I’m not sure I’m really reaching my students. I don’t know how to make sure they are learning what I want them to learn. More than half of my class failed the midterm and I don’t know why. My course evaluations aren’t good and I don’t know how to improve. As educators, we often struggle alone with instructional challenges. We might even feel some shame that we aren’t able to solve our own problems.
At BCcampus, we have been using coaching as a way of helping each other work through challenges. Developing curiosity about our colleagues’ challenges enables us to offer support while helping them to grow and learn. Our natural tendency is often to default to advice giving or providing solutions. As much as this might help in the moment, it doesn’t allow for self-reflection and finding our own solutions with future challenges (Hunt & Weintraub, 2016).
Come and experience something that has disrupted and transformed our workplace culture and even our personal lives. In this session, participants will learn about using questions as a way of supporting colleagues’ growth through John Witmore’s GROW model. The GROW model is an easy way to introduce coaching by using the framework to identify and set goals (G), reflect on the current reality (R), revisit options and opportunities (O), and set out with a plan that will (W) be done to achieve goals (Whitmore, 2009).
Participants will then have an opportunity to practice this new learning in a facilitated coaching circle in which instructional challenges are brought forward and, peers offer reflective questions to peers to find solutions (Hunt & Weintraub, 2016).
Learning outcomes: Describe the GROW coaching model Develop an understanding of communicative learning through coaching Develop curious about their own process of problem solving Develop an understanding of the benefits of peer coaching Help others learn through a reflective practice
