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This paper is the result of a collaborative writing process by our partners at Growth Coaching New Zealand in association with The Education Group - Dr Nicky Knight, Roween Higgie, Jan Hill, Dr Kay Hawk and Julie Shumacher.
Ehara taku toa i te toa takitahi,
engari he toa takitini Our Context

I come not with my own strengths but bring with me the gifts, talents and strengths of my family, tribe and ancestors.

This whakataukī[ 1] reflects on success being not the work of an individual, but the work of many. As well as the contributions from our Education Group team, we acknowledge the support and lessons we have learned from and with our colleagues and students in the schools, kura and whanau with which we work.

Ako: Sense-making is dialogic, interactive and engaging

Whakapapa: Culture counts- learners' understandings form the basis of their identify and learning

Whanaungatanga: Belonging-relationships of care and connectedness are fundamental. Building relationships first is the key to being successful. "People self-actualise in relationships." Spiller et al, (2015, p. 87)

Wānanga: A 'safe place' to have conversations based on problem solving and innovation

Manaakitanga: The process of showing respect, generosity and care for others, also acknowledgment and practice of tikanga and kawa[2]

Hūmārietanga: Humility- Kāore te kumara e kōrero ana mo tōna ake reka - the kūmara doesn't speak of its own sweetness. This is an encouragement to be modest and show humility. It speaks of the contributions/mana of others.

Pono: Integrity

We know learners of all ages can flourish in a culturally responsive environment. This article describes our uniquely Aotearoa New Zealand journey of discovery for our team at The Education Group to enrich coaching conversations through an understanding of cultural capability. We want to acknowledge that this is work in progress and we still have a lot to learn and understand. We have each had our own journeys to get to this point. We have needed to be open, curious, patient, and respectful of things we haven't fully understood. Other people will find their own paths.

In recent times, the New Zealand Ministry of Education has put considerable focus on providers of professional learning and development to schools being culturally capable. New Zealand is an ethnically, culturally and linguistically diverse country, however there is, first and foremost, a strong focus on biculturalism, acknowledging Māori as tangata whenua - our people of the land. Our context is also framed by Te Tiriti o Waitangi, a founding document signed in 1840 that has helped the treaty partners - tangata whenua (Māori) and the Crown - understand their obligations and rights as equal partners. This partnership hasn't always been an easy one and for decades Te Tiriti o Waitangi was not honoured.
Adapted from van Nieuwerburgh (2020)
There are Māori concepts/values/uara that, we believe, reflect the essence of being culturally capable in a coaching conversation which include:

Two years ago, we sought permission from Christian van Nieuwerburgh to change one of the components of a coaching way of being from 'interculturally sensitive' to 'cultural capability' as shown in the diagram below. We know there are many similarities between the two concepts, however, we hope this article helps explain why we wanted to make this change for us in Aotearoa New Zealand and how an understanding of cultural capability adds considerable depth and value to any coaching conversation.
What does it mean to be culturally capable?
Our focus is also supported by the OECD, which actively promotes cultural capability through its dimensions of global competence. "Global Competence is a multi-dimensional construct that requires a combination of knowledge, skills, attitudes and values successfully applied to global issues or intercultural situations. Global issues refer to those that affect all people and have deep implications for current and future generations. Intercultural situations refer to face-to-face, virtual or mediated encounters with people who are perceived to be from a different cultural background" (OECD, 2018, p. 1)

understanding, valuing and amplifying different world views, perspectives, experiences, and measures of success.

strengthening our commitment to Te Tiriti o Waitangi and to Aotearoa New Zealand's histories.

recognising diversity of identities - including culture, gender, sexuality, ability, and to take action to amplify the views of those and their communities who have been marginalised.

being aware of practices that perpetuate discrimination, racism and inequity.

analysing and adjusting practices to communicate and teach in ways that develop critical consciousness and sustain and value cultural identity.

stepping outside of what we know as educators and learning communities, considering new lenses and ways of looking at things and being OK about making mistakes.

locating knowledge that has been marginalised and connecting with and legitimising this knowledge

reflecting critically on the imbalance of power and resources in society, and supporting people to take critical action in their work in pursuit of equity

understanding the impact of colonisation and its effect on indigenous peoples

We found cultural capability a challenging concept to define succinctly. To help us understand what it meant, we read literature and research, talked to people - Māori (kanohi ki kanohi[3]) and non-Māori - and explored various online platforms, including those from government agencies. We also drew on our many years of experience of working in schools and kura with leaders and teachers. These are our understandings:
Commonwealth of Australia (2015, p. 3)
All people are culturally located. Culture forms the basis of a person's identity and learning. We believe being culturally capable is one of the foundations of successful relationships and learning. Our understanding of cultural capability at a broader, systems level, not specifically related to coaching, in Aotearoa New Zealand focuses on

At a more pragmatic level, cultural capability focuses on what you know, what you do and how you are. We have found this framework of knowing, doing and being, from an Australian Government publication created for Commonwealth Agencies 'Aboriginal and Torres Strait Island Cultural Capability' useful in framing our understanding.
Being Culturally Capable in a Coaching Conversation Understanding Yourself (Coach)
Knowing is committing to ongoing learning of cultural knowledge. Doing is acting in a culturally appropriate manner, embodying a culture of care and Being is demonstrating authentic respect for culture in all interactions, being aware of personal values and biases and their impact on others and having integrity and cultural sensitivity in decision-making. The writers describe cultural capability "as a process of continuous learning" Commonwealth of Australia (2015, p. 4). So do we!

Have an awareness of your own cultural identity, cultural practices, values, beliefs, behaviours and assumptions. Be able to tell your story.

Actively acknowledge, model and act upon the principles of Te Tiriti o Waitangi - partnership, protection and participation.

Understand your biases and assumptions - any attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner. Actively take responsibility for actions to rebalance personal views and decisions. Be prepared to be challenged and contribute to discussions about beliefs, attitudes and values.

Address your own learning needs specific to the use and pronunciation of Te Reo Māori or other languages appropriate to your context. Do this with authenticity and integrity.

Address your own knowledge gaps by engaging in targeted professional learning and development specific to the cultural practices of relevant groups. Access ongoing cultural mentorship to develop cultural understanding. For us in Aotearoa New Zealand this is Māori first and then other ethnic groups

Maintain respectful eye contact. In some cultures, looking down when talking to someone is a sign of respect.

Model inclusive practices

Respect tikanga[4]

Beginning Your Coaching Conversations

We see coaching as a reciprocal learning process (Āko). Ask your coachee how they would like to start the coaching session. It might be sharing information about each other, and/or with a karakia[5] or a blessing in Aotearoa New Zealand.

Create an environment of relationship-based learning in the coaching relationship so that coachees are "enabled to bring their cultural knowledges, understandings and sense-making processes to the forefront" (Bishop, 2019, p. xi). Our concept of whanaungatanga defined as relationships of care and connectedness is fundamental to successful coaching conversations. This involves the coach asking questions to understand the coachee's current reality:

Know and affirm who I (coachee) am - my whakapapa (genealogy), language, culture, identity and family

Know who comes with me - who are the important people in my life that have helped me get to where I am today? Who has been influential in my journey to date? Acknowledge that there are differences and commonalities between people.

Nourish my uniqueness

Give the coachee an opportunity to get to know the coach. A coachee once said, "Well I have told you all about me so now I want to know about you!"

Use and show respect for the indigenous language. Pronounce names and words correctly and ask for help if necessary. Acknowledge that you may not have the correct pronunciation, however you are on a journey of learning.

In the first coaching conversation make direct links to information that is included in any background information gathered by the coach about the coachee. Having an awareness and being responsive builds the "relationship of trust, support and mutual respect" to have effective coaching conversations (Timperley, 2015, p. 23).

Explain what this coaching opportunity will involve and how you both might work together to ensure that the experience is valuable for the coachee. Ask the coachee how they want the relationship to work.

Build an understanding of the coachee's aspirations for being involved in this coaching experience

Agree on the best way to work together e.g., listening, being honest, being comfortable to ask the coach to clarify something at any time, minimal eye contact, needing time to think.

Reflect on how our own cultural capital might be influencing our interactions with others

During Your Coaching Conversations

Draw on and build on the coachee's prior knowledge and experiences which Bishop (2019) says is "fundamental to interactive, dialogic approaches." (p. 79)

Search for elements in stories relayed by your coachee that invite "challenge, redefinition or interpretation so a re-framing of the problem can occur." (O'Toole, p. 10)

Be non-judgemental, a learner and demonstrate curiosity

Acknowledge progress and evidence of the goal being achieved

Be open to different points of view and perspectives

Ending Your Coaching Conversations
Bishop (2019), a noted New Zealand expert in this area, believes people often confuse cultural competency with knowing about people's cultures. A culturally competent approach produces anxiety amongst people of getting it wrong, and can promote stereotyping, reductionism and mimicry. A more culturally responsive approach (more closely aligned with our understanding of being culturally capable) includes "learners in their own determination" (Bishop, 2019, p. ix). It is impossible for us to have an in-depth knowledge of all cultures-people are already experts in how they see the world.

Do I believe that I can do this? (Mana wairua)

Do I have the resources? (Nga rauemi)

Do I have the support? (Tautoko)

Can I cope with the demands/mahi? (Te kaha-strength in many areas)

The Māori concepts/values/uara listed at the beginning of the article along with other background information has culminated in our current thinking about how we could possibly use this knowledge in our coaching conversations.
Next steps
To strengthen your cultural capability, understand who you are as a person.

Ensure the coachee is clear on their next steps and that they are confident moving forward. Questions for the coachee to ask of themselves
Mā te huruhuru ka rere te manu. Adorn the bird with feathers so it may soar. Acknowledgements
Invite feedback from your coachee. "What's clearer now?" and ask how the coaching experience was for them

We are keen to work with local iwi, hapū and mana whenua and have us walk together on this journey to further our understanding. We want to build a relationship with them and ask for their guidance. We expect the relationship to be reciprocal and are keen to know how we can contribute. We want to embed cultural capability in a sustainable way into our organisation and our way of being.
References Bishop, R. (2019) Teaching to the north-east: Relationship-based learning in practice Wellington: NZCER Press Commonwealth of Australia (2015) Aboriginal and Torres Strait Island Cultural Capability Knight, J. (2018) The impact cycle: What instructional coaches should do to foster powerful improvement in teaching Thousand Oaks, California: Corwin OECD (2018) PISA Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework Retrieved from https://www.oecd.org/pisa/innovation/global-competence/ O'Toole, S. (2015) Indigenous mentoring and coaching in Training and Development pp. 10-11 Quinlan, D., & Hone, L. (2020) The educators' guide to whole-school wellbeing London: Routledge Spiller, C., Barclay-Kerr, H., & Panoho, J. (2015) Wayfinding leadership: Groundbreaking wisdom for developing leaders. Wellington: Huia Publishers Timperley, H. (2015) Insights: Professional conversations and improvement-focused feedback. Melbourne: AITSL - Australian Institute for Teaching and School Leadership
We believe this whakataukī sums up what is at the essence of a coaching conversation; that coaching is about empowering others to help themselves.

We wish to acknowledge the following people who have generously shared their knowledge and ideas for this article.

Dudley Adams (Nga Puhi)
Kerry Mitchell
Tom Hullena
Marilyn Gwilliam
David Ellery
Dr Deanna Johnston

[1] Whakataukī = a Māori proverb or wise saying
[2]Kawa= Māori protocol
[3] Face to face
[4] Tikanga-the right. Acknowledgement of Te Ao Māori (Māori world view)
[5] Traditional Māori prayer

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Strengthening Coaching Through an Understanding of Cultural Capability

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This paper is the result of a collaborative writing process by our partners at Growth Coaching New Zealand in association with The Education Group - Dr Nicky Knight, Roween Higgie, Jan Hill, Dr Kay Hawk and Julie Shumacher.

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In his text An Introduction to Coaching Skills, Christian Van Nieuwerburgh has suggested noticing and giving feedback are key coaching skills. This set me wondering. Is Christian right? What is noticing? What does skillful noticing look like? Can it be learned?

The word 'notice' implies an action, a conscious choice to do something that involves attention. In fact, it is defined as the act of observing or paying attention to something. Sometimes, however, we notice things with minimal attention, being conscious in a cursory way. Our intention in coaching is to hone our noticing skills, to make the decision to notice purposefully, to engage our thinking brain in order to pay attention in a cognizant way. But what is it that, as a result, we notice? What is it about noticing that skilled coaches do that makes it different to observing or seeing?

I glance out of my window and observe a tree and some palm fronds. I look again, more closely this time, and I notice the slight pinky shade of the tree and the furrows in the trunk, its curve as it stretches upward and its smooth surface. I've made a conscious decision to pay attention to the tree, and I've seen it differently, I've noticed what makes it unique - the tree outside my window rather than another tree. In the paying attention, my mind is drawn to its specificity, its idiosyncrasies, its peculiarities. If I can do this with an inanimate object, what does it look like to transfer this notion of focused "paying attention" to what it is that I, and others, do? How we behave, think, feel? And how might this be valuable?

David Rock says that when we pay close attention to something, different maps in the brain work together and create networks that stay with us - paying attention can change the 'circuitry' of the brain. "It's not hard to change your brain. You just need to put in enough effort to focus your attention in new ways." (Rock, 2009, p226). And changing your attention, according to the research of psychiatrist Dr Jeffrey Schwartz, facilitates "self-directed neuroplasticity" - you are rewiring your own brain.(Rock, 2009, p226) So, if coaching is defined as a conversation "where the coach facilitates the self-directed learning of the coachee through questioning, active listening and appropriate challenge" (van Nieuwerburgh, 2012, p.17) why wouldn't we use the skill of noticing to enable that learning?

Coachee as 'Noticer'

How do we enable our coachees to notice not just what they do, but the specifics of what they do and how it impacts on others? But more than this, how they might notice their thoughts and emotions in the moment, and the impact these have on their actions. What is better when we engage in this conscious noticing?

Coaching is about identifying goals and small actions or steps to move toward that - gaining clarity around what is wanted. Asking a coachee to notice or pay attention to what is working around that goal alerts her to those moments when what is wanted is actually happening, even if in a small way. As the consciousness of what is already in place is awakened, it enables the coachee to choose to do more in order to progress further.

As we notice and become curious about what we find, it creates a sense of objectivity and draws attention in a conscious way to specific behaviours that may have been unconscious. As awareness is increased through paying attention, we are able to lead the coachee to new insights through the questions we ask. As we focus attention on these insights, new neural pathways are created in the brain that can be deepened by conscious practice. A new habit can be grown.

So, what do we as coaches want our coachees to notice to maximise this self-directed learning - to raise self- awareness, create new insights and new ways of being? What is helpful noticing?

It makes sense to suggest that it is the noticing that helps achieve the coachee's goals. What is it that the coachee needs to do more of, less of or do differently to move forward? Who else might it be helpful to observe? What strengths might be identified in self and others as a result of the noticing? What was the impact of the behavior that was noticed? What's the learning? How will it be applied?

As coaches this is clearly a valuable strategy to incorporate in our work. It's important to encourage the coachee to notice the specifics of the behaviours they are focused on, the subtleties, including the body language. What is it they are seeing the other do or say that's working? And if they are noticing their own behavior or thoughts or emotions, the same applies. It's helpful too to encourage them to notice the impact or effect of these behaviours, what does it result in or lead to? Then, as we explore these noticings and ask questions to dig deeper, particularly "what else?" "what's this telling you?" and "what's your learning?", it enables the coachee to grow their understanding of particular skill sets and to become, with regards to themselves, more consciously competent. Asking them, "what might be a new habit you want to grow?", or "how are you seeing this differently?", or "how will you apply these insights?" drives the "what's next?" in a genuinely self-directed way. Checking in at the next session with, "what worked?", "what's better?", "what will you continue?", and "how committed are you?" deepens the learning and those neural pathways that David Rock talks about. A coachee once commented, "This noticing's addictive... I'm noticing all sorts of things that I haven't noticed before!"

Coach as 'Noticer'

Of course, noticing isn't only relevant for the coachee, it's also a skill that we as coaches employ. Every coaching session involves our noticing what is working for the coachee, what is their body language telling us, their facial expression, is that thought unfinished, do the eyes indicate an aha moment, has an emotion been triggered, will the "What else?" question glean more, what was the impact of that question, how comfortable or challenged are they? And as a result of our noticing - our careful and skillful attention - we make a conscious decision whether to speak, to remain silent, to ask a question, to affirm or provide feedback. It's part of our "way of being" as a coach. That attention we pay to what is happening for the coachee, that heightened awareness of the other, that notion of being fully present for them.

The skillful coach is alert to the "small signs", sometimes visible or audible, and sometimes intuitive. Deep listening is part of what enables this noticing, particularly in phone coaching. Noticing the "unsaid", noticing the nuances in tone, expression, volume, the pauses, the inflections on a particular word or phrase. What is that telling us? Listening not to respond but to genuinely understand. When we ask participants in workshops what they observe in our coaching demonstrations, reference is always made to the attention given to the coachee, to the visible demonstration of being fully present and fully listening. The coachee too in these demonstrations will reference "feeling" like they were being listened to and understood.

What's important then is what we do with what we have noticed. Do we ask another question, do we wait, do we simply encourage or affirm? If we are deeply focused on the other, what we observe directs the what's next and the what's next should be a response to the attention paid to the coachee.

The skill of noticing is also linked to the practice of mindfulness. Amy Brann in her book, Neuroscience for Coaches describes it as "the practice of attending to present moment experiences and allowing any emotions and thoughts to pass without judgement" (Brann, 2015, p158).

Apart from exploring the benefits of mindfulness for health and wellbeing, particularly stress reduction and positivity, she describes how it might help in coaching, creating a mindset of curiosity, openness and acceptance, and helping with being present and calm and regulating emotions and attention. Bran describes the five facets of mindfulness as observing, describing, acting with awareness, non-judgement and non- reactivity. When we practice mindfulness, we are gently bringing our awareness to the present, noticing what it feels like to sit and breathe, generating a calm and a focus that opens our minds and enables us to be more aware of selves and others. We are ready to "notice".

In Summary

I began with asking questions, as every coach should. My questions have led me to believe that noticing is indeed a skill helpful in coaching, both for the coach and the coachee. It is helpful in creating a way of being that is about being fully present, genuinely curious, non-judgmental and willing to listen deeply. It is helpful too in making us aware of what is working and is a powerful tool in enabling the coachee to become more conscious of what is working for them and others, and what might potentially be getting in the way. As we notice, we become curious, we are open to learning. Is this not a desirable state for ourselves as well as others?

So, just as we consciously practice our other coaching skills, we might also consciously grow the skill of becoming more focused 'noticers' of self and of others, gaining clarity on the specific behaviours of noticing and understanding what's better when as coaches or coachees we engage in "noticing". Just as we work to become better listeners and givers of feedback, we can work to become better "noticers". The question then becomes, what will I, as a coach or a coachee, do with what I have noticed?

Brann, A. (2015). Neuroscience for coaches (2nd edn.). London: Kogan Page.

Campbell, J., & van Nieuwerburgh, C. (2017). The leader's guide to coaching in schools: Creating conditions for effective learning. Thousand Oaks: Corwin.

Rock, D. (2009). Your brain at work. New York: Harper Collins.

van Nieuwerburgh, C. (Ed.) (2012). Coaching in education: Getting better results for students, educators and parents. London: Karnac.

van Nieuwerburgh, C. (2020) 3rd Edition. An Introduction to Coaching SKills: A Practical Guide. London: Sage.

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In his text An Introduction to Coaching Skills, Christian Van Nieuwerburgh has suggested noticing and giving feedback are key coaching skills. This set me wondering. Is Christian right? What is noticing? What does skillful noticing look like? Can it be learned? The word 'notice' implies an action, a conscious choice to do something that involves attention.

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Blog » Fundamentals of Coaching »  Coaching Models: CLEAR Coaching Models: CLEAR  Sai Blackbyrn/   Coaching models are the foundation of successful coaching. A good model will definitely be clear and concise, making it easy for both the coach and the client

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Habits and how to explore habits for success

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Habits and how to explore habits for success

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Transform your life with tiny changes in behaviour,

People think that when you want to change your life, you need to think big. But world-renowned habits expert James Clear has discovered another way. He knows that real change comes from the compound effect of hundreds of small decisions: doing two push-ups a day, waking up five minutes early, or holding a single short phone call.

In this ground-breaking book, Clears reveals exactly how these minuscule changes can grow into such life-altering outcomes. He uncovers a handful of simple life hacks (the forgotten art of Habit Stacking, the unexpected power of the Two Minute Rule, or the trick to entering the Goldilocks Zone), and delves into cutting-edge psychology and neuroscience to explain why they matter. Along the way, he tells inspiring stories of Olympic gold medalists, leading CEOs, and distinguished scientists who have used the science of tiny habits to stay productive, motivated, and happy.

He calls them atomic habits. These small changes will have a revolutionary effect on your career, your relationships, and your life. A NEW YORK TIMES AND SUNDAY TIMES BESTSELLER 'A supremely practical and useful book.' Mark Manson, author of The Subtle Art of Not Giving A F*ck 'James Clear has spent years honing the art and studying the science of habits. This engaging, hands-on book is the guide you need to break bad routines and make good ones.' Adam Grant, author of Originals ' Atomic Habits is a step-by-step manual for changing routines. ' Books of the Month, Financial Times 'A special book that will change how you approach your day and live your life.' Ryan Holiday, author of The Obstacle is the Way

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Atomic Habits: the life-changing million-copy #1 bestseller

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Buy Atomic Habits: the life-changing million-copy #1 bestseller 1 by Clear, James (ISBN: 0679771430653) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Ericcson, known as the founder or deliberate practice and the theory behind it.

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Anders Ericsson has made a career studying chess champions, violin virtuosos, star athletes, and memory mavens. Stephen J. Dubner, co-author of Freakonomics

'This book...could truly change the world ' Joshua Foer, author of Moonwalking with Einstein

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Buy Peak: For Fans of Atomic Habits 1 by Ericsson, Anders, Pool, Robert (ISBN: 9780099598473) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Strategies exploring alternatives for feedback in order to make progress

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Anyone who has suffered through excruciating performance evaluations knows that giving and receiving feedback can be a fruitless experience, if not downright counterproductive. As an alternative, leadership and communication consultant Joe Hirsch introduces "feedforward," a future-oriented approach. He explores six ways to fix traditional feedback. Citing numerous case studies, including data from multinational companies, state schools, leadership training facilities and new areas of research, he shows that feedforward is a life skill that is crucial to business, education, parenting, and more.

Finding mastery involves searching deep inside yourself, refining a craft, adjusting to feedback (both internally and externally) and authentically expressing oneself in a wide range of environments. The Feedback Fix drills into the value and mechanics of how to use feedback, how to give feedback, and how to accelerate growth.

Joe Hirsch masterfully takes us on a journey that completely redefines what we think about learning, development, and performance. His book is smartly-written, provocative, and insightful - a must-have for any curious learner or leader committed to unleashing potential around them.

Most people dislike one thing more than giving feedback: receiving it. Joe Hirsch is here to fix that. This delightful, evidence-based book is a breath of fresh air, and I've already started trying out his terrific tips at work and at home.

Shows the remarkable things that can happen when businesses, schools and families rethink traditional feedback. Highly recommended.

Successful relationships are grounded in honesty, authenticity and respectful communication. A cornerstone of effective parenting, marriages, teaching and workplace success is the ability to give feedback on progress in a manner that promotes growth rather than resentment. Joe Hirsch has written a fascinating and practical book that is presented in a manner that is an engaging mix of studies, stories and detailed explanations on how to transform feedback into an effective, energizing source of creativity, enhanced connection and motivation for change. I know that the paradigm shift presented in this book will change the way I give feedback to my students, colleagues and family members. I highly recommend this book for anybody who is seeking a novel perspective on this all important aspect of effective relationships.

The giving and receiving of feedback is fraught territory, easily the most challenging part of my work as a teacher. The Feedback Fix is a fantastic resource, with practical, actionable advice on how to formulate quality feedback for others and hear the constructive criticism and praise. I highly recommend this book and am grateful to Joe Hirsch for writing so eloquently about a topic that makes me squirm with discomfort.

The Feedback Fix is relevant and timely across all disciplines and settings. Joe Hirsch has gifted us with a roadmap for more productive, more courageous and more authentic conversations that will lead to lasting and positive change.

Joe Hirsch is an educator, leadership coach, and speaker. He earned an M.A. in Education from Yeshiva University, where he directs an education startup and is completing an Ed.D with a concentration in instructional leadership and innovation. His work has appeared in the Wall Street Journal, Educational Leadership, and other leading publications. He lives in Dallas with his wife and four children. This is his first book.

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The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change

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Buy The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change Illustrated by Joe Hirsch (ISBN: 9781475826593) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Insightful book, of over 40 ideas to use to encourage effective deliberate practice

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What would you say are the biggest misconceptions around practice?

We've found there are actually more than a few misconceptions about practice, but here are the big three:

Myth 1: Practice to improve your weaknesses. Not true. You should in fact focus on practicing strengths. You'll get stronger results this way.

Myth 2: Stop practicing when you achieve competence. Nope. What marks champions is their excellence at something-they may have weaknesses, but their strengths are honed and polished to the level of brilliance. The value of practice begins at mastery!

Myth 3: Practice is dull. Wrong. It certainly has a reputation for being a bleak necessity and the primary provenance of children laboring over trombones and basketballs. But in fact, practice is fun, exciting, and ideal for adults.

How do you suggest people incorporate the right kind of practice into their daily lives?

There are many ways. One concrete idea is to practice with a partner. Find a peer who cares as much as you do about some key aspect of your work and schedule ten (fun) minutes, three times a week, to work on the skills you're both interested in developing.

What does each of you practice in your professional or personal lives?

Doug: I practice a lot with my kids. They're athletes-soccer players and skiers, especially. It's my goal to help them be good at something they care about. And though I played soccer in college, I think back with sadness at how much better I wanted to be and how much time I spent trying to get better on my own when, in retrospect, I was wasting my time. I learned how to handle the ball only long after college. And so, in addition to wanting to help my kids succeed at the things they love, I want to model for them how to get better at things throughout their lives, so they never have to feel that.

One bright spot, one thing I think was very helpful to them as soccer players, is the two-footed drill. I started having them do it when they were younger to get them natural and fluid at two of the core building blocks of soccer-being able to use both feet and being in the habit of redirecting your first touch. In the two-footed drill, we pass the ball back and forth, but you have to receive the ball with one foot, transfer it to the other foot on the first touch, and pass it back with that foot-in one fluid motion. Always two feet; always two touches. And the focal point is the speed of the foot-to-foot process. Once my kids got it down, we just kept doing it, over and over. We do it every time we warm up, so they are fluid, natural, and automatic. It's definitely made them much more fundamentally sound at the game. It's also allowed them to allocate their brain power to thinking about what to do with the ball when they get it in the game, since they're pretty automatic at receiving.

Erica: In my professional life, what I find myself practicing most are the presentations that I have to give in front of large audiences. In preparing for a presentation, after I have created and revised my materials, I carefully script my talking points. I then practice delivering the presentation quietly to myself; when I am ready, I ask a colleague to watch a small section and give feedback on any part that is new or particularly challenging for me. My final step the morning of the presentation is usually to practice in front of a full-length mirror. The first time I did this (after getting over feeling incredibly awkward) I learned so much about my non-verbal communication. I saw myself shifting my weight frequently from foot to foot, and I realized that signalled a lack of confidence to my audience. Every time I practice with a mirror, I learn something new about what I am signalling to my audience.

In my personal life I practice with my kids, but not in the traditional sense of the word. My oldest son is only four, so he is still too young for the consistent practice of a particular sport or hobby, but he and his little brother are not too young to benefit from practice. For example, I realized recently that our bedtime routine (from brushing our teeth to heads asleep on pillows) was taking entirely too long. So I planned how to streamline it, explained it to them step-by-step, and we practiced it a few times around 3 p.m. on a Saturday. That first night, they were excited about the new "Bedtime Club," and we followed all the steps to a tee, cutting bedtime in half. We then practiced it consistently for a week or so, and now everybody in our house feels a little less stress in the evenings.

Katie: I try to practice difficult conversations that I know I need to have with colleagues or the parents of the students in the school I lead. I usually practice with my managing director, and that almost always includes me taking notes as he models what that conversation might sound like. In particular, I write down key phrases in outline format to ensure I remember the key points and make them clearly. I run through what I want to say a couple times in that moment, and I usually do it again as I drive home. Then, I review my notes right before I have the conversation. Practice definitely helps me to stay calm and confident when emotions are high.

In my personal life, I play and practice Ultimate Frisbee. I've played for over 20 years, but what I practice most are the basic skills of throwing and catching. I notice that it makes a huge difference in my pass completion during games if I have practiced completing passes before playing. That kind of practice makes me more focused and more confident.

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Practice Perfect: 42 Rules for Getting Better at Getting Better

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Rules for developing talent with disciplined, deliberate, intelligent practice We live in a competition loving culture. We love the performance, the big win, the ticking seconds of the clock as the game comes down to the wire. We watch games and cheer, sometimes to the point of obsession, but if ...

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Teacher Professional Development Resources | Steve Barkley

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Steve Barkely, a top education coach, shares teacher professional development resources including video, articles and more.

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BASIC Coaching model: videos and questions to use in a coaching session

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BASIC Coaching model: videos and questions to use in a coaching session

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Retain and improve your staff

BASIC coaching will improve relationships across the school, helping to retain staff for longer periods

Introducing coaching across your school will help early career teachers to become middle leaders more quickly and successfully

Create a shared language around coaching

Using the BASIC Method of coaching and feedback will help to develop language around conflict and challenge that won't scare staff and parents and allow you to resolve difficulties more quickly

Using BASIC coaching will create a shorthand for both culture and climate and help schools to improve as an organisation through more effective leader communication

A coaching mindset will help schools to improve at pace and manage the challenge of change

Equip all staff to manage the challenges of teaching

As schools engage with more of young people's lives, BASIC coaching will help staff to communicate more effectively in these more challenging areas

BASIC Coaching helps staff to develop a wider range of dynamic skills to meet the higher expectations of the profession

BASIC Coaching is and affordable way to help all staff to support students and parents to become better and to be more effective at improving the school

Andy Buck has taken what can sometimes feel like a very complex and overwhelming topic and created a concise and powerful method for coaching.

Mandy Coalter, Founder, Talent Architects

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Best-selling author and speaker Andy Buck has taken the latest thinking and research from the field of coaching and translated it into his tried-and-tested BASIC method, which is easy to learn and simple to apply.

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Webinar on how to further support SEND pupils in the secondary school classroom

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Webinar on how to further support SEND pupils in the secondary school classroom

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This webinar will provide Teaching Assistants with advice and practical guidance on enhancing provision for pupils with SEND to foster independence, enhance access to learning and improve outcomes overall.

The Education Endowment Foundation's (EEF) report, Making the Best Use of Teaching Assistants includes an assessment of the use and impact of Teaching Assistants in the classroom, and makes evidence-based recommendations for the development of this important role to contribute to high-quality teaching and learning, including for pupils with SEND.

In this webinar, Karen Pilling, SEND expert and acting Deputy Head, with extensive experience in leading SEND training, discusses EEF findings and explains how Teaching Assistants can best support pupils with SEND in 1:1 and small group work, and in the wider classroom.

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TA's: Help Unlock the Potential of SEND Pupils (Secondary)

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This webinar provides secondary teaching assistants with guidance on enhancing provision for SEND pupils to foster independence and improve outcomes overall.

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Strategies for developing effective practice for students with SEND

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Strategies for developing effective practice for students with SEND

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Pupils with SEND: Developing Effective Pedagogical Practice

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This webinar provides all teaching staff with practical advice and guidance on developing and embedding effective teaching practice for children with SEND.

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Feedback practices in the classroom  to raise attainment

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Feedback practices in the classroom  to raise attainment

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This webinar will provide senior leaders, subject leads and teachers with practical advice and guidance on developing assessment methods to effectively support their pupils.

COVID-19 will have affected every pupil differently. Therefore, it is important that teachers are able to accurately assess pupil's wellbeing and learning needs in order to provide them with more targeted support and high-quality feedback on their return to school.

In this webinar, Michael Chiles, Principal Examiner, school leader and author of The CRAFT of Assessment, will discuss how schools and colleges can develop efficient and effective assessment methods without bias, build robust feedback mechanisms and successfully monitor pupil progress.

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Quality Feedback and Targeted Support to Raise Attainment

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This webinar discusses how schools can develop effective assessment methods without bias, build robust feedback mechanisms and monitor pupil progress.

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SEND: Reflecting on our practice to support SEND students

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SEND: Reflecting on our practice to support SEND students

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https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/send/Five-a-day-poster_1.1.pdf?v=1695285648

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EEF report on how to support SEND in schools

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EEF report on how to support SEND in schools

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https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/send/EEF_Special_Educational_Needs_in_Mainstream_Schools_Recommendations_Poster.pdf?v=1695242287

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Coaching Review Paper: Case Studies and commentaries on coaching conversations and coaching practices (page 15 on)

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Coaching Review Paper: Case Studies and commentaries on coaching conversations and coaching practices (page 15 on)

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Response Coaching: how can we address the needs and experience of the teacher

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Response Coaching: how can we address the needs and experience of the teacher

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How can we use Instructional Coaching to transform teacher quality when we don't agree about what it is and who it's for? This series is about redefining what we talk about when we talk about Instructional Coaching.
This is the second in a blog series. The remaining part will follow next week.

Part 2: How can we tailor our instructional coaching approach for both novices and experts?

In Part 1, we explored the dilemma faced by Kate, a newly-appointed T&L lead. Kate believes in the power of instructional coaching to transform teaching but after digging into the literature, she's confused: there are (at least) three conceptions of what instructional coaching means. Each of these suggest widely varied approaches, suit different groups of staff, and are underpinned by different philosophies. Kate doesn't think that she'll be able to deliver a scalable and impactful instructional coaching programme without clearing this up.

Type-One Directive IC is about observing a teacher's lesson and selecting the 'move' that will have the biggest impact on the learning of their students. Coaches direct teachers to enact this move, following a set protocol including modelling and practice to ensure that the teacher achieves the change

Type-Two Non-Directive instructional coaching is about facilitating a teacher's solution of problems within their classroom. Coaches should avoid 'telling' the teacher what to think or work on: the teacher's autonomy in solving these problems is paramount

Type-Three Blank-Canvas instructional coaching describes a set of features, like a one-to-one pairing of coach and teacher, high frequency observation and feedback cycles, and feedback focused on what the coach saw in the classroom. With the exception of deliberate practice, the model is agnostic about specific coaching mechanisms. A coach could utilise either Type-One or Type-Two within this framework.

Kate wants a unified instructional coaching model for every teacher in her school. She thinks that training her coaches in multiple models to suit the varied experience levels of her teachers isn't a workable solution. ___

Finding our way to a unified coaching model

All three instructional coaching types presented in Part 1 are problematic: they are either invariant to teacher expertise (Directive vs Non-Directive) or don't provide enough guidance about how highly-effective coaching should look (Blank-Canvas instructional coaching).

Through understanding the issues with each, Kate hopes to develop a coaching model that is responsive to the varied needs of teachers in her school.
___

Blank-Canvas instructional coaching

Sam Sims and Harry Fletcher-Wood (2020) argue that any method of professional development defined by surface features is missing the point about what makes it effective.

They argue that it is important to distinguish the "'active ingredients' of professional development (the 'stuff' we do that actually improves teaching quality) from causally redundant components" (Sims & Fletcher-Wood, 2020). I'll refer to active ingredients as mechanisms of learning from now on.

Is it the fact that the coach and teacher are working together one-on-one (a surface feature) or the fact that they use deliberate practice to build habits (a mechanism) that explains the impact coaching has on teacher quality? Sims and Fletcher-Wood argue that mechanisms matter more in explaining what makes for impactful teacher development.

The worry with using a blank-canvas definition of instructional coaching is that this alone isn't enough to ensure that teachers learn. This isn't to say that Kraft and Blazar's evidence for the impact of coaching isn't valid: it's just that there are likely more active mechanisms underpinning it. Kate realises that coaching can meet the criteria set by Kraft and Blazar (2018) and be ineffective. There's nothing* inside* the model that tells coaches how to give excellent feedback.

Kate realises that to come up with the perfect coaching model, she needs to look beyond surface-features and into the mechanisms that 'cause' teacher learning. ___

Immobile Mechanisms

Kate looks next at Bambrick-Santoyo's instructional coaching model (Type-One). She notices that unlike a blank-canvas definition, the model is centred around mechanism:

See it: Modelling

Name It: Setting precise learning goals

Do It: Building habits using deliberate practice; giving feedback on performance; implementation planning.

Kate has seen this model used to great effect with some teachers in her school, but she's had some negative feedback from more experienced staff. What's the reason that certain learning mechanisms are more suitable for novices or more expert learners? When she wants to answer the question of when to use or avoid a scaffolded approach to learning with her students, she turns to Cognitive Load Theory.

Kate wonders if ideas about cognitive load can help her to decide on appropriate coaching mechanisms for her staff.

Coaching and Cognitive Load Theory

"Prima facie, any instructional design that flouts or merely ignores working memory limitations inevitably is deficient" (Merrienboer & Paas, 1998).

Cognitive load theory (CLT) is a recognition of the severely limited capacity of the working memory (WM), and of the importance of the long-term memory (LTM) to augment the limited capacity of WM. Novice learners have limited LTM resources that can support their WM and so are overloaded easily; experts have wide-ranging LTM resources and so can face more complex learning problems before cognitive overload is reached.

As Kate digs into the research on CLT, she starts to see how this might help her think about how to match coaching mechanisms to teachers.

"How ... material is dealt with should depend on learners' level of expertise. Redundant material should be eliminated for expert learners but the same material might need to be integrated for novice learners. Material that is redundant for more experienced learners may be essential for less experienced learners." (Ibid)

The Redundancy Effect

A directive approach, with many coaching mechanisms designed to support a teacher's learning, might be essential for less experienced teachers, but redundant for those with more experience.

By presenting experts with redundant information, we actually increase their cognitive load because they already have the LTM resources they need. By requiring them to attend to redundant information (e.g., modelling a technique when they already have a clear mental model), we distract them from using the knowledge they already have at their disposal to solve the problem (Persky & Robinson, 2017). On the other hand, novices with no LTM resources need coaches to supply this. Essential mechanisms for mitigating cognitive load for one teacher may cause this for another.

Kate also thinks that forcing more expert teachers through steps that are irrelevant to their learning - and directing them in areas where they already know the best path to take - can be demotivating and frustrating. On the other hand, as a relative expert herself she is clear that she often favours being coached in a directive way.
Kate's coaching model must adapt to teacher expertise level. Sticking rigidly to a set of mechanisms (e.g., a set coaching protocol) is likely to increase cognitive load - and decrease motivation - unless they are responsive to the needs of the learner.
Constructivism or Cognitive Load Theory?

Kate is learning that the perfect model of instructional coaching must focus on mechanism and that mechanism choice should match teacher expertise. She is still confused about Non-Directive instructional coaching and its belief that the coach "facilitates the self-directed learning of the coachee" (Knight, J. 2007).

By ignoring her teacher's desire to direct their own learning, does she risk turning teachers off? On the other hand, by prioritising teachers solving their own classroom problems does she risk teachers selecting the wrong things to work on or facing cognitive overload and not learning at all?

As part of her own teacher training (many years earlier!), Kate remembers being taught that students learn best when a constructivist approach is adopted.

In constructivist theory, learners should be presented with complex problems where the learner should "...interpret and solve the problem or complete the project", working in an authentic space where the goal is to "...learn about the field by thinking like a member of that practice community" (Jonassen, 1999).

Kate thinks that prioritising a non-directive problem-solving approach to instructional coaching could be underpinned by a similar philosophy. In other words, a belief that teachers learn best when taught like an expert.

Kate has the following concerns with this view:

1. After digging into Cognitive Load Theory, Kate has learnt that 'problem-based learning' approaches are "exceptionally expensive in terms of working memory capacity" (Merrienboer & Kirschner, 2003). If these approaches have been found to be problematic for (most) students, why are we still using them to underpin our approach to teacher learning?

2. Kate wonders if there is an autonomy-bias about adult learning stating either a) that treating adults as experts is how we respect their autonomy, or b) that because teachers are self-directed in their classrooms, we should treat them as such in their learning. She doesn't buy this

3. She finds this view paradoxical: by training teachers in a way that assumes that they are expert, Cognitive Load Theory suggests that we are likely to be preventing them moving towards expertise.

It's equally important to recognise that for experts, cognitive load theory suggests that problem-based learning can be the right way to avoid overloading the working memory. For someone that already has the LTM resources they need to solve a classroom problem, problem-based learning is an optimal approach.
Kate sees Cognitive Load Theory as underpinning the perfect coaching model: for experts, the coach should move towards a problem-based learning approach, while for everyone else, a more directive approach is required.
What has Kate learnt?

Kate feels like she's closer to what she wants: a coaching model that can be applied to every teacher in her school, no matter what their experience level.

In Part 3, we'll look at Kate's attempt to apply her learning when coaching teachers. For an overview of the Steplab coaching model, check out our Beginner's Guide to Instructional Coaching.

References

Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 371-396). Mahwah, NJ: Lawrence Erlbaum.

Knight, J. Instructional Coaching: A partnership approach to improving instruction, Corwin Press, 2007

Kraft, M.A., Blazar, D., Hogan*, D. (2018). The effect of teaching coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588.

Merrienboer, J. G. Kirschner, P. (2003), 'Taking the Load off a Learner's Mind: Instructional Design for Complex Learning' Educational Psychologist · March 2003

Merrienboer, J. G. Paas, F. (1998) Educational Psychology Review · September 1998

Persky, A. M. Robinson, J.D (2017) American Journal of Pharmaceutical Education 2017; 81 (9) Article 6065.

Sims, S. Fletcher-Wood, H. (2020): Identifying the characteristics of effective teacher professional development: a critical review, School Effectiveness and School Improvement

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How Can We Make Coaching Work For Both Novices And Experts? | Steplab

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How can we use Instructional Coaching to transform teacher quality when we don't agree about what it is and who it's for? This series is about redefining what we talk about when we talk about Instructional Coaching. This is the second in a blog series. The remaining part will follow next week.

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Sir John Whitmore: How to use coaching to maximise potential

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Sir John Whitmore: How to use coaching to maximise potential

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Written by Sir John Whitmore, the pioneer of coaching, and Performance Consultants, the global market leaders in performance coaching, this extensively revised and extended edition will revolutionize the traditional approach to organizational culture. Brand new practical exercises, corporate examples, coaching dialogues, and a glossary, strengthen the learning process, whilst a critical new chapter demonstrates how to measure the benefits of coaching as a return on investment, ensuring this landmark new edition will remain at the forefront of professional coaching and leadership development.

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Coaching for Performance: The Principles and Practice of Coaching and Leadership FULLY REVISED 5TH ANNIVERSARY EDITION: The Principles and Practice of ... FULLY REVISED 25TH ANNIVERSARY EDITION

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Buy Coaching for Performance: The Principles and Practice of Coaching and Leadership FULLY REVISED 5TH ANNIVERSARY EDITION: The Principles and Practice of ... FULLY REVISED 25TH ANNIVERSARY EDITION 5 by Whitmore, Sir John (ISBN: 9781473658127) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Dr. Brené Brown is a research professor at the University of Houston, where she holds the Huffington Foundation Endowed Chair at the Graduate College of Social Work. She also holds the position of visiting professor in management at the University of Texas at Austin McCombs School of Business.

Brené has spent the past two decades studying courage, vulnerability, shame, and empathy. She is the author of six #1 New York Times best sellers and is the host of two award-winning Spotify podcasts, Unlocking Us and Dare to Lead.

Brené's books have been translated into more than 30 languages, and her titles include Atlas of the Heart, Dare to Lead, Braving the Wilderness, Rising Strong, Daring Greatly, and The Gifts of Imperfection. With Tarana Burke, she co-edited the best-selling anthology You Are Your Best Thing: Vulnerability, Shame Resilience, and the Black Experience.

Brené's TED talk on the Power of Vulnerability is one of the top five most-viewed TED talks in the world, with over 50 million views. Brené is the first researcher to have a filmed lecture on Netflix, and in March 2022, she launched a new show on HBO Max that focuses on her latest book, Atlas of the Heart.

Brené spends most of her time working in organizations around the world, helping develop braver leaders and more-courageous cultures. She lives in Houston, Texas, with her husband, Steve. They have two children, Ellen and Charlie, and a weird Bichon named Lucy.

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Dare to Lead: Brave Work. Tough Conversations. Whole Hearts.

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Buy Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. First Edition by Brown, Brené (ISBN: 9780399592522) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Coaching is an essential tool for personal and professional development. It helps individuals unlock their potential and make significant strides towards their goals. A coaching wheel is a tool that coaches use to help their clients visualize their lives and create a specific and effective plan for the future. The Coaching Wheel is a powerful tool that can help you achieve your goals by providing a visual representation of your life and identifying areas where you can improve.

In this comprehensive guide, we will explore the power of the Coaching Wheel, how to create your own, and how to use it to achieve your personal and professional goals.

What is the Coaching Wheel?

Definition of the Coaching Wheel

The coaching wheel is a visual tool that can help individuals to gain clarity, set goals, and track progress. It is also known as the life wheel or the wellness wheel. The coaching wheel consists of different areas of life that are important to an individual's overall well-being, such as career, finances, relationships, health, personal growth, and spirituality. The coaching wheel is a powerful tool that can help individuals to identify areas of their life that may need improvement and set specific goals for each area.

History of the Coaching Wheel

Paul J. Meyer, legendary entrepreneur, author, and personal development coach, is often credited with developing the concept of the life wheel, which later became known as the coaching wheel. Meyer was a successful businessman and founder of Success Motivation Institute, which focused on personal development and training. He created the life wheel as a tool to help individuals evaluate and improve their lives in a holistic way. The coaching wheel has since been adapted and modified by coaches and therapists around the world to suit their own practices and methodologies.

The Coaching Wheel Components

The coaching wheel is made up of different components, each representing a specific area of a person's life. These components may vary depending on the individual's unique circumstances, but they typically include:

1. Career and Professional Development

2. Financial Well-being

3. Health and Wellness

4. Relationships and Social Connections

5. Personal Growth and Development

6. Spiritual and Emotional Well-being

Each of these components represents a critical aspect of an individual's life. By exploring each component and assessing its current status, individuals can gain a deeper understanding of where they are in life and where they want to be.

1. Career and Professional Development: This component of the coaching wheel focuses on an individual's work and career goals. It includes factors such as job satisfaction, skill development, professional growth, and financial stability. By assessing this area, individuals can identify their strengths and areas for improvement, set career goals, and take steps to achieve them. Career coaching can help individuals navigate their job search, negotiate for a better salary, and improve their performance at work.

2. Financial Well-being: Financial well-being is an essential component of the coaching wheel, as it can impact an individual's overall quality of life. This component includes factors such as budgeting, debt management, saving, and investing. Financial coaching can help individuals create a budget, pay off debt, save for emergencies and long-term goals, and make informed decisions about investing.

3. Health and Wellness: This component focuses on an individual's physical and mental health, including nutrition, exercise, sleep, stress management, and self-care. Coaching in this area can help individuals develop healthy habits, set fitness goals, manage chronic conditions, and improve their overall well-being.

4. Relationships and Social Connections: This component of the coaching wheel focuses on an individual's social connections and support networks, including family, friends, and colleagues. It includes factors such as communication skills, conflict resolution, and boundary-setting. Coaching in this area can help individuals improve their relationships, set healthy boundaries, and develop effective communication skills.

5. Personal Growth and Development: This component focuses on an individual's personal growth and self-improvement, including areas such as self-awareness, self-esteem, and confidence. Coaching in this area can help individuals identify limiting beliefs and negative self-talk, set goals for personal growth, and develop strategies to overcome obstacles.

6. Spiritual and Emotional Well-being: This component focuses on an individual's spiritual and emotional needs, including factors such as mindfulness, meditation, and emotional regulation. Coaching in this area can help individuals develop a deeper sense of purpose and meaning, manage stress and anxiety, and improve their overall emotional well-being.

Let's explore each component in more detail.

Benefits of Using the Coaching Wheel

Clarity: The coaching wheel can help individuals to gain clarity about the different areas of their life that are important to their overall well-being via a a clear visual representation. By gaining clarity, individuals can focus their energy and efforts on the areas that need the most attention.

Goal Setting: The coaching wheel can help individuals to set specific goals for each area of their life. By setting specific goals, individuals can track their progress and measure their success.

Accountability: The coaching wheel can help individuals to hold themselves accountable for their progress. By regularly reviewing their progress, individuals can make adjustments and stay on track.

The coaching wheel can provide a wide range of benefits to individuals in their personal and professional life. Some of the benefits of using the coaching wheel include:

Balance: The coaching wheel can help individuals to achieve a balance in their life. By focusing on different areas of their life, individuals can achieve a sense of overall well-being.

How to Use the Coaching Wheel

To use the coaching wheel, an individual should start by identifying the different areas of their life that are important to their overall well-being. They should then rate each area on a scale of 1 to 10, with 1 being the lowest and 10 being the highest. After rating each area, the individual should connect the dots to form a complete circle. The resulting circle represents the individual's overall well-being.

Next, the individual should identify specific goals for each area of the coaching wheel. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART). By setting specific goals, an individual can focus their energy and efforts on improving the areas of their life that need the most attention.

1. Identifying areas for improvement: By exploring each component of the coaching wheel, you can help your clients identify areas of their life that may require attention or improvement.

2. Goal-setting: Once your clients have identified the areas they want to focus on, you can use the coaching wheel to help them set specific, measurable, achievable, relevant, and time-bound goals that will move them towards their desired outcomes.

3. Prioritizing actions: The coaching wheel can also be used to help your clients prioritize actions that will have the most significant impact on their desired outcomes.

4. Tracking progress: By using the coaching wheel to track progress, you can help your clients see the progress they are making in each area of their life.

In summary, the coaching wheel can be used for:

In conclusion, the Coaching Wheel is a versatile tool and by using the coaching wheel, individuals can gain clarity on where they need to focus their attention and develop strategies to improve their performance.

Frequently Asked Questions (FAQs) about Coaching Wheel

The coaching wheel is a powerful tool for self-reflection and personal growth. As with any tool, there are questions that arise. In this chapter, we will address some of the most frequently asked questions about the coaching wheel.

a. What is the Coaching Wheel used for?

The Coaching Wheel is a visual representation of a person's life, and it is used to help individuals identify areas where they need to focus their attention. The wheel is divided into sections that represent different aspects of life, such as relationships, career, health, and personal growth. By using the coaching wheel, individuals can gain clarity on where they are excelling and where they need to improve.

b. How do I create my own Coaching Wheel?

Creating a Coaching Wheel is a simple process that can be done in a few steps. The first step is to determine the categories that are most important to you, such as career, relationships, health, and personal growth. Once you have identified these categories, you can divide your wheel into sections and assign each section a score based on how satisfied you are with that area of your life. The scores can be based on a scale of 1 to 10, with 10 being the most satisfied.

c. How often should I update my Coaching Wheel?

The frequency with which you update your Coaching Wheel depends on your personal goals and the rate of change in your life. Generally, it is recommended that individuals update their coaching wheel every three to six months. This allows you to track your progress and make adjustments as needed.

d. Can the Coaching Wheel be used for business coaching?

Yes, the Coaching Wheel can be used for business coaching. In fact, many businesses use the coaching wheel as a tool to help their employees identify areas where they need to improve and to set goals for professional development. By using the coaching wheel in a business setting, employees can gain a better understanding of their strengths and weaknesses and develop strategies to improve their performance.

More resources for life coaches:

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Unlock Your Potential with the Power of the Coaching Wheel: A Comprehensive Guide to Achieving Your Goals

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Coaching is an essential tool for personal and professional development. It helps individuals unlock their potential and make significant strides towards their goals.

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South West Coaching - Bitesize coaching tools 

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The GROW model in action - Bitesize Coaching Tools

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Responsive Teaching Strategies: Small and Large Scale

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Responsive Teaching Strategies: Small and Large Scale

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https://www.amazon.co.uk/Responsive-Teaching-Harry-Fletcher-Wood/dp/1138296899/ref=as_li_ss_tl?s=books&ie=UTF8&qid=1538212912&sr=1-1&keywords=responsive+teaching&linkCode=sl1&tag=improvteachi-21&linkId=a9138bc57a62439f4f9e53256efd8807&language=en_GB
https://www.amazon.co.uk/Responsive-Teaching-Harry-Fletcher-Wood/dp/1138296899/ref=as_li_ss_tl?s=books&ie=UTF8&qid=1538212912&sr=1-1&keywords=responsive+teaching&linkCode=sl1&tag=improvteachi-
https://www.amazon.co.uk/Responsive-Teaching-Harry-Fletcher-Wood/dp/1138296899/ref=as_li_ss_tl?s=books&ie=UTF8&qid=1538212912&sr=1-1&keywords=responsive+teaching&linkCode=sl1&tag=improvteachi-21&linkId=a9138bc57a62439f4f9e53256efd8807&language=en_GB

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My working definition of responsive teaching is that it is:

1. Setting clear goals and planning learning carefully

2. Identifying what students have understood and where they are struggling

3. Responding, adapting our teaching to support students to do better.

Responsive teaching is a set of principles addressing six problems which are intrinsic to teaching. Below, I've collected the posts I wrote on the way to writing the book. The most recent posts are nearest the top under each sub-heading.
Problem 1: How can we plan a unit, when we want students to learn so much, and have so little time? Using knowledge organisers and medium-term plans to organise the knowledge we need to teach Writing unit plans detailing what we want students to know Problem 2: How can we plan a lesson, when we want students to learn so much, and have so little time? Planning lessons using cognitive load theory What is the place of teaching for character, confidence and creativity in teaching?
Of what will it make students think (an example of the kind of thinking around planning which seems to make a difference).
Problem 3: How can we show students what success looks like? Why sharing learning objectives doesn't show students what success looks like Why sharing models is the best way to show what success looks like - and two examples
Experiments helping my students write better essays,
Problem 4: How can we tell what students learned in the lesson?
The power of exit tickets in assessment and planning; encapsulating tasks and their effect on retention (2019 update)
What happened when I tried to mark every book, every lesson Problem 5: How can we tell what students are thinking? Do students understand this well enough to move on? Introducing hinge questions Using hinge questions in history Refining my construction of a hinge question
I've also collected examples of hinge questions from different subjects, and how they can be used here.
Problem 6: How can we help every student improve? Choosing the 'level' of feedback we are offering: what kind of feedback moves students on? When can I delay or avoid giving feedback: a decision tree based on the evidence What alternatives are there to giving feedback?
Ensuring students respond to feedback (2019 update)
Moving from marking to feedback Closing the gap marking
If you've used or developed any of these ideas further, please get in touch: @hfletcherwood.

The book

The book which grew from these ideas is Responsive Teaching: Cognitive Science and Formative Assessment in Practice. It's available from Amazon.

It's also available in Czech ( Responzivní výuka), Spanish (Enseñanza Receptiva) and Swedish ( Responsiv Undervisning).

Resources

I get asked to do more professional development sessions than I have time and capacity to do. So I've developed a series of video sessions which capture the key principles and practices of responsive teaching.

Videos are:

30 minutes long

Summarise key ideas from the evidence

Offer practical guidance on applying the evidence

Each video comes with suggested reading, an implementation checklist and possible follow-up activities.

Videos are available on a year's licence for schools, allowing flexibility to use them in departments, Inset days and for independent study, and for trainees and early-career teachers.

You can find out more, and login as a subscriber, here.

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My working definition of responsive teaching is that it is: Setting clear goals and planning learning carefullyIdentifying what students have understood and where they are strugglingResponding...

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Harry Fletcher Wood: The importance of modelling for development

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Harry Fletcher Wood: The importance of modelling for development

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Let's say that you want to help a teacher teach differently. Or that you want to teach differently yourself. Perhaps you're pursuing a more efficient entry routine, more succinct questions, or clearer explanations of key points. What helps a teacher to change?

We might review the evidence, plan change, practise it - and examine a model of the desired practice. But, while looking at models may sound obvious, it's far from universal: a third of teacher professional development programmes didn't offer models (in our systematic review of teacher professional development for the EEF).

Getting hold of a good model can be hard. We have to find someone doing whatever it is really well, get permission to film, catch it happening, and edit and perhaps annotate the results. This was a large part of my job for a couple of years. Creating one or two good videos could take one or two day s' work. So how much of a difference will a model really make? Enough to justify this effort? What kind of model are we looking for? And how is this likely to affect the watcher?

Surprisingly, until now, we have lacked robust evidence answering these questions in teacher professional development. In our systematic review, we argued that modelling was one of fourteen mechanisms likely to help teachers improve. We based this on broad evidence across domains that models help people change. The review found that the more of these mechanisms a professional development programme included, the more likely we were to see increased student learning. But the effect of models on teacher learning and practice has not been rigorously tested. That's what we (a team led by Sam Sims and under the auspices of Ambition Institute) set out to do.

The experiment

This was a (fairly) simple randomised experiment. We recruited 89 primary trainee teachers. First, we asked them to read an evidence summary about questioning for retrieval. This advocated techniques including cold calling, using wait time, correcting partially-correct answers and offering hints when students were stuck.

Then, we asked trainees to use these techniques to teach a simulated group of students. That is, the teacher was teaching five avatar pupils (as in the image below). The five 'students' were voiced and controlled by a simulation specialist. Students could raise their hands, talk to their partners, and show their disappointment if they got something wrong.

We gave the teachers questions, focusing on sound, and desired answers. We gave the simulation specialist scripted responses: when to give the correct answer, when to give a partial answer and when to say "I don't know."

After a trainee had read the evidence and asked students the retrieval questions once, we introduced the experimental element. Trainees were randomly assigned to one of three groups:

The rereading group reread the evidence

The video group watched a video of these techniques being used by a primary teacher

The video + theory group watched the same video, but saw additional captions explaining the technique

Then we asked trainees to repeat the simulation, asking the retrieval questions again. For each round of practice, we scored the trainees' application of the skills we'd asked them to use. For example, we recorded whether they cold called or took hands up each time they asked a question. We counted how many seconds passed between giving the question and inviting a student to answer, to check whether trainees were using wait time. We recorded their responses to (planned) errors by students: did they hint, correct, or switch to another student (we had asked them to correct)? This allowed us to see whether the video model made a difference, and if so, whether the captioned version helped more.

How do models make a difference to teacher learning?

1) Watching a model makes a big difference to teacher practice. On the first attempt, all three groups of trainees averaged a score of 6 for their use of these techniques (out of a possible maximum 18 points). On the second attempt, the rereading group scored roughly the same. The two groups of trainees who had seen videos almost doubled their scores.

2) An annotated model offers no additional benefits. We had thought that a model with captions explaining why the techniques work might help trainees to perform better. Surprisingly, there was no real difference in the effects of the two different kind of models. Models are useful, captions add nothing.

I say surprisingly... in a sense it's surprising, because there's an argument that just watching good practice isn't enough to understand why it works. But this finding shouldn't have surprised me, because it echoes something which had surprised me once before. While writing Responsive Teaching, I spent some time research the effect of models. I wrote that:

I was even more surprised to learn how little teachers' explanations add to models. There's compelling evidence that having students evaluate the merits of contrasting models may be sufficient without additional teacher explanation (Renkl, Hilbert and Schworm, 2008; Wittwer and Renkl, 2010) - another example of the limits of words in conveying what success looks like, and the merits of models.

What matters is showing a good model. If you can do that, people seem to be able to work out what they need to do without you then talking about it as well. Choosing a good model is worth 80% of our effort, picking a way for learners to engage with it 15%, and coming up with captions or a narration about 5%. Show, don't tell.

3) Models don't boost declarative knowledge. A week after the experiment, we followed up with a quick knowledge check. We wanted to know whether trainees remembered key principles about retrieval practice, like the benefits of cold calling and why hints can help. Trainees who had watched the captioned video remembered little more than those who had just reread the text.

4) Nor do models boost self-efficacy. We also asked about trainees' self-efficacy: how confident did they feel about asking questions. Again, surprisingly, all three groups' confidence grew to the same extent. Even though the video groups asked questions more effectively second time around, the rereading group (who had got no better) gained in confidence too. Presumably, just another round of practice made everything feel smoother and easier, and boosted their confidence. So practice boosts confidence - even when it doesn't boost effectiveness!

Conclusion

Using models has become increasingly popular in teacher training and professional development over the last few years. So it's very useful to have this practice, and the findings of our systematic review, affirmed by a study of the value of models specifically. We can say:

When asking teachers to change their practice, a model will almost certainly help

But this study also tells us:

Don't worry too much about narrating the model - worry more about what it shows.

Don't rely on video models to convey underlying principles - reading still matters.

Practice can boost self-efficacy, even if effectiveness remains stuck!

There are nuances not covered in this study. For example, you might introduce models differently with more experienced teachers. But the key point is that in teacher development, just as in student learning, models are a magic.

If you enjoyed this, you might like...

The full paper, here (link at the bottom of the page)

This post, on the magic of models.

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The magic of models in teacher professional development

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Let's say that you want to help a teacher teach differently. Or that you want to teach differently yourself. Perhaps you're pursuing a more efficient entry routine, more succinct questi...

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A new report from the Education Policy Institute (EPI), commissioned by Wellcome, undertakes a detailed review of the evidence on the impact of teacher professional development.
The study, which includes analysis from Ambition Institute, examines 52 randomised controlled trials evaluating teacher development programmes, in order to establish their impact on pupil and teacher outcomes.

Continuing professional development (CPD), which can include training courses, mentoring, seminars and peer review, can play a crucial role in improving teaching quality.

You can download the report here.

The impact of professional development on pupils

High-quality CPD for teachers has a significant effect on pupils' learning outcomes. CPD programmes have the potential to close the gap between beginner and more experienced teachers: the impact of CPD on pupil outcomes (effect size 0.09) compares to the impact of having a teacher with ten years' experience rather than a new graduate (0.11). CPD also has similar attainment effects to those generated by large, structural reforms to the school system (0.1).

Evidence suggests that quality CPD has a greater effect on pupil attainment than other interventions schools may consider, such as implementing performance-related pay for teachers or lengthening the school day.

Teacher CPD may be a cost-effective intervention for improving pupil outcomes: while there are other interventions with a larger impact on pupil attainment, such as one-to-one tutoring (0.28), these programmes are typically far more expensive.

CPD programmes generally produce positive responses from teachers, in contrast to other interventions. Large, structural changes to the school system, while as effective at improving pupil outcomes, incur substantial costs in terms of staff turnover and dissatisfaction.

The impact of professional development on teacher retention

Increasing the availability of high-quality CPD has been shown to improve retention problems, particularly for early-career teachers. While factors other than access to CPD tend to be behind teachers' decisions to quit the profession, there is evidence supporting targeted CPD programmes for teachers in the early stages of their careers.

Induction training and mentoring programmes are particularly effective for improving retention rates early on. Quality CPD has the potential to alleviate acute retention problems for early-career teachers.

Improving access to professional development for teachers

Teacher turnover is a major impediment to the effectiveness of a CPD programme: those programmes that can offer flexibility to account for volatility in the teacher labour market are more likely to be successful. Additional support for new teachers joining the CPD programme half-way through the year, could be offered to mitigate this.

Professional development is more accessible for teachers and has a greater impact when it receives sustained support from school leaders. Those designing CPD programmes can also ensure continuity by adapting to any changes in school leadership.

CPD programmes that make allowances for workload and limited teacher time are also likely to be more effective. High teacher workload represents one of the greatest obstacles to accessing CPD; interventions are likely to see success if they are both attractive and strive to minimise the demands placed on teachers.

Recommendations for future research

While research on high-quality professional development demonstrates a positive impact on pupil attainment, further studies are needed to establish the effect of CPD interventions on pupils' long-term learning outcomes. Longer-term evaluations on CPD could be achieved in a light-touch way, for example by obtaining follow-up data for studies through the National Pupil Database.

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The effects of high-quality professional development on teachers and students - Education Policy Institute

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A new report from the Education Policy Institute (EPI), commissioned by Wellcome, undertakes a detailed review of the evidence on the impact of teacher professional development.

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Questioning: Teacher Toolkit and Harry Fletcher Wood

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Questioning: Teacher Toolkit and Harry Fletcher Wood

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https://www.teachertoolkit.co.uk/2018/12/05/one-minute-cpd-42/
https://www.teachertoolkit.co.uk/2018/12/05/one-minute-cpd-42/
https://www.teachertoolkit.co.uk/2016/05/09/questioning-students/
https://www.wagollteaching.com/uploads/3/1/3/1/31318533/question_matrix.pdf
https://improvingteaching.co.uk/hinge-questions-hub/

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"Michael Bungay Stanier has written the best book on coaching." br>― Seth Godin , Author, The Knowledge Project Daniel H. Pink , author of To Sell Is Human has provided me with great takeaways." is a treasure trove of practical wisdom that takes a timeless pursuit―to turn every manager into a coach―and breaks it down into a simple set of everyday habits. If you are ready to take your leadership to the next level, you need this book.", Senior Director Learning & Development, Logitech engages you from start to finish. A simple read that is bold and direct, relatable and real, this book will change the way you communicate with colleagues at work and family at home. If you want to read one book on coaching that will resonate with you quickly and that is not overwhelming, choose this one.", VP Human Resources, Tim Hortons, Head of Global Performance Enablement, CA Technologies is funny, smart, practical, memorable and rounded in current behavioural science. I found it highly valuable for my own work and collaborations." is a thoroughly enjoyable read that immediately inspired me to adopt new habits.", CEO, American Association of Critical-Care Nurses, Michael Bungay Stanier gives managers an extremely simple yet powerful tool (just seven questions!) to help them coach their teams to greatness, each and every day.", Head of Leadership Development, Nestlé is the essence of practical coaching for busy managers. No filler, no abstract theory, no tedious stories. Just everyday, practical tools so that you can coach in ten minutes or less.", Head of Learning & Organizational Development, Twitter is a manual for applying the power of habit to the power of coaching to accomplish more with and through others. Do not read this book. Practice it. Apply it. Keep it on your desk and build your coaching habit."

"Michael Bungay Stanier distills the essentials of coaching to seven core questions. And if you master his simple yet profound technique, you'll get a two-fer. You'll provide more effective support to your employees and co-workers. And you may find that you become the ultimate coach for yourself."
― and Drive Brené Brown , author of Rising Strong and Daring Greatly

"Coaching is an art, and it's far easier said than done. It takes courage to ask a question rather than offer up advice, provide an answer or unleash a solution. Giving another person the opportunity to find their own way, make their own mistakes and create their own wisdom is both brave and vulnerable. It can also mean unlearning our "fix it" habits. In this practical and inspiring book, Michael shares seven transformative questions that can make a difference in how we lead and support. And he guides us through the tricky part: how to take this new information and turn it into habits and a daily practice."
― Dave Ulrich , co-author of The Why of Work and The Leadership Code The Coaching Habit David Allen

"What can you do to become a better leader? Michael asks and answers this question by offering aspiring leaders seven thoughtful questions that will change their leadership habits. This book is full of practical, useful and interesting questions, ideas and tools that will guide any leader trying to be better."
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"Among a plethora of books, studies and op-ed pieces about the importance of coaching and how to execute this most critical of development interventions well, it's easy to understand why students and practitioners of the craft feel confused or overwhelmed by the array of approaches, frameworks and systems extolled as "the right way."Michael Bungay Stanier has expertly cut through this confusion with his new book in a manner that is simple to understand, realistic in its intention and ultimately effective to apply. I believe this book will establish itself as a powerful and useful toolset for the professional coach, the student learner and the people manager alike."
―Stuart Crabb, Director Learning & Development, Facebook

"
"This is not just a book; this is the voice in your head, the person that sits on your shoulder―guiding you to greatness. Being a great coach is more than skill; it's a mindset, a way of being. Michael has a remarkable way of delivering that message through artful storytelling, practical examples and proven techniques. A must-have book for the coach who truly wants to make a difference."
―
― "The Coaching Habit Melissa Daimler The Coaching Habit Michele Milan

"Where others can overcomplicate the purpose and practice of coaching, Michael Bungay Stanier provides a practical and unintimidating approach to this essential habit of great leaders. He succinctly articulates the research behind the art of respectful inquiry and its role in fostering an authentic partnership among colleagues who are committed to doing meaningful work together. , CEO Executive Programs, Rotman School of Management, University of Toronto
―

"The magic of leadership occurs in daily conversations. With
―

"Fantastic . . . and where was this book when I needed it?" are the first thoughts popping into my head after reading this book. I've read countless books on leadership and coaching over my career but few brought it all together like Michael Bungay Stanier's. I love the concepts of keeping it simple and practice, practice, practice, which are key to building your coaching habit. Michael makes what some leaders see as complex a simple process, whether you are an experienced or new people leader. Definitely a must-read book."
―
―

"Bungay Stanier has it right. We are creatures of habit, and from our habits we create ourselves, our lives and the world around us.
―

Praise for The Coaching Habit:

"Michael Bungay Stanier distills the essentials of coaching to seven core questions. And if you master his simple yet profound technique, you'll get a two-fer. You'll provide more effective support to your employees and co-workers. And you may find that you become the ultimate coach for yourself."
--Daniel H. Pink, author of To Sell Is Human and Drive

"Coaching is an art, and it's far easier said than done. It takes courage to ask a question rather than offer up advice, provide an answer or unleash a solution. Giving another person the opportunity to find their own way, make their own mistakes and create their own wisdom is both brave and vulnerable. It can also mean unlearning our "fix it" habits. In this practical and inspiring book, Michael shares seven transformative questions that can make a difference in how we lead and support. And he guides us through the tricky part: how to take this new information and turn it into habits and a daily practice."
--Brené Brown, author of Rising Strong and Daring Greatly

"What can you do to become a better leader? Michael asks and answers this question by offering aspiring leaders seven thoughtful questions that will change their leadership habits. This book is full of practical, useful and interesting questions, ideas and tools that will guide any leader trying to be better."
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"Michael's intelligence, wit, articulateness and dedication to the craft of coaching shine forth in this brilliant how-to manual for anyone called to assist others. Even after four decades of my own experience in this arena, The Coaching Habit has provided me with great takeaways."
--David Allen, author of Getting Things Done

"Amid a sea of coaching books that drone on with the same old, overused conceptual frameworks, there is a gem of hope. The Coaching Habit is a treasure trove of practical wisdom that takes a timeless pursuit-to turn every manager into a coach-and breaks it down into a simple set of everyday habits. If you are ready to take your leadership to the next level, you need this book."
--Jessica Amortegui, Senior Director Learning & Development, Logitech

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Michael Bungay Stanier has expertly cut through this confusion with his new book in a manner that is simple to understand, realistic in its intention and ultimately effective to apply. I believe this book will establish itself as a powerful and useful toolset for the professional coach, the student learner and the people manager alike."
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--James Slezak, Executive Director of Strategy, New York Times

"Where others can overcomplicate the purpose and practice of coaching, Michael Bungay Stanier provides a practical and unintimidating approach to this essential habit of great leaders. He succinctly articulates the research behind the art of respectful inquiry and its role in fostering an authentic partnership among colleagues who are committed to doing meaningful work together. The Coaching Habit is a thoroughly enjoyable read that immediately inspired me to adopt new habits."
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https://www.tonyrobbins.com/podcasts/episode-8/

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January's first days and weeks often bring with them a desire to make a change. To encourage lasting change, rather than fleeting, we need to look at how we're building habits. You might be thinking of starting a new adventure, wanting to stop something or achieving that big goal you've been thinking about for a while. Whatever it is, viewing it as a goal rather than a resolution will enable you to break it down into smaller steps and form habits. When approaching our goals, motivation will often come into play at some point.

One way to sidestep a lack of motivation is to build habits through a consistent approach to your goal.

To help with this, we've gathered the 'big ideas' in habit building in one place to provide you with everything you need to know.

1. Habits emerge without our consent

In 'The Power of Habit', Charles Duhigg explains that habits are the brain's way of protecting itself so it has the energy to make more important decisions. It looks at what worked before and then implements it, most times without asking for your consent.
2. There is a clear pattern in how habits are formed
James Clear breaks down the 'trigger, routine, reward' pattern in 'Atomic Habits'. It applies to both good and bad habits, existing ones and the ones you are working towards. The trigger initiates the behaviour. The routine is the action you take, and the reward solidifies the action in your mind.
3. Think small
One of the key takeaways from James Clear is that it doesn't matter how long the routine stage takes. The key is to do the routine again and again. For example, it doesn't matter how long your workout is; just put on your gym clothes (trigger) and go to the gym (routine). Your body will release endorphins as soon as you get on that treadmill (reward), whether it's for five minutes or sixty. If you keep repeating this, you soon won't have to think about going to the gym, and your brain will know what to do as soon as you put the gym shirt on.
4. Honing in on your trigger can help break bad habits and form new ones
This idea emerges throughout literature and ideas around habits. Knowing that habits start with the trigger, we can work on breaking our habits from there. For example, a smoker might get into the habit of smoking with their morning coffee, so the trigger is the coffee itself. Knowing this can help reach a solution by creating a different habit around coffee or quitting coffee altogether.
5. Begin with the end in mind
In '7 Habits of Highly Effective People', Stephen R. Covey famously states that habits are what differentiates highly successful people from others. This idea can be applied to any goal in any timeframe. First, think about your goal, then break it down into bitesize pieces. Take some time to consider what kind of habits will help you reach that goal. Do you need to learn a new skill, maybe even develop a mindset shift? The more detailed you can be, the better.
6. Belief in yourself will help you sick to your new habits
You might have heard the quote, 'Whether you think you can or think you can't, you're right.' Charles Duhigg found that this is true even for our habits. Anyone can replace an old habit, but the key that will help you stick with the new one is your own belief that you can keep to it.
7. Morning routines can set you up for a successful day
There are many books about morning routines, one being Amy Landino's 'Good Morning, Good Life', where she breaks down how to successfully build habits for the morning that will set you up for a successful day. The key idea is that the routine is not the goal but the path towards your goal. It doesn't matter what you do as long as you can take time before the responsibilities of the day to reflect on yourself, your goals and take control of your day instead of letting the day control you.
8. Find habits that bring us joy
Marie Kondo became famous with her book series 'The Life-Changing Magic of Tidying Up', where she writes about organising your environment. However, the main ideas in the book can be applied to goals and habits. Sometimes we might find ourselves with goals we set because others expected it or habits we developed in an old partnership. By focusing on the habits that 'spark our joy', we can find more clarity to work towards the life we truly desire.
9. Habits help you create more freedom
Some people might challenge habits and routines because they feel too constrained by them and want more freedom. All the literature on habits, however, proposes a different perspective - that setting up certain habits and routines will give you more freedom. This is because by taking away indecision, you will have more time and energy for the things that are actually important to you.

Each of us has different habits, different goals and different strategies to conquer life. You can read about how dopamine fasting can help break negative habits here, which was written by Kate Baily, one of the co-founders of our Addictive Behaviours Coaching certificate.
Within The Coaching Academy the feeling of helping people achieve their life's ambitions is well known to us and we have been privileged to teach others how to experience the same. Through our coach training programmes we share how you can make a full or part-time career out of making a positive and lasting difference to others.
If you are considering training to become a life coach, you can take a first step without obligation by attending one of our free Introduction to Life Coaching webinars. This will help you make an informed decision as to whether life coaching is for you - choose from available dates here .

Are you already qualified as a coach? Our wide range of coaching training events, webinars and courses will enable you to upskill in your career or grow your coaching business - .

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Nine Ways to Build and Change Your Habits | The Coaching Academy

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The start of January often brings a desire to make a change. To encourage lasting change, we need to look at how we're building habits.

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Habits and Productivity with James Clear and Charles Duhigg

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Habits and Productivity with James Clear and Charles Duhigg

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Atomic Habits: How to Get 1% Better Every Day - James Clear

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Managing expectations around routines

Hope your Thursday is going well and you're noticing some examples of means-end conflation. This week's big idea sticks with the theme of routines, and begins to dig into implementation issues...

Big Idea 🍉

Routines can be powerful tools for learning. However, they take time and effort to establish, and typically come with an initial dip in performance. During this phase, it can be tempting to give up. Let's break it down:

At their best, routines can:

Increase time and attention for learning

Reduce the behaviour management burden

Increase student motivation, confidence, and safety

Free up of teacher cognitive capacity to monitor learning and be more responsive

However, these benefits only emerge when routines become automated. The amount of time it takes for a routine to automate depends on its complexity and how frequently we run it. Simple routines can take 20 repetitions. More complex sequences can take up to 200. It can be weeks or months before a teaching routine becomes automatic.

"Habits appear to make no difference until you cross a critical threshold."

During this automation phase, several things happen:

1. We have to invest additional attention and effort to support the change, especially in contrast to our existing habit stack.

2. Initially, we lack skill in new techniques, and so they can often feel clumsy and unnatural.

3. A new approach for us also usually means a new experience for our students, with an associated lack of familiarity and fluency.

When combined, these things can lead to a feeling (and quite possibly a reality) of reduced performance. During this phase, routines can feel like a waste of effort. And we can be tempted to give up. (especially if we are a new teacher or find ourselves in a stressful situation)

However, this effort is not being wasted. It is merely being stored 🔋

If you play the long game and stick with it, you will eventually reach a tipping point (automation) where the benefits will begin to outweigh the investment. From then on, your routine will pay back handsomely. You'll have crossed what James Clear calls the 'Valley of Potential', and you'll be unleashing all that stored effort.

But to get there, you'll need to ready yourself for a period of increased effort, discomfort, and reduced performance. You'll need to manage your own expectations.

Caveat → Automating a rubbish routine is never going to deliver value for learning. It's also important to know when to give up. Just make sure you've given your routine a chance to shine before you bin it.

So, the next time you find yourself trying to establish a new routine or habit, check your expectations and hold the line- the wins are there for the taking.

Summary
* Routines can support learning but their benefits are only realised once things have been automated.

* During the automation phase, routines often feel effortful, unnatural, and unfamiliar.

* If we don't manage our expectation, we risk giving up prematurely.

Little Updates 🥕

PS. The lovely Emma Mccrea suggested it might be better to stick with a theme for a few weeks, rather than flitting around between big ideas. Help me decide how to proceed:

A weekly 5-min email for research hungry teachers

© 2023 Peps Mccrea.

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How to build trust in schools

Big idea 🍉

Trust is a critical component of effective education. However, it relies on us having healthy reserves in our 'trust account'. Let's dive in:

Trust is a big factor in situations where we're not fully in control-where we have to place our resources, decisions, and future in the hands of others. School is a prime example of such a situation.

As teachers, we continually ask our students to place their faith in us-that our guidance and action will benefit them over time. And as colleagues and leaders, we rely heavily on each other for job security, success, and satisfaction.

When trust is present, we embrace suggestions from others about where to allocate our attention and effort. When it is absent, we can view direction from others as an inconvenience, or even with suspicion, and reject it altogether.

It is no surprise that high levels of trust in school are associated with student motivation, positive attitudes, and academic engagement, as well as teacher improvement (eg. via openness to feedback) and organisational success (eg. via psychological safety).

"Trust is built and maintained by many small actions over time."

Trust is important in schools, but it is not something we simply have bestowed on us by default. Rather, it is something we must earn over time -it is a form of social currency. We can grow our 'trust account' by demonstrating:

1. Credibility Is my teacher/colleague knowledgeable enough to lead me in the right direction? Achieve this by building and showcasing your accomplishments and expertise, in teaching and beyond. Get others to vouch for you.

2. Consistency Is my teacher/colleague predictable and fair? Demonstrate this by being transparent in your values and expectations. Communicate them regularly and ensure they align with your actions. Exhibit steadfast emotional stability.

3. Care Does my teacher/colleague understand and look out for me? Exhibit this by taking visible action to show you know them, you are on their side, and you have their interests at heart. As Roosevelt once said: "kids don't care what you know until they know that you care" (and the same is probably true for adults).

Nuance → All three of these investments are critical, but their balance shifts with context. Downward trust (eg. of teachers by leaders) prioritises competence and consistency, whereas upward trust (eg. of teachers by students) leans more heavily toward care.

Note → Caring for someone not necessarily the same as being 'nice'. False promises-such as telling people that things will be easy or that they will be successful, when they may not-only serve to erode trust over time.

Trust takes time to earn and discipline to keep. But as any experienced hand will tell you: it's worth it the investment. School is so much more impactful and enjoyable when students have confidence in their teacher and colleagues have confidence in each other.

How big is the 'trust account' in your classroom or school? What would you prioritise to build it further?

Summary
* Trust is critical in situations where we are not fully in control, such as school.

* Trust is a form of social currency-we must invest in it, if we are to drawn down on it.

* We can earn trust over time by demonstrating credibility, consistency, and care.

Little updates 🥕

Now, before you dash off...

Evidence Snacks has been up and running for a few months now. I just wanted to pause, say a HUGE THANK YOU for giving it some of your time, and cheekily ask for a little more! So, if you're up for giving me 30 of your seconds, I'd love your take on what you like and what I do can even better:

A weekly 5-min email for research hungry teachers

© 2023 Peps Mccrea.

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Blog post from Pep's Mccrea on checking for understanding in the classroom

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Blog post from Pep's Mccrea on checking for understanding in the classroom

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In valid and efficient ways

Hope this week has been kind, and that you've been thinking about responsiveness in the classroom. This week, we're keeping on theme with a dive into the attributes of effective formative assessment...

Big idea 🍉

Responsive teaching is about making small course-corrections to our teaching as we go. This rests heavily on us having a secure knowledge of what our students know (and don't know) at every point along the way.

Which is why great teaching entails regularly checking for understanding.

However, not all checking for understanding is equal. The best approaches (A) allow us to be confident in the course-correcting decisions we make, and (B) take as little time as possible so we can maximise the time our students spend learning. They are both valid and efficient.

"Teaching without formative assessment is like painting with your eyes closed."

Let's consider some examples:

1. Loaded assumption

This is when we ask things like "everyone got it?" (while nodding our head) or "any questions?" (while looking away) or get students to Red-Amber-Green their work.

If students haven't 'got it', self-esteem preservation means they are unlikely to announce this. Or they might think they do get it even if they don't. Assuming the best and relying on the subjective perspectives of novices may well be quick, but it leads to pretty wonky course-correction.

2. Skewed sampling

This is when we ask things like "what's an adjective?" and then take answers from those students to offer them.

We're assessing what students know (rather than what they think they know) and so this is better than loaded assumption. BUT, we're still only taking a sample, and one that is skewed by those confident enough to put their hands up. We can of course improve validity by random sampling and asking more students, but then efficiency starts to take a hit.

3. Whole-class questioning

This is when we pose a question and gather objective answers from the whole class, almost simultaneously. Such as putting a multi-choice question on the board and prompting students to answer using their fingers, or getting them to spell a word on their mini-whiteboards.

Compared with loaded assumption or sampling, whole-class questioning can allow us to be much more confident about what our students know (and don't), in just as little time. It is both valid and efficient.

Bonus → As well as being an effective approach to checking for understanding, whole-class questioning also increases the number of student who are thinking hard about the topic (aka ' ratio'). As a result, it is good for developing understanding as well as assessing it.

Caveat → Effective whole-class questioning requires sharp execution. If you don't get all students to answer at once, some will end up opting out or copying peer responses (and you'll end up with a skewed sample again).

Summary
* Responsive teaching relies on regular checking for understanding.

* Checking for understanding is most powerful when it is valid and efficient.

* Whole-class questioning is a powerful approach, but requires sharp execution.

Challenge → How often do you check for understanding? What are your go-to approaches? How might you make them more valid and efficient?

Little links 🥕

A weekly 5-min email for research hungry teachers

© 2023 Peps Mccrea.

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In Good Company with Jo Wheatley and Zoe Hawkins

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https://www.open.edu/openlearn/health-sports-psychology/psychology/everyone-can-learn-coach-coaching-the-oscar-model

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The OSCAR Coaching Model - Coaching Skills Articles

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The OSCAR coaching model was developed in 2002 by Karen Whittleworth and Andrew Gilbert with the aim of enhancing the GROW coaching model. The OSCAR

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https://www.youtube.com/watch?v=6f3X2PEsV-Q
https://www.youtube.com/watch?v=vRUOXFspjgc

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Coaching is a beautiful, collaborative process between coach and client.

Being effective in this profession takes a certain amount of skill beyond being a good listener.

Asking the right types of questions to encourage a client to have a personal insight into their own growth is the overall goal. Having a framework for those types of questions is incredibly helpful.

The GROW model is one of the most popular coaching frameworks. The approach can be used in a wide variety of coaching modalities. In this article, we'll explain more about this approach to coaching leadership and personal development.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free. These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

What Is the GROW Coaching Model?

This framework for coaching was developed in the 1980s by Sir John Whitmore and his colleagues at Performance Consultants International. He wrote the book Coaching for Performance (1988), which has been widely used for decades. Seeking to find a more effective way to lead in business, GROW was developed to create stronger leaders. The approach has helped improve performance across the globe.

GROW is an acronym for the following components:

Goal (aspirations)
Reality (current obstacles or situations)
Options (strengths, resources)
Way forward (accountability and personal actions - what, when, by whom, and the will to do it)

This model takes goal setting to a higher level. Well-set goals are inspirational and challenging. When reaching for a broader goal perspective with this approach, leaders are more productive, self-motivated, and fulfilled.

Coaches aren't viewed as having the answers for their clients. Effective coaches ask the powerful questions that open their clients up to their own potential within this solution-focused framework. Empowered people don't need someone else to have the solutions; they are given opportunities to find solutions for themselves.

This model is frequently used in organizations. When GROW is utilized, the culture of the organization allows growth for all employees, starting with leaders. Establishing a coaching culture helps hold people accountable for their actions in all directions.

Finding clarity around a goal allows for the structure of GROW to begin with what matters first. This type of clarity helps an individual or group to envision the steps required to move forward. This structure opens people up to broader goals and enables them to find a personal connection to that goal.

A desired change can tow emotional reactions with it. The reality stage of GROW allows people to explore their motivational connection to the goal. This part of the structure allows for the exploration of strengths and how they will support forward movement.

In the options stage of the GROW model, people are supported as they brainstorm various strategies to meet the needs of the goal. It is a vital stage to allow participants' imagination to roam. It can be incredibly fun to imagine an unlimited budget and resources.

After the process of generating abundant options, the way forward portion of the GROW model harnesses the client's will to create action plans. During this phase, a coach can find out what their client is actually willing to do to move toward their goal. This phase creates opportunities for accountability and structure for tracking future progress.

It is recommended that most of the coaching session time be spent in the goal and reality phases when utilizing this model. When goals and reality get thoroughly explored, deeper vision helps clients to move forward more easily. This model doesn't have to be absolutely linear. Revising the first two phases is sometimes helpful in sparking higher commitment to goals and actions.

6 Examples of the GROW Coaching Model

The GROW model can be used in a variety of settings.

The framework allows for adaptability in creating coaching cultures. Once this culture becomes the norm, this framework allows for people to work and live together more harmoniously and productively.

1. Management/organizations

Every leader should know some form of coaching skills. The GROW model is terrific for creating a scaffolding for building employee growth potential. The structure allows for the coachee to lead the conversation and will enable the manager to better understand the employees' personal connection to goals.

A coaching culture provides the opportunity for employees to feel heard through improved communication skills. It also develops rapport and camaraderie within an organization. Human beings who are more connected to a common goal will move toward that goal with better results.

2. Individual

Coaching the individual allows for a safe space to explore personal motivation toward growth-related goals. GROW can be used as a framework for any type of goal. Personal development can occur in any setting, whether it's business, health, or any other area where obstacles need to be overcome.

3. Group or team

The GROW model can be utilized in a team or group setting to clarify team goals better. Building teamwork through group coaching is a powerful way to initiate team motivation toward common goals, as well as improve morale. Group coaching helps to get everyone on the same page and to define roles and personal responsibility toward team goals.

4. Parenting and teaching students

Like managers, parents and teachers should all have coaching skills in their tool bag.

Communication in families can prove to be difficult if children are not able to speak their values. Utilizing Socratic questioning allows kids to realize their potential and their motivation to achieve personal goals (McLachlan, Eastwood, & Friedberg, 2016). GROW allows an easy framework to broaden children's minds and to help parents and teachers better understand children's perspectives.

5. TGROW

A variation of the GROW model that is important to note is TGROW, where T stands for topic. Before heading straight to goals, an exploration of the topic that the coachee would like to focus on better attunes them with their expectation in a session.

From time to time, human beings need to explore a topic that is unrelated to other areas of growth. Allowing first for topic exploration puts the coachee in the driver's seat for the coaching conversation.

6. GROWTH

Another alteration of the GROW model adds tactics and habits to increase specificity toward goal attainment. The T asks questions about the specific steps the client will take toward goal achievement. The H establishes how success will be maintained.

This alteration of the GROW model allows the client and coach to forge a more precise plan. It also illuminates daily personal responsibilities and actions that one must take to stay on track.

40 Best GROW Model Coaching Questions

Although there are many potential questions to ask in a coaching session, below is a list of the 40 best coaching questions.

Goal

Reality

Options

Way forward

5 GROW Coaching Model Exercises and Worksheets (+ PDF)

The GROW model is a great way to weave coaching and positive psychology together.

We know from Self-Determination Theory that autonomous motivation is important in effective goal setting (Deci & Ryan, 2008).

Utilizing the goals portion of the GROW framework is therefore vital to connecting with a client's motivation.

Opportunities to introduce concepts in positive psychology that a client may be unaware of are plentiful in coaching relationships. Through the introduction of VIA character strengths, clients can begin to build creative ways to utilize their strengths in their lives and workplaces. More engaged employees produce better results (Robison & Gandhi, 2019).

Goals

In the goals section of the framework, helping a client realize their strengths and align them with their goals is a helpful exercise. Goals are anchors for hope (Oettingen & Gollwitzer, 2002), and the more human beings are aligned with their core values in movements toward those goals, the better engaged people will be in participating in actions that will make those goals realized.

Here is a helpful goal-setting exercise to use with clients.

Reality

When working in the reality of the GROW framework, it is important to remember how perspective works. If a client has never experienced the beauty of reframing and growth mindset conversations, it would be a perfect time to serve them with this information.

Broaden-and-build theory (Fredrickson, 2001) gives clients the ability to open themselves to possibilities through increased positive emotions. By asking a client about what is working well, you can help their brains become more open.

Offering your clients unconditional positive regard gives them an opportunity to explore their personal perspective. This area of GROW allows for an invitation for self-assessment. This part of the framework can illuminate the information that is required to adequately solve problems.

Here is a helpful reality worksheet to use with clients, with more shared in our Unconditional Positive Regard worksheets article.

Options

The options = of the GROW framework can be magical. It allows clients to explore possibilities and choose which of those possibilities will best move them forward. When the client develops these options, they are more motivated and emotionally connected to them.

Here is a helpful options worksheet to use with clients.

Way forward

Each coaching session will reveal a way forward for the client. A coach's job is to collaborate with their client to assist them in connecting with what they want to do and how they will take their next step. This portion of the framework helps to develop a commitment to goal achievement.

This stage of the GROW model clarifies action steps and prepares a specific plan forward. Identifying future obstacles allows clients to plan ahead and keep the momentum going when these obstacles inevitably pop up. Having an accountability buddy in the process will help a client hold themselves to what they said they were going to do.

Here is a helpful way forward worksheet to use with clients.

The GROW model can be utilized in online group coaching, as well. Here is a helpful GROW With Your Team exercise to use in a group setting. It's useful to have a framework in place when many voices need to be heard.

GROW Model Coaching PowerPoint Templates

The templates in this presentation highlight the "how" of the GROW model. It is a helpful presentation to offer leaders in any area responsible for others. These GROW Templates explain the GROW model.

A Take-Home Message

The GROW model is a simple yet highly effective coaching framework that can be used in any coaching setting. When a coach creates a reliable scaffolding for a session, the client can easily move through whatever they need to explore to decide what action steps, if any, they'd like to take moving forward. It can be adapted to fit into any setting where decisions need to be made or obstacles overcome.

The benefit of having structure when coaching is that the client-chosen topic can move forward on their terms. It helps set an agenda, and open-ended coaching questioning allows clients to be open to the possibilities that might be revealed. Holding space for other people is hard work. The GROW model makes the process a little more structured.

We hope you enjoyed reading this article. Don't forget to download our three Goal Achievement Exercises for free.

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What Is the GROW Coaching Model? (Incl. Examples)

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The GROW Coaching Model framework aims to ask clients the right types of questions so that they can get insight into their personal growth.

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Report on how to further develop pedagogical practice sustainably

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Report on how to further develop pedagogical practice sustainably

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How to connect learning in the classroom

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How to connect learning in the classroom

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https://www.growthcoachinguk.com/resource/curious-convos-webinar-instructional-coaching-balancing-inquiry-and-advocacy/

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1. Home

2. Resources

3. Curious Convos Webinar - Instructional Coaching: Balancing Inquiry and Advocacy

Instructional Coaching: Balancing Inquiry and Advocacy

For this Curious Convos webinar we were delighted to bring together four global leaders in coaching in education:

Dr Jim Knight, Senior Partner of the Instructional Coaching Group, Kansas, USA;

Professor Christian van Nieuwerburgh, GCI Global Director;

Professor Rachel Lofthouse, Director of CollectivEd The Centre for Mentoring, Coaching and Professional Learning at Leeds Beckett University, UK; and

Chris Munro, GCI Executive Director.

They discussed Instructional Coaching: what it is and is not; the research underpinning it; what it looks like when it's done well; and some of the contextual considerations when implementing Instructional Coaching in schools and other education settings.

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Curious Convos Webinar - Instructional Coaching: Balancing Inquiry and Advocacy

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Home Resources Curious Convos Webinar - Instructional Coaching: Balancing Inquiry and Advocacy Instructional Coaching: Balancing Inquiry and Advocacy For this Curious Convos webinar we were delighted to bring together four global leaders in coaching in education: Dr Jim Knight, Senior Partner of the Instructional Coaching Group, Kansas, USA; Professor Christian van Nieuwerburgh, GCI Global Director; Professor Rachel Lofthouse, Director of CollectivEd The Centre for Mentoring, Coaching and Professional Learning at Leeds Beckett University, UK; and Chris Munro, GCI Executive Director.

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Research paper on the importance of coaching in for students and teachers

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Research paper on the importance of coaching in for students and teachers

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Here be dragons - myth busting Instructional Coaching for teachers | Leeds Beckett University

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There is a bit of a buzz around instructional coaching in English schools at present. It is also being used as a mentoring model to support the Early Career Framework (ECF) and an adapted version of instructional coaching has been rolled out to thousands on early career teachers (ECTs) and their mentors in 2021-2.