Effective coaching

CLC: Building Trust as a Process of Coaching September 25, 2013 There are many fears today among educators. Many of their fears are related to such things as safety, curriculum, testing, assessing students appropriately and not being able to reach students. Fear stops a lot of us from doing so many things. Fear is defined as a “distressing emotion aroused by impending danger, evil, pain, etc. One thing that is amazing about fear is that it can be imagined.

Meaning that we can have fear that isn’t causing a threat at that particular moment, or it could have never actual caused threat, but it can stop one dead in their tracks and prevent one from following one’s goal. Although, coaches should encourage self-directed thinking about instruction that is based on reflection and student outcomes, some educators fear that instructional coach would be too Judgmental. However, instructional coaches can help in a number of ways. The skill of coaching is in knowing what is necessary and unnecessary.

According to Tilts, (2003) coaching provides support to the participants in a variety of areas, such as behavior, capabilities, perspective, social skills, and even identity. The instructional coach should help a person improve or succeed in a specific area and points them in a greater direction. With the guidance of an instructional coach, the teacher is able to create a culture for learning environment that is engaging, challenging and rewarding. In this environment, students should be involved in classroom interactions that encourage active participation.

We should focus on how providing students with different learning accommodate the individual needs of each child while engaging students in the exchange of ideas and providing them an opportunity to ask questions and seek answers. As teachers we must find the most effective ways to stimulate intellectual growth among our students. In doing so, we must use a variety of research-based strategies that reflect different learning styles, motivates, and challenge students. I believe it is very important for students to be engaged in the learning process.

Students are responsible for their own learning, but as teachers we can inspire their sire to learn which leads me to believe that all students are capable of learning, but not using the same strategies and not at the same rate. Continuing to improve upon our teaching methods and learn new tricks of the trade will in a sense make our Job easier; minimizing the motivation factor because we are addressing the abilities of students on an individual basis. Effective coaching requires adaptations of growth in modeling that raises awareness, deepening learning, generating responsibility and building self-belief in the individual being coached.