What Coaching is this?

I asked a teacher for her thoughts on coaching conversations with her students. We quickly realised that there is a broad range of teacher- student conversations where aspects of coaching can be included; more or less.

We looked at Directive Coaching and Non-Directive Coaching as two ends on the scale, covering teacher's roles as Subject Teacher to Life Coach. And then we explored the space between the two.

Directive Coaching Conversation

This is also known as "Hands On" conversation. The Teacher is in control, gives advice and instructions. The conversation is between two minds. There is little or no connection to how either of them feels about doing this.

Teacher: Hi Neriah, let's talk about improving your writing and speaking. How do you currently approach these?

Student: I try my best, but I get nervous speaking, and organizing thoughts for writing is hard.

Teacher: Understandable. For writing, consider using an outline to map your thoughts. For speaking, practice makes perfect; consider rehearsing in front of a mirror or friends. Sound doable?

Student: Yes, I'll give these strategies a try. Thanks for the advice.

Teacher: Great, Neriah. Let's schedule a follow-up discussion in one week's time to assess your progress. Practice consistently and you'll see improvement.

Analysis

The teacher is in control. The power difference between the teacher and student is great.

• The teacher decides what the conversation will be about "let's talk about..."
• The student's comments "I get nervous", "writing is hard" are barely acknowledged by the teacher's response, "Understandable".
• The teacher gives advice, "For writing, consider using an outline...", "For speaking, practice makes perfect; consider rehearsing..."
• The teacher is in command again. The questions "Sound doable?" is more of a command. So is, "Let's schedule a follow-up discussion".
• The teacher's final comment, "Practice consistently and you'll see improvement" is an instruction.

Not-So-Directive Coaching Conversation

In these conversations, there is a move towards considering how the student feels in general, and how the task affects them. The aim is to access those emotions as drivers for improvement.

Teacher: Hi Neriah, how are you today?

Student (Neriah): Hi, I'm okay, but I'm worried about my writing skills.

Teacher: I appreciate your honesty, Neriah. Can you tell me more about what specifically you're finding challenging?

Student: Well, I'm having a hard time expressing my thoughts clearly in my essays.

Teacher That's a common issue many students face. What strategies have you tried so far?

Student: I've tried outlining my ideas before I start, but I still struggle to make my writing flow smoothly.

Teacher: Outlining is a good start. Have you considered seeking feedback on your drafts?

Student: Not really, but that sounds like a good idea.

Teacher: It can be very helpful. Let's look at your latest essay together and I can give you some constructive feedback.

Analysis

The teacher is beginning to partner with the student. The power difference is smaller than the previous conversation. There are opportunities for deeper discussions about the student's worries, even through the metaphor of the classwork. There are opportunities for acknowledging the student's feelings.

• When the teacher asks "How are you today?" there is an opportunity for sharing. It's not common for students to open up about their home lives in class, but they do share about the stresses of classwork. Sometimes as a metaphor for what's going on at home.
• The student's phrase, "I'm worried about", could be a clue to them being more generally worried, or worried about something other than their writing skills.
• The teacher acknowledges the student's feelings, "I appreciate your honesty, Neriah". The use of the student's name is important, it shows the teacher knows who they are talking with. This opens a door to a deeper conversation.
• The teacher's enquiry, "Can you tell me more about what specifically you're finding challenging?" could be an academic question or an attempt to create space for a deeper conversation.
• The student's reply, "I'm having a hard time expressing my thoughts clearly" could be asking for help in expressing challenging thoughts. Or they could be asking for writing guidance.
• The teacher chooses the path the conversation will take. "That's a common issue many students face" acknowledges that the problem is solvable, and the teacher begins to give advice and instruction, "Have you considered...", "It can be very helpful".
• The final comment, "Let's look at..." is an instruction. The power difference increases again.

While both styles can be effective, the choice between directive and non-directive coaching depends on the situation, the coach’s relationship with the ‘coachee’,? the ‘coachee’s preferences and needs.

Non-Directive Coaching Conversation

Non-Directive Coaching is also known as Hands Off Coaching. It's helpful to have an image of the teacher sitting on their hands so they don't inadvertently point where they want the student to go.

How would a Non-Directive Conversation sound?

Your assignment is to write a coaching conversation between you and Neriah where you explore their home-life issues through the metaphor of the classwork (writing or speaking).

Analysis

Here's a handy checklist of key features of a non-directive coaching conversation. The teacher is in charge of the conversation, the control over it, is shared.

The teacher:

• Maintains zero power difference
• Allows the student to choose what to talk about
• Acknowledges the student's emotional state and responses
• Is open to using the classwork as a metaphor for something bigger, at home or the wider community
• Offers no advice
• Gives no instructions
• Guides the exploration of possible strategies, research etc
• Elicits the student's own advice
• Elicits the student's own instructions
• Supports the student in taking charge of their thoughts, actions and outcomes