By the end of the session, the participants are able to: Cognitive: 1.

Identify the five (5) phases of the coaching process 2. Relate the key coaching skills with the phases of the coaching process 3. Differentiate an Academic Coach from the Guidance Counselor 4. Apply the proper coaching approach using the Adaptive Model Affective: 5. Realize their limitations when helping students with problems 6. Recognize the need to collaborate with the Guidance Counselor Psychomotor: 7. Participate in the Goldmine activity 8. Role play a coaching scenario 9. Engage in the critiquing session

MATERIALS/EQUIPMENT: Topic slides Timer LCD projector Computer unit with MS PowerPoint 2003 Computer speakers Whiteboard Whiteboard markers Whiteboard eraser 3 x 5 colored papers (100 pcs. gold, 50 pcs. black) Two bandanas for blindfold Masking tape Pair of scissors Prizes for the Goldmine activity Copies of the four (4) coaching scenarios for the role play printed and pasted on colored papers (one color per scenario)

During break time, the trainer prepares the materials for the Goldmine activity.

Inspire to Change Slide 1 of 18 The topic will revolve around Inspire to Change: Building Meaningful Coaching Relationships. Discussions will include The 5 R Coaching Process and Differentiating Coaching from Counseling. SESSION 3 Time Frame: (1 hour and 15 minutes)

This will be the suggested flow of discussion. 1. Teaser: Goldmine (10 minutes) The trainer divides the participants into two (2) groups by counting off from one (1) to two (2). The trainer introduces the Goldmine activity by providing these instructions:

Inspire to Change Slide 2 of 18

What helped you accomplish the task? What hindered you from accomplishing the task? Did you follow certain steps in accomplishing the task? If yes, what were these?

The groups choose a representative to be the Miner. The task of the Miner is to cross a distance from Point A to Point B in five (5) minutes while blindfolded. Pieces of colored paper (either gold or black) are scattered along the path that he/she will cross. Gold papers representing gold bars can be picked up by the Miner. For each gold bar that is picked up, the group will receive one point. Black papers representing bombs should be avoided. For each bomb that is stepped on or accidentally picked up, the group will receive a deduction of one point. A watcher is tasked to count the number of bombs that are stepped on by the Miner of the opposing team. The other team members are tasked to guide the Miner to cross the path. The team with the highest number of points by the end of the game is declared the winner.

The trainer will set up the goldmine once the miners have been blindfolded and settled in the starting point of the goldmine area. The trainer processes the activity by asking the following questions:

What helped you accomplish the task? What hindered you from accomplishing the task? Did you follow certain steps in accomplishing the task? If yes, what were these?

[Refer to Inspire to Change Slides 1-2 of 18]

2. Transition: (2 minutes) The trainer explains certain steps were followed by the groups to successfully finish the Goldmine activity. The same is true for coaching. Coaching relationships need to move through each phase of the coaching process and accomplish the necessary outcomes in order to be optimally effective. Inspire to Change Slide 3 of 18 3. Theory Input: The 5 R Coaching Process (15 minutes) The trainer gives a lecturette on the five basic phases of the coaching process using Robert E. Logans 5 R Coaching Process. The 5 R Coaching Process Robert E. Logan The 5 R Coaching Process is an easy framework that helps coaches understand what needs to be accomplished in the coaching process.

an easy framework that helps coaches understand what needs to be accomplished in the coaching process

Relate
Reflect

Refocus Resource Review

Inspire to Change Slide 4 of 18

Relate: Establish the coaching relationship and agenda Coaching is a relationship with a purpose. Relationship means building qualities like trust, connection, support, and understanding. The people who have the deepest impact on ones life are those he/she knows on a personal level, those who have taken the time to invest in developing a relationship with him/her. Purpose means clarifying expectations and agenda. What needs to be accomplished? What are the parameters of the relationship? During the relate phase, the coach is connecting on several fronts, e.g. personal, social, and academic. Forming a trusting, growing relationship will exponentially increase the significance and effectiveness of coaching.

RELATE: Establish the coaching relationship and

agenda

Checklist:
Coaching relationship and process defined Compatibility of coach and coachee assessed Rapport and mutual respect established Trusting relationship begun Coaching agenda and guidelines determined

Inspire to Change Slide 5 of 18

REFLECT: Discover and explore key issues

Relate Checklist Coaching relationship and process defined Compatibility of coach and coachee assessed Rapport and mutual respect established Trusting relationship begun Coaching agenda and guidelines determined

Checklist:
Deeper understanding gained Issues sorted by importance/urgency Priority issues identified and agreement established Commitment to address issues obtained

Reflect: Discover and explore key issues The reflection process helps a person figure out where he/she is. A map is useless unless one knows where he/she is on that map. One cannot take any steps toward a goal unless he/she first know where he/she is starting

from. In a coaching relationship, the reflect stage helps coachees figure out where they are in their lives and identify the most significant issues to address. The reflect phase of the coaching process focuses on the situation at hand; gaining a clear understanding of the factors contributing to a problem or issue. This careful reflection then sets the stage for later designing action plans. Diagnosis must precede prescription. During this phase, the coach is probing on several fronts to gain discernment in a given context. A thorough analysis provides accurate information for goal setting. Reflect Checklist Deeper understanding gained Issues sorted by importance/urgency Priority issues identified and agreement established Commitment to address issues obtained Inspire to Change Slide 6 of 18

Refocus: Determine priorities and action steps After figuring out where one is, the next step in the process is to ask, Where does he/she want to go from here? This is the task of the refocus stagegaining a sense of direction and forward movement. The refocus phase of the coaching process aims to the future. Whats the destination? Then, what are the next steps that need to be taken to get there? Envisioning the future plays a central role in the coaching process. And making that future a reality requires planning. Brainstorming options, prioritizing action plans, and assigning dates are all steps in the planning process. The end result is an action plan that helps the coachee fulfill his/her purpose in life. During the refocus stage, brainstorming is essential. Ones natural tendency is to believe he/she has exhausted all possible solutions. A vision without a plan is merely dreaming; a vision plus a plan can become reality. During this phase the coach is challenging to help clarify who, what, and when the action plan will be implemented. To a great extent, a solid action plan determines the success of the coaching relationship. Refocus Checklist Vision clarified Possible solutions brainstormed Decisions made according to priorities

REFOCUS: Determine priorities and action steps

Checklist:
Vision clarified Possible solutions brainstormed Decisions made according to priorities Commitment to action confirmed Change dynamics considered Action steps determined and timeline developed Accountability structure agreed upon

 Inspire to Change Slide 7 of 18

Commitment to action confirmed Change dynamics considered Action steps determined and timeline developed Accountability structure agreed upon

Resource: Provide support and encouragement The resource phase of the coaching process centers on the implementation of the action plan. The coach provides resources in the form of accountability, pinpointing needs, and making midcourse corrections. Follow-up provides accountability and support for the coachee during the change process. Midcourse corrections can be made if milestones are unmet, and greater achievement can be inspired by times of celebration. The primary task of the coach is strategizing to maximize the time, giftedness, and available resources. Effective coaches help those theyre working with identify what tools they need and apply those tools at the right time. Resource Checklist All resource needs brainstormed Existing resources assessed New resources identified to accomplish goals Where and how to find new resources determined Role of coach in resourcing phase clarified

RESOURCE: Provide support and encouragement

Checklist:
All resource needs brainstormed Existing resources assessed New resources identified to accomplish goals Where and how to find new resources determined Role of coach in resourcing phase clarified

Review: Evaluate, celebrate, and revise plans The review stage allows one to look back over his/her progress and ask, What has been accomplished? Reviewing gives time for reflection and evaluation as the coach provides opportunity to assess, extract principles, and learn from the process. Evaluation questions: Whats working? Whats not working? Whats missing? Whats confusing? As one goes through the evaluation process, he/she must remember to celebrate the wins. Thats why one should start with whats working. Never underestimate the power of taking the time to look back over past accomplishments and celebrate them. That process can provide both a sense of satisfaction over a job well done

Inspire to Change Slide 8 of 18

REVIEW: Evaluate, celebrate, and revise plans

Evaluation questions:
Whats working? Whats not working? Whats missing? Whats confusing?

Checklist:
Action plan and process Midcourse corrections made evaluated New projects identified Progress celebrated Coaching relationship evaluated Learning maximized

and much-needed encouragement for the road ahead. However, its also important to ask other questions to help the coachee think through what midcourse corrections are needed. A good review process facilitates accountability, learning, and challenge. Remember that coaching is a discovery process. A primary task of the coach is summarizing to identify the key learnings, bring closure, or renew the coaching relationship. The evaluation should include an assessment of the coaching relationship as well as a discussion on future projects. Review Checklist Action plan and process evaluated Progress celebrated Learning maximized Midcourse corrections made New projects identified Coaching relationship evaluated [Refer to Inspire to Change Slides 3-8 of 18] 4. Transition: (3 minutes) The trainer points out that the coaches must apply the key coaching skills such as Goal Setting, Listening, Intuiting, Questioning, Looking, Empathizing, Feedbacking and Checking while going along the phases of the coaching process namely Relate, Reflect, Refocus, Resource, and Review. The phases of the coaching process will guide coaches in building a meaningful coaching relationship. However, teachers as coaches should not solely be bounded by these phases and skills. What is important is for teachers to have genuine concern for students. Teachers need to know the limitations of being an academic coach. There are situations in the academic setting when teachers have to rightfully discern when to resort to referring the student to the Guidance Counselor. To do this, we should be acquainted with the difference between coaching and counseling. 5. Theory Input: Coaching vs. Counseling (5 minutes) The trainer will differentiate coaching from counseling. Coaching vs. Counseling

Inspire to Change Slide 9 of 18

Tim Alexander This is sometimes a blurred area but the following distinctions may offer some clarity: In the counseling relationship the Guidance Counselor is generally considered the expert. In a coaching relationship the coach and coachee are equal partners. The coachee is always at choice as to the direction of the call. Counselees generally come to counseling when they are struggling emotionally with an issue. Coachees come to coaching when they are seeking clarity, direction, or accountability. Counseling tends to look at the past, processing feelings, and attempting to understand why the counselee is having difficulty. The goal of coaching is to deepen the learning and to accelerate the coachees movement forward. The emphasis in coaching is to look more to the future and what the coachee would like to see changed. In a coaching relationship the coach may make a powerful request or co-create an inquiry (an open-ended question not intended to be answered immediately but rather reflected upon) with the coachee. This is not something typical of a counseling relationship. Like counseling, coaching utilizes very deep levels of listening and, in addition, coaches often utilize their intuition. Academic Coaching vs. Academic Counseling Auburn University Academic coaching focuses on academic skills such as: Note-taking (in a lecture setting or from a textbook) Test-taking strategies and preparing for tests Test anxiety Reading for comprehension Self-testing, reviewing, and preparing for class Selecting main ideas and recognizing important information Use of support techniques, materials, and resources Time management as it relates to academic tasks Setting a study schedule Academic counseling focuses on other areas, resolvable through problem-solving, which negatively impact academic success such as: Motivation Self-discipline Perseverance Attitude and interest Transition and adjustment to college Time management Personal responsibility Self-management Conflict management Assertiveness

Coaching
Coachees come to coaching when they are seeking clarity, direction, or accountability Coaching Relationship
TheCoach emphasis tocoachee look more to the and are futureequal and what the coachee partners would like to see changed

Counseling
Counselees generally come to counseling when they are struggling emotionally with an issue

Counseling Relationship

Guidance Counselor is Counseling tends to look at the past and processing feelings generally considered the expert
This is not something typical of a counseling relationship

The coach may make a powerful call an inquiry request or co-create with the coachee

Coachee is always at choice as to the direction of the

Inspire to Change Slide 10 of 18

Academic Coaching

Academic Counseling Academic counseling focuses on other areas, resolvable through problem-solving, which negatively impact academic success
Motivation Self-discipline Perseverance Attitude and interest Transition and adjustment to college Time management

Academic coaching focuses on academic skills

Note-taking Test-taking strategies and preparing for tests Test anxiety Reading for comprehension Self-testing, reviewing, and preparing for class

Inspire to Change Slide 11 of 18

Academic Coaching

Academic Counseling Academic counseling focuses on other areas, resolvable through problem-solving, which negatively impact academic success
Personal responsibility Self-management Conflict management Assertiveness Effective decision-making Stress management

Academic coaching focuses on academic skills

Selecting main ideas and recognizing important information Use of support techniques, materials, and resources Time management as it relates to academic tasks Setting a study schedule

Effective decision-making Stress management

[Refer to Inspire to Change Slides 9-11 of 18] 6. Transition: (2 minutes) The trainer discusses that there are problems that need not be solved but just be managed. For example, work-life balance. One needs to work to earn a living for the family but if one totally forgets his/her family and just work, then he/she might lose his/her family. An academic coach must know his/her limitation when helping students with problems. It is a relief to know that there are Guidance Counselors to collaborate with in addressing student concerns that are beyond what an academic coach can do. The next activity will help the faculty members apply what they have learned in this module. Inspire to Change Slide 12 of 18 7. Activity: Coaching Role Plays (35 minutes) The trainer conducts a role-playing activity by following these steps:

Divide the participants into four (4) groups. Each group will be given a scenario that they will present through a role play. They will be tasked to: analyze the situation using the Adaptive Model and apply the proper approach to coaching. Role-play the coaching scenario for five (5) minutes. Other groups should evaluate the coaching process and present their observations. Trainer may add some inputs.

Coaching Scenarios Inspire to Change Slide 13 of 18

Hello, good day! Im Ms. Addie, an English teacher. I am having difficulty with one of my students in Communication Arts 1, his name is Billy. He is a distracted student. He has difficulty comprehending our lessons. He is extremely quiet, but every time I call him to recite, he just stares at me blankly and apologizes for not paying attention. One day after school, I talked to him privately and asked him why he continuously got low scores in his quizzes. He told me that his parents are in the brink of separation and it has been affecting him. He said that aside from being distracted by his family problems, English class is his waterloo. How can I effectively coach Billy for him to improve his performance in the class?

Scenario 1: Hello, good day! Im Ms. Addie, an English teacher. I am having difficulty with one of my students in Communication Arts 1, his name is Billy. He is a distracted student. He has difficulty comprehending our lessons. He is extremely quiet, but every time I call him to recite, he just stares at me blankly and apologizes for not paying attention. One day after school, I talked to him privately and asked him why he continuously got low scores in his quizzes. He told me that his parents are in the brink of separation and it has been affecting him. He said that aside from being distracted by his

Analysis: low ability, low motivation Coaching approach: Tell

family problems, English class is his waterloo. How can I effectively coach Billy for him to improve his performance in the class? Analysis: low ability, low motivation Coaching approach: tell Inspire to Change Slide 14 of 18
Good day. My name is Ben, a Social Science professor. I have a student named Roxanne, a scholar who consistently tops the class. All teachers adore her because she is a fast learner. However, I noticed that in the latter part of the semester, her grades dropped significantly. When I asked her what went wrong, she told me that she could no longer concentrate on her studies because she is involved in a serious relationship with a rich old gentleman. Despite the advice of her family and friends she remains stubborn. Inasmuch as she wants to get herself back, she just cant because at present her relationship is the most important thing to her. How should I coach Roxanne in order to help her maintain her good performance in the class?

Scenario 2: Good day. My name is Ben, a Social Science professor. I have a student named Roxanne, a scholar who consistently tops the class. All teachers adore her because she is a fast learner. However, I noticed that in the latter part of the semester, her grades dropped significantly. When I asked her what went wrong, she told me that she could no longer concentrate on her studies because she is involved in a serious relationship with a rich old gentleman. Despite the advice of her family and friends she remains stubborn. Inasmuch as she wants to get herself back, she just cant because at present her relationship is the most important thing to her. How should I coach Roxanne in order to help her maintain her good performance in the class? Analysis: high ability, low motivation Coaching approach: sell

Analysis: high ability, low motivation Coaching approach: Sell

Inspire to Change Slide 15 of 18

My name is Ms. Lilibeth. I am an IT teacher. I observe that a teacher requires a lot of skills in order to address the concerns of students. I was once a working student; however, I realized that its not easy handling working students. That is probably the reason why I can always identify with my students especially those who need to work in order to attend school. I have a student named Cheryl. She works as a student assistant in the school where I teach. She is a smart student; she excels in all her subjects. However, I am worried over her because she is most of the time exhausted by the time she attends her class. Because of the demand of her work, she seldom attends her classes and is already in conflict with some of her teachers. Now, she has backlogs in her subjects as well as in her job. She has come to me for help. What should I do to help her?

Scenario 3: My name is Ms. Lilibeth. I am an IT teacher. I observe that a teacher requires a lot of skills in order to address the concerns of students. I was once a working student; however, I realized that its not easy handling working students. That is probably the reason why I can always identify with my students especially those who need to work in order to attend school. I have a student named Cheryl. She works as a student assistant in the school where I teach. She is a smart student; she excels in all her subjects. However, I am worried over her because she is most of the time exhausted by the time she attends her class. Because of the demand of her work, she seldom attends her classes and is already in conflict with some of her teachers. Now, she has backlogs in her subjects as well as in her job. She has come to me for help. What should I do to help her? Analysis: high ability, high motivation Coaching approach: ask

Analysis: high ability, high motivation Coaching approach: Ask

Inspire to Change Slide 16 of 18

My name is Gilbert. I am an Engineering professor. I am usually very objective and formal with my students. You may say I am not the approachable type until one of my students came to me. He asked what he could do in order to pass the subject. He even requested for a special project. This student regularly attends my class and has never been late. He listens attentively during class discussions and never fails to turn in his projects on time. However, he still performs poorly and repeatedly gets low grades. What can I do to help him?

Scenario 4: My name is Gilbert. I am an Engineering professor. I am usually very objective and formal with my students. You may say I am not the approachable type until one of my students came to me. He asked what he could do in order to pass the subject. He even requested for a special project. This student regularly attends my class and has never been late. He listens attentively during class discussions and never fails to turn in his projects on time. However, he still performs poorly and repeatedly gets low grades. What can I do to help him? Analysis: low ability, high motivation Coaching approach: suggest [Refer to Inspire to Change Slides 12-16 of 18]

Analysis: low ability, high motivation Coaching approach: Suggest

Inspire to Change Slide 17 of 18

8. Evaluation/Generalization and Closure: (3 minutes) After the role play activity, the trainer asks the participants five (5) take-aways for this module. The trainer closes the session by emphasizing that it is innate for teachers to perform academic coaching with the students. [Refer to Inspire to Change Slides 17-18 of 18]

Inspire to Change Slide 18 of 18

http://www.auburn.edu/academic/provost/undergrad_studies/suppor t/academic_counseling/academiccoaching.html http://www.coachnet.org/drupalfiles/images/articles/FiveRCoachingPr ocess.pdf http://www.timalexandercoaching.com/coaching-vs-counseling.php

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