Behavioural, emotional and social difficulties: Advanced training materials for teachers

Coaching and mentoring

About this unit
Learning objectives

This unit considers the practicalities of coaching and mentoring. We look at the benefits and processes for establishing coaching and mentoring relationships to support CPD. The unit includes information on:

The difference between coaching and mentoring.
What coaching is and how it can help in your setting.
The five essential coaching skills.
Key listening and questioning skills.
The importance of establishing aims for coaching.
Coaching models.

This mind map provides a graphical depiction of the benefits of mentoring-coaching, as described in your PDF. Select each benefit to find out more.

Benefits of mentoring- coaching

Commitment
It can improve staff commitment and result in renewed energy.
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Adaptability
It helps staff show greater adaptability, flexibility, and encourages the creative use of skills and resources.
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Responsibility
It enables staff to take greater responsibility and demonstrate accountability.
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Quality of life
Mentoring-coaching can result in enhanced quality of life for individuals, their learning and relationships.
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Culture change
The resultant culture change can increase motivation and morale.
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Life skill
It helps you develop a life skill that unlocks potential and professional performance.
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View sources
- Whitmore, J (2002), Coaching for Performance: GROWing People, Performance and Purpose, Third Edition
- Tolhurst, J (2010), The Essential Guide to Coaching and Mentoring, Second Edition
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Reflective listening helps motivate the coachee, provides them with insights and information, and strengthens the relationship between the coach and coachee. This resource looks at the barriers that stop us from being reflective listeners. Select a barrier to see a full description.

Barriers to reflective listening

Rehearsal
Rehearsal
If you think about and anticipate how you will respond to someone else, you may not properly listen to what is being said.
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Identifying
Identifying
By constantly attributing what is said to your situation or feeling, you can fail to listen to the feelings of the speaker.
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Advising
Advising
Telling a coachee ??? as opposed to listening to them and thoughtfully questioning ??? will often mean you are not actually reacting to what they have said.
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Being right
Being right
Reflective listening is about considering what the coachee has said, rather than point-scoring by being right.
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Not paying attention
Not paying attention
You cannot be a reflective listener if you are distracted or daydreaming.
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View sources
- Hill, P (2004, Concepts of Coaching
- Tolhurst, J (2010), The Essential Guide to Coaching and Mentoring, Second Edition
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The GROW model

Goals
Coachees set their own goals, write them down, and establish what they want out of the session with help from the coach.
Reality
Let the coachee tell their story, invite self-assessment, and find out about problems, achievements, and what they can learn from these.
Options
Brainstorm options with the coachee ??? ask them, rather than telling them, how they can move towards a goal and what has worked in the past.
Wrap-up and way forward
Identify specific steps and obstacles, and write an action plan.

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Advanced training materials for autism; dyslexia; speech, language and communication; emotional, social and behavioural difficulties; moderate learning difficulties

Coaching and mentoring

Coaching and mentoring

Benefits of mentoring- coaching

Barriers to reflective listening

Rehearsal

Identifying

Advising

Being right

Not paying attention

The GROW model

Goals

Reality

Options

Wrap-up and way forward

Unit PDF and downloads

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