Not teaching, but coaching creating a self-development culture in a classroom
MONIKA GROCHALSKA
monika.grochalska@uwm.edu.pl
University of Warmia and Mazury in Olsztyn, Michała Oczapowskiego 2, 11-041 Olsztyn, Poland
Abstract:
Nowadays we hear a lot about coaching, but what does coaching really mean? Why does it matter? What is more, the notion of edu-coaching has also emerged in recent years, and this idea seems to be gaining popularity. But can coaching replace traditional classro-om education? To what extent could it be useful at school? In the fi rst part of this article I would like to define what coaching is, how it is different from mentoring and how it can be used to support pupils and teachers at personal, team and whole school levels. Undoubtedly, there are obvious benefits of coaching for students, staff, school as well as coaches. There are three core skills of coaching: listening, questioning and reviewing. To be a good coach, a teacher should understand how to be a good listener and how to ask proper coaching questions. They should ask questions that help them and the coached/the pupil to review, refiect and to clarify matters throughout the lesson. There are some coaching tools that can be used at various stages of the coaching process at school, including the balance wheel, rating scale, bisociation, viewpoints and motiva-tional record. A teacher can successfully use coaching on the basis of the GROW (Goal, Reality, Options and Will) model. It can support the teacher’s development and his practice as a coach. As indicated in the on-line articles for teachers, starting professional training is also worthwhile.
Key words:
coaching in education, self development, school
DOI: 10.15503/jecs20132-273-287
