Introduction to Coaching

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Preface

Educational coaching has powerful ramifications for the classroom. If teachers are able to help students solve their own educational and personal problems in similar ways, teachers become less prescriptive in their attitudes towards students, and students feel more in charge of their learning and their lives.
Coaching might apply to SEN identification, career orientation and professional development.

This training course will introduce the participants to the topic of school-based peer education in the mainstream classroom. They will gain an overall understanding of the topic, consider the issues which arise for the teacher and learner and gain some practical tips for creating a secure school environment. As a result, they will feel more confident about handling peer mediation in their classroom.


Target group

This course is for teachers, administrators, school staff, school counselors and other educators in secondary education (in particular, in vocational high schools) who wish to understand the concept of coaching and mentoring in the context of school environment in practice and want to gain an in-depth knowledge of the best practices and policies related to the role of coach or mentor or advisor teacher.


Objectives

This 5-day training course will give the participants the opportunity to:
• gain an in-depth knowledge of coaching; definition, goals and objectives, process and benefits;
• understand the concept of coaching in relation to inclusion in education and how to handle diversity in classroom;
• acquire an in-depth knowledge of coaching and mentoring program approaches and best practices at school;
• understand and experience five essential coaching skills;
• understand the coaching process and coaching models
• learn classroom management techniques and how to handle possible student misbehavior;
• learn conflict resolution skills such as active listening, cooperation in achieving a goal, acceptance of differences, problem-solving, anger management, and methods of maintaining neutrality as a mediator, through discussion and role play;
• develop the necessary abilities to manage emotions;
• understand the causes of physical and mental health issues within the teaching profession;
• improve interpersonal relationships within the education environment;
• examine bullying, aggressive behaviour and violence, both physical and verbal;
• learn a variety of tools and resources to apply in the classroom to create well-being;
• reduce early school leaving.



Methodology

The course methodology will ensure the active involvement of the participants in all phases. More specifically, prior the delivery of the course, the teachers participating in the course will receive preparatory material, which will cover all important concepts to be presented during the training course. They will also have the opportunity to exchange feedback with other colleagues of them coming from different countries and working in different learning environments; they will finally be able to request any clarification related to the content of the course. In addition to this, they will be requested to answer a questionnaire prior to the delivery of the course, identifying their experience in peer mediation.

The methodology of the training course is based on the following:
• theory
• use of training tools, such as case studies, videos, games, animations & exercises (practice – hands on experience)
• Feedback/reflection
These training tools are necessary to ensure that the theoretical knowledge gained by the participants can be used in real life scenarios; an important aspect and an added value for any training course.

The course includes daily practical sessions on preparing coaching micro lessons to be used as case studies during the training and promotes the “learn how to learn” methodology based on learning by doing and collaborative learning. The methodology includes lectures, Power Point (PPT) presentations, videos and animations, presentation of case studies by teachers that have implemented peer mediation strategies in their classes, workshops and exercises, and Web tools. A variety of activities (e.g.: workshops, small group work, simulation activities, structured exercises etc.) will be used. Thus, the training course will be designed in a way to build on the experience of the participants and work in an interactive way to develop awareness, confidence and skills.


Learning outcomes

By the end of this course the participants will have:
• raised their awareness on the differences between Coaching, Mentoring, Counselling and Consulting;
• identified some of the areas of the curriculum which could challenge students;
• learnt how to deal with the issues aroused within the classroom and make the most out of them through classroom management;
• acquired planning and organisational skills; built coaching skills and techniques
• learnt how to:
• increase communication among students;
• reduce school violence, vandalism, and suspensions;
• encourage children, adolescents, and teens to resolve their own disputes by developing listening, critical thinking, and problem-solving skills;
• motivate students' interest in professional orientation;
• identify SEN
• had an opportunity for post-course dissemination of good practice to other teachers.


Follow-Up

All participants are encouraged to maintain contact with their colleagues from the course and to establish contacts with teachers from other countries and regions to share experiences and difficulties encountered. Moreover, participants should work on adapting and creating materials for use within the context of coaching - mentoring in the classroom environment.

Course organiser
AKETH
Location
Trikala, Greece

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