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Question Two: What are the coaching questions or processes will help you in your work in school?

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Question Two: What are the coaching questions or processes will help you in your work in school?

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Q1: Goal vs Problem: Need to constantly review the Goal Statement so that will not side track. Clearer what is the problem and what is the goal.

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Q1: Goal vs Problem: Need to constantly review the Goal Statement so that will not side track. Clearer what is the problem and what is the goal.

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Question One: What are the challenges in helping your coachee/teachers to forward?

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Question One: What are the challenges in helping your coachee/teachers to forward?

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Q1. The coachee not too open to new ideas and  give up easily after not seeing immediate results.

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Q1. The coachee not too open to new ideas and  give up easily after not seeing immediate results.

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Q1 Coachee may not have enough viable options to move forward. But Coach has many options and feel like telling the Coachee.

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We could make use of "positive assumptions" questions to help us move forward.

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level of trust is needed as both parties are comfortable sharing in our current context. Back in school, especially with JH  will be difficult

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level of trust is needed as both parties are comfortable sharing in our current context. Back in school, especially with JH  will be difficult

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5) Coach need to be skilled in helping coachee identifying his area that needs help but directing him using questions only.

6) When teachers come up to us for help, using coaching techniques on them may frustrate them as they rather you give the answer than make them think about it themselves through our numerous questions. When is a good time to do coaching?

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1. Informative
2. Relational
3. Hypothetical
4. Behavioural
5. Paradoxical
6. Metaphorical
Learning the use of Circular and Linear questioning techniques to help me in the coaching.

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Coachees must themselves give permission and want to be on board for the coaching experience.

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Q1: As a coach, I find myself having to manage the temptation to offer options to my coachee.

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Q1: As a coach, I find myself having to manage the temptation to offer options to my coachee.

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Time may be a concern especially when it needs several sessions for the whole process.

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1) Both parties need to see the trust (not part of evaluation) so that the conversation will be deep.
2) Important to be clear about the relationship (e.g. JH-RO relationship may be sensitive)
3) Challenging to keep suggestions but to nudge/prompt coachee to think for himself/herself (need to refrain)
4) Challenging when coachee cannot identify his/her area of needs
5) Need for coach to gain more experience
6) Time-consuming: Coachees  Coach may need to be patient and both need to understand the process
7) Importance of centering to find the balance

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coaching questions and centre on the person so even if it's not a coaching , it also helps us in helping people.

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1) Officers who may be stagnating and may benefit from coaching (to elicit reasons & deeper thinking on their present situation and help them to grow/develop further)
2) Unmotivated students - coaching may be a good starting point to effect change
3) Building the trust and finding the right time to approach
4) Choice of questions to be used (at the right time) is crucial
5) Can be incorporated into work reviews (start with goal setting at the beginning of the year) with JHs and dept members (aligned to EMPS work review sessions)
6) Process of sharing and making a commitment  between coach and coachee can help motivate coachee to try and meet his/her goals
7) Assurance of confidentiality clearly stated during the coaching session (helps to build trust)
8) Pre-context setting to explain guidelines and expectations prior to coaching session
9) Help guide officers to think about areas which they can have control over
10) Help coachees do a deeper self-reflection
11) Strengthen school culture if coaching is implemented well

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Q2: Focusing on the objective of the session. 

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Q2: Focusing on the objective of the session. 

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Getting the teacher to explain more to understand the situation.

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Coaching can be a time consuming process. Does our schedule in schools allow us the time and space for fruitful coaching sessions to take place?

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Time is a factor. Teachers or students have to go for classes etc.
1. Set up objectives so that it will not be left as a "cliff hanger", what to do for the first session
2. Set directions to what to do in the second session and what is to follow up

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"Is this really what you think?"

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I like the metaphorical questions, because provides a visual for the situation / problem / challenge, so that further questions can be asked. Also, it creates some distance between the coachee and the problem for a different perspective.

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Qn 2. Building Trust at the start is important so that coaching process will be more smoothly

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Qn 2. Building Trust at the start is important so that coaching process will be more smoothly

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To be reality, try to find good opportunity to have a bite-sized coaching session with teachers as a start, moving/building on if the coachee feels good of our previous coaching session.
If fail, look for another coachee to practice coaching skills : )