Coaching Conversation Tip Sheet

Directive Approach

What is it?

One of the highest leverage ways that a coach can work is by interrupting
mental models which if left untouched create impenetrable fortresses
around transformation. Using the directive strategies (those than John Heron
calls authoritative approaches) can be a very effective way to interrupt
these mental models (Aguilar, 2013, p. 195.) This approach is a direct
approach where the coach addresses the changes needed and gives advice
on how to make those changes. This approach is great with new teachers or
those who like direct instruction. Within this approach there is the
confrontational, informative and prescriptive approaches.

Confrontational Approach:

A confrontational approach can raise awareness, challenge the clients

assumptions, or stimulate awareness, beliefs, or being (Aguilar, 2013, p.
202.) In this approach, the coach will directly address the clients actions.

Questions:

1) I would like to talk about _______ is that ok?

2) How did you decide to _______?
3) What do you think would happen if __________?

Informative Approach:

In this approach, a coach imparts knowledge and information (Auguilar,

2013, p. 204.) This is often an approach that works best for new teachers
and teachers who just want to be told what to do.

Questions:

1) Theres a useful book about ________.

2) An effective strategy for ________ is _________.
3) You can contact ________ for ________.

Prescriptive Approach:

From a prescriptive stance, a coach gives directions, recommendations, or

advice; we direct behavior- not beliefs or feelings (Aguilar, 2013, p. 205.)
With this approach advice is given to the client when they are open to
hearing it.

Questions:

1) You need to know the schools policy is _________.

2) Would it be ok if I shared some advice that might help you?
3) I think you should talk to your administrator about _______.

Activities for the Directive Approach:

Observations: For this activity the coach observes the client and discusses
what was seen in the observation. When observing there should be a specific
observation tool that the coach can use to observe and guide later reflection.

Elbow-Teaching: In this strategy the coach teaches side to side with the
teacher and gradually releases responsibility. The coach can give on-the-spot
feedback when in the classroom. They can also assist with lesson planning
and even read research on classroom techniques.

Coaching Conversation Tip Sheet

 Facilitative Approach

What is it?

As our intention is to impact behavior, beliefs, and being, it is our job to

artfully guide a coaching conversation in a way that produces results in these
areas (Aguilar, 2013, p. 163.) This approach is about having discussions
with your clients and guiding them to discover new learning and create
changes. Within the approach, there are three categories; cathartic, catalytic
and supportive. Each approach having a different purpose. Below is a brief
description of the approach and some questions and exercises that can be
used with your client.

Cathartic Approach:

This approach is about finding the clients emotions and using these
emotions for reflection and change. When we take a cathartic stance, we
intend to help the client release emotions which block her progress *Aguilar,
2013, p. 166) The first step to this approach is finding the issue and
developing appropriate questions to address that issue.

Example Questions:

1) I know that there have been many changes this year, how do you feel about
this?
2) What is happening in your class right now? How do you feel about that?
3) That situation would be very emotional, would you like to talk about what
your feeling?

Activities to use with the client:

Visualization and Guided Imagery: In this activity the coach will guide the client
through different scenarios. The intention is to see change and gain insight to an
issue.

Writing: In this activity the client is asked to reflect on thoughts through writing,
similar to a journal. These notes are then used to guide conversations.

Catalytic:

A catalytic approach is most useful to help another person reflect, work

through feelings and thoughts, and learn for herself (Aguilar, 2013, p. 169.)
In this approach questioning is used to create change. Questions can be used
to clarify and to probe. The goal is for the client to reflect and create
changes.

Example Questions:

1) I see that classroom management is a struggle, what tools do you

currently have in place for this?
2) It sounds like you are not happy with your assessment, what can you
do to change that?
3) You just talked about your relationship with your teammates, what will
you do to improve this?

Activities to Use with the Client:

Role Playing: In this activity the coach and the client practice different
situations. This is especially good with a client who doesnt understand why
something is not working. After role playing there should be a reflection.

Videotaping: Although this strategy would be useful for all approaches, this
strategy is a great way to reflect. With this the client is videotaped the coach
uses this to guide conversations.

Supportive Approach:

From a supportive stance we provide confirmation, offer encouragement,

and help our client maintain focus and motivation (Aguilar, 2012, p. 171.) In
this approach the goal is to support and allow the client to what they are
doing well and offer encouragement.

Example Questions:

1) What did you do to encourage such great participation from your

students?
2) You did a great job
3) I would love to hear more about

Activities to Use with the Client:

Positive Self-Talk: Often times teachers are overly critical of themselves and
they need to learn how to be positive and notice what is working. For this the
coach will get the client to shift their awareness and notice the positive.