tGuide (2) ADAPT to CHANGE a Culture for Coaching
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Transcript of tGuide (2) ADAPT to CHANGE a Culture for Coaching
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8/13/2019 tGuide (2) ADAPT to CHANGE a Culture for Coaching
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Empowering Diverse Learners through Academic Coaching t-GUIDE
ADAPTTOC
HANGE:AC
ultureforCoaching
1
ADAPT TO CHANGE: A Culture for Coaching
SPECIFIC OBJECTIVES:Bytheendofthesession,theparticipantsareable
to:
Cognitive:1. Identifythebasicconceptsincoaching2. Determinetheroleofacoachinacoachingrelationship3. Relate coachs selfesteem and selfconfidence to effective
coaching
4. DifferentiateselfesteemfromselfconfidenceAffective:
5. Realizetheneedforacademiccoachinginimprovingstudentsacademicperformance
6. Recognizeindividualsuniqueness7. Valuetheirroleasanacademiccoachtotheirstudents8. Appreciate the importance of having a high sense of self
esteemasacoach
9. InternalizetheneedtoexudeselfconfidencePsychomotor:
10.Find their group assignments using gestures and bodylanguage
11.DecodetheCoachingCodes12.AccomplishtheKnowThySelfworksheet
MATERIALS/EQUIPMENT:
Topicslides Timer LCDprojector Computer unit with MS PowerPoint 2003 and multimedia
player
Computerspeakers Whiteboard Whiteboardmarkers Whiteboarderaser CheatsheetforFacultyFeud PrizesfortheFacultyFeud Meta
Cards
with
definitions
of
coaching
CheatSheetforDecodingtheCoachingCode Stripsofcoloredpaperscontaininganimalnames(i.e.monkey,
snake,horse,cat,andchicken)
Animalcutouts(i.e.monkey,snake,horse,cat,andchicken) Manilapapers(precutforDecodingtheCoachingCode) Pentelpens Scissors
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AdapttoChange
Slide1of30
A Culture for Coaching
AdapttoChange
Slide2of30
AdapttoChange
Slide3of30
Question#1:
WhataretheTop4causesfordropping
amongmalestudentsinhighschool?
Maskingtape PrizesfortheDecodingtheCoachingCode Worksheet1:KnowThySelf Pencils VideoClip1:Selfesteemvs.Selfconfidence
TOPIC PREPARATION:
After the Pretest or the morning break, the trainer distributes the
colored strips of papers containing the animal assignments of each
participant. Remind the participants not to open the strips of paper
untiltoldtodoso.
TOPIC PRESENTATION:
ThetopicwillrevolvearoundAdapttoChange:ACultureforCoaching.
Discussions
will
include
theDefinitionofCoaching,RoleofaCoach,and
thedifferencebetweenSelfEsteemandSelfConfidence.
SESSION1 TimeFrame:(2hours)
Thiswillbethesuggestedflowofdiscussion.
1. Springboard:FacultyFeud(15minutes)Thetrainer will divide the participants intotwogroups.From
each group, three memberswill be chosen torepresenttheir
respective groups for the first question. The first triad will
come forward suchthat onegroup willbe on the left side of
theroom
and
called
Faculty
Team
A
while
the
other
group
will
be on the right side and called Faculty Team B like in Family
Feudsetup.Thetrainerwillbeaskingthefirstpair(onefrom
each group) to come forward near the trainer for the first
question. Attheendofthequestionandasthetrainergives
the GO signal, the participant who raises his/her hand first
willhavetheopportunitytoidentifyoneoftheanswersbased
on the survey. The other participant will also be given an
opportunity to give an answer after the first participant. The
participant who provided the answer with the higher rank in
thesurveywillbeaskedtoPASSorPLAY.Ifhe/sheoptsto
play, his/her group will be given the opportunity to give the
other
answers
with
the
help
of
the
two
other
members
of
the
group.Ifhe/heoptstopass,theothergroupwillbegiventhe
opportunitytogivetheotheranswers.
Ifthegroupisabletogiveallthecorrectanswers,theywillbe
givenonepoint.Ifthegroupfailstoprovideacorrectanswer,
theothergroupcouldSTEALthepointbygivingonecorrect
answer. If the other group still fails to give a correct answer,
thefirstgroupretainsthepoint.Notethat,onlyonepointwill
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AdapttoChange
Slide4of30
Question#1:
WhataretheTop4causesfordroppingamongmalestudents inhigh
school?
Survey
saysWork No money for projects/school contributions
Lazy to attend class Difficulty meeting requirements
1
2
3
4
Show all
1 Work 3 No money for projects/school contributions
2 Lazy to attend class 4 Difficulty meeting requirements
Show
begivenforeachround.
If both groups werent able to provide a correct answer, the
trainerwilljustflashthecorrectanswersonebyoneandmove
on to the next question by calling the next three members
from each group. The game will go on until all the four
questions
are
asked
by
the
trainer
and
the
corresponding
scoresforeachteamhadbeenestablished.Thegroupwiththe
highestscorewinsthegame.
Thetrainerremindstheteamstogivespecificanswers.
The questions to be asked by the trainer with the
corresponding survey responses are based on the study
conducted by Fe Josefa G. Nava of the College of Education
from University of the Philippines, Diliman, Quezon City
releasedDecember9,2009follows:
1. WhataretheTop4causesfordroppingamongmalestudents
in
high
school?
Top1:Work
Top2:Lazytoattendclass
Top3:Nomoneyforprojects/schoolcontributions
Top4:Difficultymeetingrequirements
2. WhataretheTop5causesfordroppingamongfemalestudentsintheelementarylevel?
Top1:Takingcareofsiblings
Top2:Work
Top3:
Lived
far
from
school
Top4:Nomoneyforlunch/projects/school
contributions
Top5:Sicksibling
3. WhataretheTop5causesfordroppingamonghighschoolstudentsfromtheurbanarea?
Top1:Nomoneyforlunch/projects/school
contributions
Top2:Poorattitudetowardschool
Top3:Peerinfluence
Top4:Familyproblems
Top5:
Sickness
4. WhataretheTop5causesfordroppingamonghighschoolstudentsfromtheruralarea?
Top1:Work
Top2:Takecareofsibling
Top3:Livedfarfromschool
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AdapttoChange
Slide11of30
Haveyouencounteredsimilar
situations?
How didyouhandlesuchcasesin
thepast?
Are wedoingitcorrectly?
AdapttoChange
Slide12of30
AdapttoChange
Slide13of30
Whathelpedyoucompletethe
tasks?
Whathinderedyoufrom
completingthetasks?
Top4:Nopocketmoneyforlunch/projects
Top5:Nouniform
Thetrainerconcludesthegamebyremindingtheparticipants
thatthequestionsusedinthegameareallimportanttothem
as teachers because those questions are affecting their
studentsinonetimeoranother.
The trainer asks the participants if they have encountered
similar situations posed in the survey questions. He/She
further asks them how they have handled such cases in the
past.
Theparticipantswillsharetheirexperiences.Attheendofthe
sharing, the trainer poses the question, Are we doing it
correctly?
Thetrainerexplainsthatthetopiconcoachingmaynotseem
new to the participants as they may have been already
practicingorapplyingcoachingtotheirstudents.
[RefertoAdapttoChange
Slides111of30]
2. Teaser: DecodingtheCoachingCode(20minutes)Thetrainerconductsthegamebyfollowingthesesteps:
Participantswillbeaskedtoopenthestripsofcoloredpaperthatweregiventothem.Theyareaskedtofind
their group members by using gestures and body
languagethatrepresenttheanimal indicatedontheir
paper.
The
name
assignments
of
the
groups
are
monkey,snake,horse,cat,andchicken.
As the participants group themselves, the trainerpoststheMetacardsontheboard.
The trainer instructs that each group should assign arepresentative to get one card from the board and
bringthistotheirgrouptodecode.Oncedecoded,the
participantswill writethecompletedefinitiononthe
providedManilapaper.
Thetrainerremindsthegroupsthatbeforetheygetanew Meta card to decode, they have to return and
post the decoded Meta card and their Manila paper
(where they have written the decoded coaching
definition) on their designated posting area (e.g.
whiteboardorwall).Thepostingarea ispreassigned
toeachgroupusingtheanimalcutouts.
The winner is determined by the most number ofcorrectlydecodedwords.
The trainer processes the activity by asking the following
questions:
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AdapttoChange
Slide14of30
Whathelpedyoucompletethetasks? Whathinderedyoufromcompletingthetasks?
The trainer reveals that he/she wanted to assist the
participants in accomplishing the tasks but he/she needs to
trust
the
participants
that
they
can
successfully
achieve
the
goal.Justlikeinacoachingrelationship,thecoachshouldtrust
thecoacheesinherentcapacitytosolvehis/herproblem.
[RefertoAdapttoChange
Slides1213of30]
3. TheoryInput:CoachingDefinitions(20minutes)The trainer asks the participants to read their decoded
coaching definitions and discuss with their respective groups
theirlearningfromthedefinitions.Afterten(10)minutes,the
groupswillsharetheirlearning.
CoachingDefinitions
Coaching aims to enhance the performance andlearning ability of others. It involves providing
feedback, but it also uses other techniques such as
motivation, effective questioning and matching your
management style to the coachees readiness to
undertakeaparticulartask.Itisbasedonhelpingthe
coachee to help her/himself through dynamic
interaction it does not rely on a oneway flow of
telling and instructing. (Max Landsberg, The Tao of
Coaching)
Coaching is unlocking a persons potential tomaximize their own performance. It is helping them
learnratherthanteachingthem.(SirJohnWhitmore)
Coaching is an ongoing relationship, which focuseson clients taking action towards the realization of
their visions, goals or desires. (US National Optical
AstronomyObservatory)
Developing a persons skills and knowledge so thattheirjobperformance improves, hopefully leading to
the achievement of organizational objectives. It
targets high performance and improvement at work,
althoughitmayalsohaveanimpactonanindividuals
private life. It usually lasts for a short period and
focuses on specific skills and goals. (Chartered
InstituteofPersonnelandDevelopment,UK)
Working with individuals and small groups toimprove their social skills and effectiveness in the
workplace.(MarianTheir)
A form of training where the supervisor/managermodels or demonstrates a behavior or task and uses
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feedback to guide the employee while she or he
practicesthebehaviorortask.
(www.coachinginsider.com)
The process of providing instruction, direction,feedback and support in order to improve
performanceandresults.
(www.coachinginsider.com)
Coachesprovidesupport,encouragementandhelpindailylivingskills.(www.coachinginsider.com)
Providingguidance,feedbackanddirectiontoensuresuccessfulperformance.(www.coachinginsider.com)
A strategy used to help a client reach her fullestpotentialandachievehergoals.Thecoachfirsthelps
to define the goals and then supports the client in
executingthembymappingoutastrategyandhelping
her stay on track. Coaching helps to balance work,
family and social demands as well as leisure and
spiritualactivities.(www.coachinginsider.com)
Apersonwhoteachesanddirectsanotherpersonviaencouragement
and
advice.
(www.coachinginsider.com)
A relationship between client and coach, in whichthey collaborate to meet the clients needs. The
agenda comes from the client, who is guided and
supportedinmakingdesirablechangesinoneormore
parts of his or her life, leading to a life that is more
fulfillingandmorebalanced.
(www.coachinginsider.com)
Coaching is essentially a conversation it is adialogue between you and I within a productive,
resultsoriented context. A conversation where, by
asking
relevant
questions
at
criticaljunctures,
I
canencourageandsupportyoutolookatdifferentangles
andstrategies.(www.coachinginsider.com)
Coaching is about performing at your best throughthe individualandprivateassistanceofsomeonewho
will challenge, stimulate and guide you to keep
growing.(www.coachinginsider.com)
Coachingprovidesasafeplaceforclientsto identifywhat isandwhat isnotworking,trynewbehaviours,
andlearnfromtheirnewexperiences.(NASA)
Coaches assist people to identify specific goals andthen reach those goals faster and with ease. Provide
client with the tools, perspective and structure to
accomplishmore
through
aprocess
of
accountability.
Reframebeliefsandcreateapointoffocusforclients
toreflectupon.(www.coachinginsider.com)
Coaching creates a space of unconditionalacceptance where learning, growth and
transformationoccurnaturallyasparticipants(a)find
clarity, (b) align with their core values, and (c) take
effective action toward meaningful goals. Coaching
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AdapttoChange
Slide15of30
Aoccdrnigtoarscheearch atCmabrigdeUinervtisy,itdeson't
mttaerinwahtoredrtheltteersinawrodare,theolny
iprmoatnt tihngistahtthefristandlsatltteerbeattherghit
pclae.Thersetcanbeatotalmsesandyoucansitllraedit
wouthitaporbelm.Tihsisbcuseaethehuamnmniddeosnot
raederveylteterbyistlef,butthewrodasawlohe.
AdapttoChange
Slide16of30
Coachesactasexternalstimulatorstothepotentialthat
otherpeopleholdwithinthem.Theyuseacombination of
patience,insight,perseverance andcaring(sometimes
calledcharisma)tohelpthecoachee(s)findtheinternal
andexternalresourcestoimproveperformance.
(Clutterbuck, 2006)
takesaholistic approachto learningandaffirms each
participant as whole, capable and resourceful.
Spiritualgrowthisanaturalandsignificantpartofthe
process.(www.coachinginsider.com)
Coachingisacollaborative,solutionfocused,resultsoriented, systematic process in which the coach
facilitates
the
enhancement
of
performance,
well
being, selfdirected learning and personal
developmentofindividuals,groupsandorganizations,
who do not have clinically significant mental health
issues or abnormal levels of distress. (Coaching
PsychologyUnit,UniversityofSydney)
[RefertoAdapttoChange
Slide14of30]
4. Transition:(10minutes)After the sharing, the trainer discusses that essentially
coaching is simply using the coachs wisdom to bring out the
coachees inherentwisdom.Toreinforcethis idea,thetrainer
thenleadstheparticipantsinreadingaloudthefollowingtext:
AoccdrnigtoarscheearchatCmabrigdeUinervtisy, it
deson't mttaer in waht oredr the ltteers in a wrod
are,theolnyiprmoatnttihngistahtthefristand lsat
ltteer be at the rghit pclae. The rset can be a total
msesandyoucansitllraeditwouthitaporbelm.Tihs
isbcuseaethehuamnmniddeosnotraederveylteter
byistlef,butthewrodasawlohe.
The
trainer
explains
that
the
participants
ability
to
read
the
passage easily is compared to anyones innate ability to
becomeacoach. Itisnoteworthytomentionthattheoriginof
thewordcoachissimilartocoaxwhichmeanstomoveto
oradjusttowardadesiredend. Buthowdoesacoachfunction
intheprocess?
[RefertoAdapttoChange
Slide15of30]
5. TheoryInput:RoleoftheCoach(10minutes)Thetrainergivesalecturetteontheroleofthecoach.
Coaches act as external stimulators to the potentialthat other people hold within them. They use a
combination of patience, insight, perseverance and
caring (sometimes called charisma) to help the
coachee(s)findthe internalandexternalresourcesto
improveperformance.(Clutterbuck,2006)
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AdapttoChange
Slide17of30
Thecoachinanacademicsettingbuildsconfidence,
motivation
and
self
reliance
through
individualizing
the
teachingandimplementationofstudystrategiestoeach
coacheesneedsandstyle.Studentsthenlearntowork
smarter,notharder.
(StudentOrganizational Services,California)
AdapttoChange
Slide18of30
Sincecoaching
is
acollaborative,
problemsolvingprocessthathelps
people,makeandmaintainlife
changes,thecoachhelpsthe
coacheetofocusonhis/hertalents,
resourcesandstrengthssothat
he/sheissuccessfulinachieving
his/heracademicandpersonal
goals.
(NCStateUniversity,NorthCarolina)
AdapttoChange
Slide19of30
Five(5)interestsyouenjoydoingthemost
Five(5)abilities/skillsyoupossess
Yourtopfive(5)personalitytraits
Five(5)thingsyouvalueinlife
The coach in an academic setting builds confidence,motivation and selfreliance through individualizing
the teaching and implementation of study strategies
to each coachees needs and style. Students then
learn to work smarter, not harder. (Student
OrganizationalServices,California)
Since coaching is a collaborative, problemsolvingprocess that helps people, make and maintain life
changes, the coach helps the coachee to focus on
his/her talents, resources and strengths so that
he/she is successful in achieving his academic and
personalgoals.(NCStateUniversity,NorthCarolina)
[RefertoAdapttoChange
Slides1618of30]
6. Transition:(5minutes)Thetrainerfurtherdiscussesthat incoaching,theassumption
isthatthecoachhastotrustthecoachee.Thismeansthatthe
coach must recognize the uniqueness of the coachee. The
coach must also be aware that the coachee has his/her own
context, wisdom, prior experiences, and set of skills he/she
bringsintothecoachingrelationship.
Thetrainerreiteratestotheparticipantsthatinorderforthem
toeffectivelyperformtheirroleascoaches,theymustexudea
high level of selfesteem and selfconfidence. To be able to
assessoneslevelofselfesteemandselfconfidence,onemust
have a thorough understanding of oneself. The trainer
facilitatesthe
Know
Thy
Self
activity
using
Worksheet
1.
7. Activity:KnowThySelf(15minutes)The trainer distributes the Know Thy Self Worksheet to the
participants and instructs them to answer item one (1) until
itemfour(4)oneatatimeallowingtheparticipantstoanswer
eachitemwithinthree(3)minutes.
1. Five(5)interestsyouenjoydoingthemost2. Five(5)abilities/skillsyoupossess3. Yourtopfive(5)personalitytraits4. Five(5)thingsyouvalueinlife
After the first three (3) minutes, the trainer solicits answers
fromtheparticipantspertainingtothefirstitem.Atleastthree
(3) participants may share one of their answers. Then, the
traineraskstheparticipantstoanswerthenext item.Thiswill
bedoneuptothelastitem.
The trainer concludes the activity by explaining that as a
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AdapttoChange
Slide20of30
AdapttoChange
Slide21of30
Selfesteemisyouropinionofyourself
Highself
esteem
is
agood
opinion
of
yourself
L owselfesteemisabadopinionof
yourself
Source:KarlPerera,SelfEsteemSecrets
AdapttoChange
Slide22of30
Ifyouhaveahighlevelofselfesteemyouwillbeconfident,
happy,highlymotivated andhavetherightattitudetosucceed.
collaborator inthecoachingrelationship,thecoachmustalso
understand ones uniqueness that would lead him/her to
further appreciate the coachees individual uniqueness. It is
expectedthatthecoachshouldhavewhat ittakestobecome
one, making sure to tap his/her resources. One has to know
firsthis/hercapacitybeforehe/shecanreachouttoothers. It
isimpossible
for
anyone
to
give
something
that
aperson
does
not have or simply stated, You cannot give whatyou do not
have.
[RefertoAdapttoChange
Slide19of30]
8. VideoShowing:Selfesteemvs.Selfconfidence(5minutes)The trainer shows a video clip to highlight the difference
betweenself esteemandself confidence.
Aftershowingthevideoclip,thetrainersolicitsfeedbackfrom
theparticipantsregardingthevideoandhowitrelatestoself
esteemandselfconfidence.
[RefertoAdapttoChange
Slide20of30]
9. TheoryInput:SelfEsteemandSelfConfidence(15minutes)Thetrainergivesa lecturetteonwhat isselfesteemandself
confidence.
WhatisSelfEsteem?
Selfesteem is your opinion of yourself. High selfesteem is a
goodopinionofyourselfand lowselfesteem isabadopinion
ofyourself.(KarlPerera,SelfEsteemSecrets)
WhatisLowSelfEsteem?
Lowselfesteemcomesfromapoorselfimage.Yourselfimage
isbasedonhowyouseeyourself.Doyouthinkyouareagood,
reliable, hardworking, honest or friendly person? Do you like
what you see when you look in the mirror or do you believe
otherslookbetteranddressbetterthanyou?
Low selfesteem also depends on other factors like yourjob.
For example, do you value thejob you do? Does thejob you
have help you be happy with who you are? Do the others in
yourofficerespectyou?
Low selfesteem feedsyour negative thinking and causes you
tobelievethecriticismothersmakeofyou.Doyoutakewhat
others say and not speak up? This can cause you to lose
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AdapttoChange
Slide23of30
comesfromapoorselfimage
alsodependsonotherfactors
e.g.job
feedsyournegativethinkingand
causesyoutobelievethecriticism
othersmakeofyou
AdapttoChange
Slide24of30
it affectshowyouthink,actandhowyourelatetoother
people
allowsyoutolivelifetoyourpotential
has adirectbearingonyourhappinessandwellbeing
AdapttoChange
Slide25of30
Selfconfidenceisrealistic
confidenceinonesownjudgment,
ability,power,etc.(Dictionary.com)
The wordconfidenceoriginatesfrom
theLatinconfidere, meaningto
trusttrustingandbelievingin
ourselvesmeanshavingfaithinour
abilityinwhateversituationweneed
toperform
AdapttoChange
Slide26of30
confidencesoitisvitaltoendnegativethoughtsifyouwantto
buildyourselfesteem.
WhatisHighSelfEsteem?
High selfesteem is the opposite of the above! If you have a
high level of selfesteem you will be confident, happy, highly
motivatedand
have
the
right
attitude
to
succeed.
TheImportanceofSelfEsteem
Selfesteemiscrucialandisacornerstoneofapositiveattitude
towardsliving.
It is very importantbecause itaffects howyouthink, actand
evenhowyourelatetootherpeople. Itallowsyouto live life
toyourpotential.Lowselfesteemmeanspoorconfidenceand
that also causes negative thoughts which mean that you are
likelytogiveupeasilyratherthanfacechallenges.Inaddition,
ithasadirectbearingonyourhappinessandwellbeing.
SelfConfidence
Dictionary.com says selfconfidence is realistic confidence in
onesownjudgment,ability,power,etc.
The word confidence originates from the Latin confidere,
meaning to trust. Trusting and believing in ourselves means
having faith in our ability in whatever situation we need to
perform.
BuildingSelfConfidence
To be more confident then, you have to somehow generate
this faith or trust in our abilities. Unfortunately, you are
constantlybeingchallengedbynewsituationsfullofvariables
you cannot control. In building confidence, you cannot
eliminatethisuncertainty.
You can build selfconfidence by not letting the feelings
generated by uncertainty take over you. You have a built in
systemtoprotectyourselffromdanger"fightorflight"that
creates what you identify as anxiety symptoms when
threatened. Tolerate that feeling of anxiety. Recognize that
uncertaintyasachallengeratherthanathreat.Onceyoustart
to
do
that,
then
you're
on
the
way
to
build
confidence
and
generallybemoreconfident.
Acommonapproachtobuildconfidence isgoodpreparation.
If you havetogive aspeech tomorrow, you have to carefully
prepare what you have to say. By then, you can reassure
yourself and challenge your automatic negative thoughts.
However,eventhoughyouvegivenspeechesbefore,thereare
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goodpreparation
acceptourinabilitytocontroltheworldaroundus
do notletthefeelingsgeneratedby
uncertaintytakeoveryou
AdapttoChange
Slide27of30
Coaching
isessentiallyusingthecoachswisdomtobringoutthe
coachees inherentwisdom
isaimedathelpingthecoacheefindtheinternaland
externalresourcestoimprovehis/herperformance,thus,
whenenteringintoacoachingrelationship,thecoachand
coacheemust
understand
each
others
uniqueness
that
wouldleadthemtoappreciateandtrusteachother
cantakeplaceinacorporatesettingoracademicsetting
AdapttoChange
Slide28of30
CorporateCoachingisusedtoaidcorporateleadersand
staffinreachingorganizational goalsinamoreeffective
manner.
AdapttoChange
Slide29of30
AcademicCoachingisusedtoassiststudentsinbecoming
personally responsible andindependent, sotheycanmake
betterchoiceswhilepursuingtheiracademicgoals.
(University ofAlabamainHuntsville)
AdapttoChange
Slide30of30
factors that will always come out that cant be eliminated or
controlled.
[RefertoAdapttoChange
Slides2126of30]
10.Closure:(5minutes)Thetrainerwrapsupthesessionbyreiteratingthatcoachingis
essentiallyusingthecoachswisdomtobringoutthecoachees
inherent wisdom. It is aimed at helping the coachee find the
internal and external resources to improve his/her
performance. And that when entering into a coaching
relationship, the coach and coachee must understand each
others uniqueness that would lead them to appreciate and
trusteachother.
The trainer also points out that coaching may take place in
many settings. For a corporate setting, Corporate Coaching is
used to aid corporate leaders and staff in reaching
organizationalgoals in a more effective manner. Fora school
setting, Academic Coaching is used to assist students in
becomingpersonallyresponsibleandindependent,sotheycan
make better choices while pursuing their academic goals
(University of Alabama in Huntsville). The trainer points out
thatAcademicCoachingwillbethefocusofthismodule.The
participants must be able to recognize that as faculty
members,asidefromteaching,theyalsofunctionasacademic
coaches.
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REFERENCES:
http://confident1.com/selfconfidence
http://dictionary.reference.com/browse/selfconfidence
http://www.answers.com/topic/coaching1
http://www.answers.com/topic/coax
http://www.moreselfesteem.com/whatisselfesteem.htm
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8/13/2019 tGuide (2) ADAPT to CHANGE a Culture for Coaching
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Empowering Diverse Learners through Academic Coaching t-GUIDE
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HANGE:AC
ultureforCoaching
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A Culture for Coaching