Benefits of

Well-being & Confidence 

Solutions Coaching

for

Education

"The Psychology of Excellence"

 Coaching Skills for teachers and students
 
Personal one-to-one sessions
One hour 'small group' training session
Two hour Inset,
Half day or
One day course

In an Introductory one hour session you can get to grips with this

powerful skill through:  

  • understanding the benefits of coaching

  • learning how to use 2 key coaching tools

  • using coaching skills in the classroom

In the 2hr and Half/Full day sessions we can go deeper into -

  • further practical ways to introduce coaching methodologies 

  • observing a live demonstration coaching session

  • develop coaching skills to enhance teaching and learning

  • conversational coaching skills for everyday use

Seminar or Workshop Introduction to Reinvention Coaching 

                                              [the Solution-Focused way]

Understanding what coaching is (and isn’t), will give you the tools to integrate coaching techniques into teaching, team interactions, management and

leadership as well as helping you appreciate what personal coaching could achieve in your school.

 

'Solution Focused coaching has improved me as a leader, a teacher and a learner. I'm better at listening to what people are really saying and I look for strengths in children, colleagues & parents that help us learn better. Colleagues who have been coached address problems more resourcefully , expecting [and usually achieving] success. Focusing on what works does wonders for motivation.'

Trevor, Deputy Head, Oldham, 2013

Personal coaching can empower staff & students to achieve their Goals

 

One-to-one coaching

  • maximise your professional &/or personal development

  • improve classroom dynamics

  • strategies for reducing stress

  • be confident in your skills/strengths as a teacher

  • take your career to the next level

  • develop a deeper 'growth mindset'

 

Assemblies & Tutor 'coaching' Sessions

  •  transform student well-being using Mindfulness techniques

  • increase student concentration

  • improve student performance

  • decrease stress/anxiety levels

  • dissolve negative self-talk 

'Solution-Focused Coaching is very much part of the language of education today. Strategies from the DfE and programmes from the National College for Teaching and Leadership reference and endorse coaching as a method of school improvement at all levels. This is largely because coaching is about maximising potential. It seeks to develop people, helping them to become 'even better' and more 'conciously competent' in their roles. This enables schools to achieve and sustain improvements, building increased personal capacity in teachers and children alike. Coaching also offers an important way for schools to demonstrate that the maxim 'people are our most important resource' is really true.'

 

from research by Hook, McPhail & Vass, 2010

Recent research suggests that;

 

  • Successfully engaging with an holistic Coaching approach in schools supported by Mindfulness practice [focusing on the pursuit of meaning and purpose] is more predictive of student long term well-being than the successful pursuit of pleasure or intellectual achievement.      [Geelong Grammar School, Australia, 2014]
     

  • Setting yourself and your students SMART Goals (growth mindset) is an important way of achieving a balance between challenge and skill.  [Carol Dweck 'Mindset: How you can fulfill your potential' 2006]

 

  • Successful teams achieve at least a 3:1 ratio of positive comments/statements to negative in meetings – flourishing marriages require a 5:1 ratio.  [Bridget Granville-Cleave 'Benefits of Positive Psychology', 2012]
     

  • Self-belief and Self-discipline are much better predictors of high grades and a corresponding growth in potential than IQ levels (USA Californian University study 2009)                          * The Geelong Grammar School experiement       suggests coaching can transform both.

07974387775

BA, PGCE, EMCC Dip, NLP Pract., Hypnotherapy Cert.

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