Harvey Trump

LinkedIn https://linkedin.com/in/harvey-trump-36826944 ?

Executive Principal

Location: Egypt?

The seed of curiosity about coaching took root in me not amidst a blaze of ambition or a crisis of confidence, but in the fertile soil of everyday school life. Watching the diverse tapestry of personalities woven into my classroom, each thread yearning to unfold its unique pattern, I longed for a tool beyond traditional teaching methods. I needed a way to unlock potential, not just impart knowledge, to guide journeys, not just map routes. That's when coaching whispered its promise.

My initial foray was tentative, driven by a yearning to nurture not just academic prowess, but resilience, adaptability, and an intrinsic love for learning. I enrolled in a coaching program, drawn to its focus on empowering individuals to discover their own answers, chart their own paths. As I delved deeper, the power of coaching unfolded like a blossoming flower in the hue of summer. Here was a methodology that treated students not as empty vessels to be filled, but as vibrant flames to be fanned. It shifted the power dynamic, placing students at the helm of their learning journey, and me as a humble navigator, pointing towards unexplored shores, holding the light to guide them while they ventured into uncharted waters.

The benefits of this shift were immediate and profound. Student engagement skyrocketed as autonomy replaced compulsion. The classroom transformed from a battlefield of deadlines and grades into a vibrant space of exploration and self-discovery. Hesitant whispers morphed into confident declarations, tentative steps into determined strides. Witnessing this metamorphosis was my own personal epiphany. Coaching wasn't just a tool; it was a revolution, reshaping not just the classroom, but the very foundation of how we learn and grow.

However,? the effects stretched far beyond individual students. It empowered my staff, too. Coaching principles, woven into professional development sessions, fostered collaboration and mutual respect. The atmosphere of the school changed and at the forefront of what we did was a feeling of shared ownership. Teachers shed the pressure of being sole knowledge dispensers and embraced the role of supportive guides. Feedback shifted from pronouncements to collaborative dialogues, fostering a safe space for vulnerability and growth.The outcome of more trust and shared purpose blossomed into a community of educators, each learning from and inspiring the other. Lifelong learning was apparent to all??

The impact on students reached their homes. With school information mornings guiding the parents to a new found dialogue with their children rather than just the grunt of teenage acknowledgement. Parents began witnessing their children's newfound confidence and autonomy, and watched their children’s creativity and aspiration grow.? The focus shifted from helicopter parenting to mindful support, from dictating paths to celebrating individual journeys. Communication transformed from anxious pronouncements to open dialogues, creating a web of interconnected support that nourished the students' growth further.

However the most profound impact, I believe, was on myself. Coaching forced me to shed the cloak of the omniscient sage and embrace further the role of a humble facilitator. It stripped away the need for control and replaced it with an unwavering faith in the inherent potential of each student. This shift from power to partnership, from pronouncements to questions, was liberating. It allowed me to step off the pedestal and walk alongside my students, sharing the wonder of discovery, relishing the thrill of their triumphs, and learning alongside them every step of the way.

Learning about coaching wasn't an academic pursuit; it was a personal transformation. It wasn't about adding a tool to my arsenal; it was about building a new learning ecosystem, where trust, autonomy, and self-discovery thrive. As I watch my students blossom, my colleagues collaborate, and parents engage, I know that the journey with coaching has just begun. It's a path not paved with rigid formulas, but with endless possibilities, leading towards a future where every student, every teacher, every parent discovers the joy of learning, the thrill of self-discovery, and the magic of a community that grows and flourishes together.

Editor’s Notes

Strategic Steps

1. Recognition of Educational Need: Harvey identified limitations in traditional teaching methods, aiming to unlock individual potential and foster a love for learning beyond imparting knowledge. This led him to explore coaching methodologies to address these needs.
2. Investment in Coaching Education: Harvey enrolled in a coaching program to empower students to find their own answers and paths, shifting from the conventional teacher-centric approach to a student-led learning journey.
3. Implementation of Coaching Principles: Integrating coaching into teaching practices, Harvey witnessed immediate transformations in student engagement, autonomy, and confidence, revolutionising the classroom dynamic.
4. Extending Coaching Principles Beyond Students: Harvey extended coaching principles to staff development, fostering a collaborative environment and shared ownership among teachers, shifting from sole knowledge dispensers to supportive guides.
5. Engagement with Parents: School information sessions facilitated by Harvey created a new dialogue between parents and children, encouraging mindful support and celebrating individual journeys, transitioning from controlling to supportive parenting approaches.

Outcomes

1. Student Transformation: The application of coaching principles empowered students, fostering autonomy, confidence, and self-discovery, transforming the classroom into a vibrant space of exploration and growth.
2. Staff Empowerment: Coaching principles among staff cultivated a collaborative and respectful environment, transitioning from authoritarian teaching to supportive guidance, leading to mutual learning among educators.
3. Impact on Parental Engagement: Parental involvement shifted from control to support, encouraging dialogue and witnessing their children's growth, fostering a nurturing web of interconnected support that nourished students' development.
4. Personal Transformation: For Harvey, coaching prompted a shift from an authoritative role to that of a facilitator, embracing humility and partnership, leading to a deeper connection with students and mutual learning experiences.
5. Evolving Learning Ecosystem: Harvey's coaching journey facilitated the creation of a new learning ecosystem emphasising trust, autonomy, and self-discovery, setting a path towards a future where learning is joyful, discovery-driven, and community-oriented.

Harvey Trump’s Reflections

Writing this article wasn't just about reviewing coaching practices; it was a transformative journey that illuminated the profound impact we hold, not just on students, but on the entire school ecosystem we grow in. It shifted my perspective from unconscious instinct to consciously wielding coaching as a powerful tool for shaping the future. It's a call to action for all of us to embrace deliberate intentionality and keep coaching central to developing those crucial 21st-century skills that will empower our young people to thrive in the years to come. This isn't just a reflection; it's something we all should attempt to make coaching in our schools? impactful.

I WANT Your Story

I invite you to send me your story (by e-mail) of how you added coaching to your teaching, and why you chose to do so. I also ask you to share the benefits of the outcomes you have experienced. Finally, I ask you to reflect on the process of telling your story.

Your story (1500 words) could be featured in this biweekly newsletter on LinkedIn and/or our quarterly compendium published on Amazon .