Reflective Evaluation on Peer Coaching Session

Coaching: helping another person to improve awareness, to set and achieve goals in order to improve a particular behavioural performance.

It is important that early on in the coaching relationship ownership of the problem or opportunity passes to the employee. For this reason language such as, "here is what I would like you to do," should be replaced by, "how would you like to address this?" Assumptions of deeply committed self-management from an employee with low self-esteem, however, are akin to building a house on quicksand.

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

I think it is safe to say that the coach has several roles to perform; with the main objective being to develop the person being coached. This can be achieved by increasing self-confidence, identifying relevant and suitable topics for coaching as well as agreeing the setting of suitable planned tasks to support the learning process.

A coach or mentor can help to give guidance and support as challenges are faced, assisting staff in negotiating challenging situations with increased confidence.

I find this an excellent definition & explanation of what coaching is because to me coaching is about facilitating others to find their own paths through life, assisting them to reach their own answers & way forward by using open questioning, active listening & feeding back,

Feedback is perceived as more valid and objective, leading to acceptance of results and actions required (Michael Armstrong 2009:646).This implies

Promoting confidence that every child can improve will see the child gain satisfaction on their own progress and will give them a sense that they can continue to improve, a teacher or TA can do this by giving

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

* Coaching This is a process that supports and enables an individual to unlock and maximise their own potential, to develop and improve performance. Coaching helps the individual to learn rather than be taught. Coaching believes the individual is best to take responsibility for own actions and solutions with subtle guidance and prompts. This is an excellent way of improving performance through reflection. Enabling control and development to remain with the individual with the coach helping to unlock own potential. The ‘GROW’ model of coaching (Whitmore, 2009) provides a structured model for the coach. G= Goal setting asks questions to encourage the

This report will determine the value of coaching and mentoring; highlight some factors to consider when developing coaching and mentoring and show models and methods

Coaching allows an individual to ‘unlock’ their potential through use of questioning techniques to find their own solutions and develop

5. Roles and responsibilities 6.The match 7.Orientation session 8. The engagement 9. Coaching session 10.Goal setting 11 .Action planning 12. Active learning 13. Progress review 14.Reporting.

Coaching is the art of facilitating another person’s learning, development and performance. Through coaching people are able to find their own solutions, develop their own skills and change their own behaviors and attitudes.