By Roger Pask; Barrie Joy
ISBN-10: 0335235212
ISBN-13: 9780335235216
ISBN-10: 128133121X
ISBN-13: 9781281331212
This publication explores the foundations in the back of profitable mentoring-coaching in schooling. in addition to highlighting the various advantages of mentoring-coaching, it addresses hugely sensible concerns comparable to: Can somebody learn how to be a mentor-coach? What behaviour counts as mentoring-coaching? How do i do know what to do, in what order and the way? What are the aptitude merits? What pitfalls may there be and the way may possibly those be Read more...
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Roger Pask; Barrie Joy's Mentoring-coaching : a guide for education professionals PDF
This publication explores the foundations in the back of winning mentoring-coaching in schooling. in addition to highlighting the numerous merits of mentoring-coaching, it addresses hugely useful concerns corresponding to: Can an individual learn how to be a mentor-coach? What behaviour counts as mentoring-coaching? How do i do know what to do, in what order and the way?
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Example text
Sometimes the explicit invitation, ‘Say some more about that’ may be appropriate. It might also be helpful in particular circumstances to invite the client to give an example of some general point she is trying to make. Note, however, that at this stage it is not appropriate to use these phrases to challenge the client. That may be necessary later, but not in the early part of the process. The general principle at stake here is that mentoring-coaching is aimed at generating clarity about all the things listed in the previous chapter – who I am, my role and purpose and so on – and about the precise nature of what is being experienced at present.
They may, as previously indicated, have a blind spot and might well identify a minor issue, or even a symptom rather than the one that they most need to address. Most people are in any case reluctant to talk about problems they encounter to someone with whom they have not clearly established the beginnings of a relationship of trust and confidence. Although we all have or encounter problems of one kind or another, to talk about them too readily is seen by many as a confession of weakness or failure.
In addition, there needs to be confidence that whatever is said by the client will not be taken to be a final word on any matter. Rather, anything said must be treated as part of a continuing thinking process. We referred earlier to ‘felt experience’. People who work in similar contexts to each other often have experiences that are similar. For example, a teacher may have a difficult class and experience an ongoing struggle for control. The facts of each such experience always differ to some degree and, more importantly, so also do the feelings engendered by the experience, sometimes markedly.
Mentoring-coaching : a guide for education professionals by Roger Pask; Barrie Joy
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