Coaching
Conversations
Julie Kerr & Heather Ridge
Facilitators’ personal journeys
Toll’s models of coachingModel Outcome: Change in
teachers . . . Goal of Coaching
Behavioural Behaviour Successful implementation of best practice
Affective Attitude and comfort Increase teacher satisfaction and comfort with changes
Intellectual Thinking Teacher inquiry and decision making
Collaborative Interactions with colleagues and others
Creation of learning communities among staff members or beyond
From Cathy Toll’s work
HO 4
leads to
provides “data” forprovides “topics” for
provides agenda for
Adapted from The Teaching and Educational Development Institute, University of Queensland.
Classroom observations
Readings
Watching videos
Other Professional
Learning
1. Pre-observation conference
2. Classroom collaboration / Observation
3. Analysis by coach & coachee reflection
4. Post-observation
meeting
Coaching cycle
Role Play: Pre-Observation Conference
HO 5
Note:
1. Types of questions asked
2. Outcome of conversation / action plan
Fat and Skinny Questions
Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997
Fat Questions require lots of discussion and explanation with interesting examples.
Fat questions take time to think through and answer in depth.
Fat questions give the person answering maximum opportunity to speak freely and discuss what is important to them
Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997
Fat Questions(Open ended Questions)
Skinny questions require shorter word answers. They take up little space or time.
Skinny questions require a short response focusing on a specific point.
Skinny questions require a precise piece of information.
Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997
Skinny Questions(Closed ended Questions)
Fat and Skinny Questions
In groups of 3 -4:
• Brainstorm possible questions that a coach may ask a coachee
• List them as Fat or Skinny Questions
Pause, paraphrase, probe
• Pause time . . .
• Allows for Think Time
When you paraphrase, you are checking that you have understood the intended message given. It can be reaffirming for the coachee.
Questions that probe . . .
Examples of questions to promote clarity and precision, uncovering generalisations, deletions and distortions:
• Who specifically?
• How specifically?
• For what purpose?
• In comparison to what?
• What will happen if you don’t do that?
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