Why use ICT in learning
Diversity, originality, engaging, level playing field for all children at different learning stages and motivations, knowledge of anything available, engaging, educating, informing parents and community, endless potential and possibilities, motivation, creativity. Enable children to think and adapt to technological world they will be moving into.
A Coach’s role
Active listening enables deeper conversations
Takes time but is valuable
Learning about others thinking
Value others ideas
Affirmations not necessary
Expectations change no longer waiting for direction and being told what to do
Allow for them to take responsibility for their learning
Allow room for ownership of learning
There for them
We can learn from them
A chance to talk about their professional role and impact on their learning
Suspending judgement and disclosing your views/ideas
Develop awareness of what we are doing
Active listening is a skill!
A Speaker’s role
Challenging to stay focus
Is a skill
Conditioning that we need to change
Values the speaker as a teacher and valuable input
Feel accepted and respected and valued
Develops relationships and trust and their self-esteem and their practise is worthy
Makes connections
Allows time for willingness to be vulnerable – sharing what they are fearful of.
Avenues to investigate coaching and mentoring further
Teacher appraisals
Parent interviews
In staffroom when teacher voices a problem – Tell me about it
Reflective questioning
Allows time and space reflect in depth
Exploring values and beliefs about learning
Articulate and justify what they are doing and why
Take responsibility for learning and progress
Tap into their energy to see what they will try and experiment with
Answers are already in you!!
3 levels of questioning – clarifying, intended consequences, exploring outcomes (vision of ideal outcome) bigger picture questions that create motivation to change
Rules for reflective coaching
Base question on real experiences
Non-judgemental objective wording
Follow up initial question
Maintain neutral tone of voice
Use active listening,
Don’t give advice
Don’t break into conversation
Using questioning - coach
Don’t give advice or own experiences
Choosing questions
Ask for time to choose a good ?
Don’t try to wrap it up - let it flow
Can develop empathy
Body language
Use of a pause is very powerful thinking time!!!
Similar challenges,
Like minds are meeting
1 problem may link to many other problems, make the connections
Timing for pertinent questioning in coaching
Advice can fall on deaf ears because they are not you.
There’s no right or wrong
Sharing professional practise
Using questioning - Speaker
Develops emotions which may be difficult for them
Building relationship removes feeling of being judged
Listen and any question will take them to another depth of thinking
Discover own answer through talking and great questioning
Co constructing an answer
Thinking out loud
What will I see during coaching
Engagement
Reflection
Use of pause
Use of language
Sharing of some great ideas –
Opportunity for tall poppy syndrome – be aware
What is a great idea?
Develop awareness of possibilities - being conscious of what we are doing.
Honouring what people are trying out.
Developed by playing and risk taking
How do teachers getting new ideas?
They need to see and hear how things could be.
Why coaching?
Coaching allows teachers to own the learning and makes it sustainable for a school and encourages them to apply it in practise
Modelling in a way that can be used in classrooms
Challenges our own assumptions
Removes barriers and opens avenues for problem solving
Belief in the people you work with
Are the staff a part of the solution or part of the problem?
Resistance comes from being forced to doing something they not ready or feeling threatened.
What people are thinking and what you think they are thinking can be miles apart.
Creates better teaching practises in classrooms
Opens avenues for new learning between teachers and their students
Develops reflective practises
An opportunity to get teachers to commit to something they see as achievable to develop themselves as an ICT learner
Self assessment
Ownerships starts with self assessment
Pass the power – strength, area for development, opportunities, threats
- List a couple of strengths you can draw on to help you today
- Areas for development you need ideas for to achieve your goal.
- What opportunities are there for you to make it happen?
- Some blocks that may restrict you to achieving your goal.
Growing inquiry – instead of setting goals
Start with reflective interview session – listening,
What are you going to do that is different from what you have tried already
Y chart on success vision of end goal
Use for angry parent, child,
Specific -
Measurable – describe what it will look like, feel like, what people will be doing, why its important
Achievable
Relevant
Timed
G - grow the inquiry
R – reality – achievable? What will work and not work? Offer some feedback, challenge and question assumptions, review aims
O – options advice given but cover all options, challenge for more options, invite suggestions, be creative no boundaries then offer suggestions as an invitations then explore best option and make choices. Review inquiry and is choice most relevant
W – wrap it up , will and commitment, agree on initial actions, SWOT, support needed if any, time specific, Come back to it again to reflect on how It went.
These are not linear.
1 comment:
Wow Laetitia you are certainly on the case. Well done for getting all your notes up on this blog so soon after the course. I enjoyed reading through these notes and making lots of connections to what I was hearing and thinking about the day before when I was at the COPA meeting. Jan Robertson is an engaging presenter who is able to move things along at a fairly quick pace and model all the processes she talks about. Listening is certainly one of the hardest things to do... staying focussed and not thinking of anything else. The depth of thinking is far greater when listening and new ideas can emerge from reflective listening.
Post a Comment