Please find a recap of some of the coaching tools we learned during at the training workshop with some additional information about being a fantastic coach!
“ Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.”
Guide your pupils to focus their ideas
Support your pupil in making decisions that are right for them
Develop pupils research skills and encourage them to take ownership of their pathways decisions
Support pupils to build their confidence around what they can achieve
Ask open ended questions
Clarify responses and don’t be afraid to dig deeper e.g. why do you think that?
Debrief at the end of every session - using the ORID framework:
Leave 3-5 minutes to debrief at the end.
Use the ORID framework (right) - there are prompt questions at the bottom of each session page on the portal.
Ask the questions in order.
You can ask more than one question from each level.
WHAT MAKES A GREAT COACH?
What is it?
Unconscious biases are social stereotypes about certain groups of people that individuals form outside their own conscious awareness.
It’s important to note that:
It can affect decisions we make
It can be mitigated
Why does it matter?
On the programme you work with pupils from disadvantaged backgrounds* and it is normal to make certain assumptions or have pre conceptions of what they might be like/ their life experiences.
However, we want to treat everyone as individuals and not let any unconscious bias or stereotypes affect the way we coach someone.
How can I overcome it?
Be aware of unconscious bias. Acknowledge it.
Focus on the positive behaviour of people and not negative stereotypes.
Get to know your pupils as individuals and try not to focus on information you may have heard about them prior to working with them.
For more information on the topic and our sources, please see here:
Implicit Bias, Stereotype Threat and Higher Education
Russell McClain examines the role of implicit bias and stereotype threat - the fear of confirming another's biased views - in creating achievement gaps in higher education.
*The pupils we work with are predicted to achieve between Level 3-5 grades at GCSE and meet one of these criteria:
From a disadvantaged background (eligible for Pupil Premium, household income of under £25,000, in receipt of the 16-19 bursary or living in social housing).
In the first generation of his/her family to be planning to go to university in the UK.
Lack strong support networks outside of school to provide guidance with selecting post-16 and 18 destinations.
The Education System
In England and Wales
We know that you didn't all go through the UK Education System and that if you did, that might have been a while ago!
Even if you did, it can be a bit complicated at times.
The system is based around qualification levels (see chart below), but the following documents detail:
Overview + Pros and Cons of most common post-16 options
Overview + Pros and Cons of most common post-18 options
The grading system