because there is "not" enough time to get to it.

Directive coaching – linking this to time management, following CAPS and lesson plan.

Problem of Practice 2

Learners are not able to retell a story without trying to memorize what has been read/ what they read.

Reflective coaching – hearing from the teacher on the possible causes, challenges this might bring, importance of being able to retell using their own word (summarising it), how best can the teacher teach/ transfer the skill to learners

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Chronically absent teacher neglecting core duties.

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Chronically absent teacher neglecting core duties.

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The coaching type I will use is that of a directive approach, as clear accountability issue needing direct intervention. I have looked at what actions have already been taken to address thus pattern. Clarity question: What support does the SMT need from me to move this forward?

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Poor Summative Rubrics reappearing in a FAT after previous training.

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Poor Summative Rubrics reappearing in a FAT after previous training.

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This requires responsive coaching, as the school has had several departmental heads and there seems to be a lack of sustainability and a lack of skill. The clarity questions I can ask here is: What systems are in place to maintain quality rubrics? What made it hard to sustain the work / rubric designs we previously put in place?

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Problem of Practice 1: A Novice Teacher is Struggling with Group Work on the Carpet for Jolly Phonics and/or Math

The coaching type I would use: Directive Coaching
Why? - Novice teachers need structure, modelling, and demo-lessons to build their confidence. Group work management (especially on the carpet) requires a strong set routine that they might not yet have mastered, or they are too scared to implement. Not starting with it at the beginning of the year leads to procrastination, and this leads to fear when realising it’s not implemented as it should be.

The Feedback principles I would use:

·       Let the recipient invite it and give it with care:
Invite the teacher to give her feedback and share her worries about group work on the carpet. Listen to her barriers and give feedback, keeping in mind that she needs help, so give the feedback and suggestions with care.

Model best practice:
I can give a demonstration lesson on how to do a Jolly Phonics whole class activity, getting them to do independent activities at the desks, and how to extract the ability groups on the carpet. Demonstrate 3 different levels of activities to give her differentiated ideas to use in the next lesson.

Actionability:
After the demo lessons, show her how to add it to the lesson plan. If it’s overwhelming, suggest she tries it with one group, adds another in 2 days, and then a third group by the end of the week. Ask the DH to do observations and do follow-up lessons to check implementation.

Be specific and instructional:
“I noticed learners became distracted during carpet group work. To manage this better, start by using a ‘circle time’ signal and clearly define group roles, such as who holds the flashcard, who answers, and who listens.”

Clarity Questions:

What has been your biggest challenge when it comes to group teaching?

How do you keep your other learners actively engaged while working with a small group on the carpet?

Problem of Practice 2: An Experienced DH is Inconsistent / Not Worried About Doing Proper Monitoring (Books and Files)

The coaching type I would use: Responsive Coaching
Why? -The goal is to promote reflection and improvement in the methods used for monitoring. DHs must realise there is a reason monitoring takes place. It is not just to check up and tick off – the data can be useful. As soon as they understand the goal, they can refine the monitoring processes.

The Feedback principles I would use:

Be Specific in observations: When moderating – look for gaps, check teachers in the grade against each other for quality, etc. – this gives real-time evidence of work done.

Clear Purpose: Encourages the DH’s to analyse the data found and come up with a good, realistic goal for change or sharing best practices.

Using Monitoring Results to Reflect: Prompts reflective thinking based on actual monitoring evidence.

Build on Strengths: Give constructive feedback and comment on what the DH is doing well, building trust and confidence.

Clarity Questions:

Do you use a monitoring tool to do monitoring?

Is the tool / method effective?

How do you give feedback when the process is done?

Do you have a monitoring plan set up for the phase?

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Problem: teacher is struggling to follow the timetable positively and goes over time in some subjects which is affecting teaching and learning of other subjects.

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Problem: teacher is struggling to follow the timetable positively and goes over time in some subjects which is affecting teaching and learning of other subjects.

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Directive response: As a coach, go to the teacher ask if you are able to assist her in sitting in for a part of the day to time her and to stop her lesson if she is going over time. At post discussion ask the teacher if she is able to get herself a timer and set it according to her timetable and that she should do this for a week or until she is fully confident and is able to follow her timetable and get through all lessons for the day. Visit said teacher the following month to see if there is any improvement.

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Problem of practice:  teacher is struggling with classroom management during lessons.

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Problem of practice:  teacher is struggling with classroom management during lessons.

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Responsive approach: observe a lesson of the teacher and take note of the said learners.

When lesson is done, sit together with the teacher to come up with a plan of action together. Give the teacher tips of what is helping you with classroom management and ask her what does she feels she could have done better.

Do a follow up lesson to see if she has followed and if it has helped.