" Coaching as a learning method"

АДМИНИСТРАЦИЯ ВОЛЖСКОГО РАЙОНА МУНИЦИПАЛЬНОГО ОБРАЗОВАНИЯ

«ГОРОД САРАТОВ»

МУНИЦИПАЛЬНОЕ ОБЩЕОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ

« Лицей № 107»

===============================================================

Державинская ул., д.10 г. Саратов, 410018. Тел.(8452) 43-31-03, факс (8452) 44-14-63

Research work

" Coaching as a learning method"

The supervisor:

Korolkova A.V.

Saratov 2021

Contents

1.Introduction.......................................................................................................2

2. The main part...................................................................................................3

2.1. What is coaching?.........................................................................................4

2.2. The research .................................................................................................5

2.3. The recommendations .................................................................................6

3. Conclusion......................................................................................................9

3.1. The practical significance of the results.....................................................10

4. References ....................................................................................................12

1. Introduction

The relevance of the topic

"It is impossible to help a person by doing something

for him, what he should and can do himself "

Abraham Lincoln

Nowadays, there are many methods to achieve the goal set for ourselves, training, consulting, mentoring and others are familiar to us. But the problem of modern students is that, despite all their "advanced" in the field of information technology, they sometimes can not find the necessary information and can not use these methods to achieve goals and solve problems in the field of education. Since I myself am at the school stage of education, I was interested in the most effective method for achieving goals, and in search of such a method, I came across coaching – a completely unfamiliar word for me.

The problem: currently, there are many effective ways to help students overcome various difficulties that arise in their educational activities, but students do not know about them. I also have this problem, which is why I was interested in the topic of coaching.

The hypothesis: thanks to coaching, you can help students of our school in solving various problems that arise in educational activities, teach them to achieve goals independently, which will be useful for them in further training.

I was interested in what this method is, how it can be used in the field of education and how much students of our school need it. I conducted a survey among students of grades 5, 9, 10 and 11 of the USOSH. (Appendix 2), as well as a survey among students in grades 10 (Appendix 4). The results of the study (Appendix 7.9) will be discussed in detail in Chapter 2 of my work, but the main conclusion is that most of the students I interviewed need not only theoretical knowledge, but also practical help to solve problems in learning.

So, let's try to understand the essence of coaching, and how it can be applied in this situation.

The topic of the work is "Coaching as a learning method".

The object of research is coaching as a method of training.

The purpose of the work: to study coaching as a learning method.

The subjects of the study are: coaching, the development of coaching abroad and in Russia, the need to apply coaching in school education, in this case, in our school.

Tasks:

1. to explain what coaching is.

2. to tell us how coaching has developed abroad and in Russia.

3. to investigate the problem of the need for coaching for students of our school classes.

In order to solve these problems, I used the following methods: reading and analyzing literature, questionnaires, a sociological survey, a graphic method, systematization and generalization of information.

I consider this topic relevant, since, being at the school stage of education, I myself experience difficulties in learning activities, so I want to study coaching and apply this method in subsequent learning activities, also this topic is little studied, most of the materials are on the Internet. I used articles from online resources, books on psychology, for example," High Performance Coaching " by John Whitmore, the results of a survey and survey of students at our lyceum. In addition, on September 22, 2020, I participated in the webinar of the International University global coaching program "How to find the key to yourself", which was conducted by business coach and coach - Tatiana Russu (Appendix 1)

My work will have a wide practical application: in social studies lessons, classroom hours and other types of classes.

Chapter 1. What is coaching?

First of all, it is necessary to understand what is inherent in the concept of coaching. From English, the word "coach" is translated as "train", "mentor", "inspire".

According to various articles, coaching can be defined as follows: coaching is a system of interaction aimed at quickly achieving positive results, it is the art of creating an environment through conversation and behavior that facilitates the movement of a person to the desired goals, so that it brings satisfaction.

Coaching was originated in America in the 80s of the XX century.. In 2001, the coaching profession itself was recognized at the legislative level.

In Russia, the main providers of coaching services are Moscow, St. Petersburg, and currently there is a Ural training school in Yekaterinburg, and its development is beginning in Perm. Promising niches for coaching, in addition to business, are creativity, family relationships and, of course, parenting.

The coaching approach in teaching and upbringing is of increasing interest to both teachers and parents, as it allows children to develop awareness, independence, initiative, goal-setting and planning skills. The main role in this methodology is played by open questions. (Annex 6)

With the help of coaching, teachers can contribute to the formation of positive thinking, maintain students ' confidence in their abilities and capabilities, which leads to high educational and cognitive motivation and the formation of responsibility for their studies, and the results of this approach become noticeable very quickly. The teacher uses coaching to help the child discover their own opportunities and goals, turning problems into tasks. In school pedagogy, coaching can solve the most urgent problem of managing the educational process – motivation, offering the teacher a technology that gives a guaranteed result.

Chapter 2.

My research and recommendations.

The students of our lyceum also have learning problems, so I conducted a survey (Appendix 2) to find out how independent students of our school are in solving their problems in the field of education.

The survey was conducted at the lyceum among students of the 5th, 9th, 10th, 11th grades, a total of 154 people took part in it.

I asked 4 questions :

1. Can you independently set (formulate) the goal of your training activity?

2. Can you develop a plan (define actions and means) to achieve the goal?

3. Do you always achieve your goal?

4. Do you need a mentor to achieve your goal?

The results for the 1st question: out of 154 respondents, 130 people (84%) independently cope with setting a goal, and 24 people (16%) cope with the help of adults.

The results for the 2nd question: 109 people (71%) independently cope with the development of a plan to achieve the goal and 45 (29%) – hope for the help of adults.

The results for the 3rd question: only 22 people (14%) always achieve the goal, 126 (82%) sometimes achieve it or never achieve it, 6 people (4%) do not care .

The results for the 4th question: 96 respondents (62%) need a mentor, and 58 people (38%) believe that they do not need a mentor.

The result of the survey showed that most of the students of our school are able to set goals, as well as develop a plan to achieve it, but the result does not always satisfy them, so they need the help of a mentor.

Also, the charts (Appendix 3) one can notice that by the 10th grade increases the percentage of students who do not achieve their goals, but they didn't care, that is to say that will melt indifference to his own success in training activities, although in grade 10 everything should be Vice versa, because of the upcoming exams.

Of course, it is good that most students are able to independently set goals and develop plans to achieve them, but it is necessary that their plans are effective, and the results of the questionnaire show the opposite.

To find out where such problems come from, I conducted a survey among students of the 10th grade, 36 people took part in it. I tried to ask open questions, as the coaching method provides. (Appendix 4)

3 questions were asked:

1. If you do not achieve a goal in your learning activities, what do you think prevented you from achieving it?

2. What do you do to overcome these obstacles?

3. What else can you do to overcome these obstacles?

The results for the 1st question: out of 36 respondents, 42% admit that they are too lazy to achieve the goal, 19% believe that disorganization hinders, 12% - other interests, self-doubt, 4%- irresponsibility, 3%-health problems, unwillingness to learn, lack of motivation, and 1% accuses the "Ministry of Educational Affairs".

The results for the 2nd question: 40% are engaged in self-education and work on themselves, 36% spend more time studying, doing homework, doing lessons and consultations, 8% limit time on using a computer, there are also those (8%) who do nothing at all, 4% are looking for support and motivation, and 4% plan things.

The results on the 3rd question: 27% believe that you need to spend more time studying, give up some sections, 24% - improve and work on yourself, 18% - fight laziness, 12% - get rid of bad habits, organize time, 6% say that you need to have the desire and motivation, as well as 6% offer to hire a tutor, and some (6%) offer to change the education system, reduce the load at school.

We can say that the fourth part of tenth graders understands that motivation and support are necessary to achieve the goal, they need it. For most students, a significant decrease in educational and cognitive motivation is characteristic, and teaching often turns for such students into a boring, burdensome duty, which they want to get rid of as soon as possible. As a result, they relate to educational activities formally, do not strive for high results, do not realize their potential.

I think teachers need to pay attention to this and take some measures. It is coaching that can help teenagers stop being passive participants in the educational process, become active, conscious students, treat learning activities as personally significant, and create a supportive environment. I hope my work will help with this.

The recommendations

So, in order for a child to be more aware of learning, the knowledge that he receives at school must acquire a personal meaning for him. From the material I have studied and the research I have done, the following recommendations can be formulated:

- The student should consider his mistakes and failures not as a loss or failure, but as a valuable experience that will allow him to move forward more effectively.

- It is necessary to develop consciousness and responsibility in students. Consciousness is the result of increased attention, concentration, and clarity. This is the ability to select and clearly perceive relevant facts and information, determining their importance.

- Responsibility is important for high-performance execution. Learning activities will be effective only if the student takes responsibility for their results.

-The modern student should be able to independently determine the goals of activities and make plans for activities, while using all possible resources.

- Goals should be specific, clear, measurable, consistent, realistic, and time-bound.

- You need to be able to turn problems into tasks.

Without imposing on the student his own picture of the world (everyone has their own – their own knowledge, their own experience), the teacher must understand and take into account the characteristics of each.

- Each person is unique and teachable. The only way to a good result is possible only through work on yourself, confidence in the goal and faith in your potential.

Conclusion

At the beginning of the research work, I formulated a problem-students do not know about ways to help solve various difficulties that arise in educational activities. My observations helped to make sure that such a problem exists, so I decided to talk about coaching.

In the course of my study of the literature, it turned out that coaching can really be used in educational activities, since observing the successful application of coaching in sports and business, it can be argued that this method will help significantly increase the results in teaching students in secondary schools.

The coaching approach in teaching and upbringing is of increasing interest to both teachers and parents, as it allows children to develop awareness, independence, initiative, goal-setting and planning skills.

In school pedagogy, coaching will help solve the most urgent problem of managing the educational process – motivation, which, as it turned out during the survey, students of our school need.

After analyzing the literature and additional sources, we can say that coaching is an analysis of what has been achieved to date and planning what we would like to achieve.

After reviewing various examples of the use of coaching and its structure, I was convinced of the correctness of the hypothesis put forward: coaching can help students of our school in solving problems that arise in educational activities, teach them to achieve goals independently, which will be useful in the future.

The practical significance of this work lies in the fact that the collected materials and research conducted by me can be used by students and teachers in social studies lessons, classroom hours and other types of classes, including career guidance.

Thus, the goal of the research work has been achieved, the tasks have been solved, and the hypothesis has been confirmed. Coaching is really a modern method of solving problems in education related to motivation, and coaching is one of the most promising professions of the XXI century.

References

1. John Whitmore. "High performance coaching". Moscow, 2005.

2. "The Law on Education in the Russian Federation". Moscow, 2012.

3. Jensen-Maar Zina, Monina Julia, Parshikov Yuri. "Coaching-tools for effective achievement of goals»

4. Federal State Educational Standard of basic general education. Moscow, December 17, 2010.

5. Federal State educational standard of secondary (full) education. Moscow, December 17, 2010.

6. Formation of universal educational activities in the main school. Moscow "Prosveshchenie" 2010.

Internet sites

7. http://todayer.ru/psixologiya

8. http://studbooks.net

9. http://www.uraltrening.ru

10. http://moluch.ru

11. http://www.e-xecutive.ru

12. http://nsportal.ru

13. http://vseuroki.pro

14. https://e-koncept.ru

Informants

15. Tatiana Russu coach PCC ICF Moscow Training School (webinar materials)

16. Students of the 5th, 9th, 10th and 11th grades of Lyceum No. 107

List of applications

1. Tatiana Russu coach PCC ICF

2. Sample questionnaire offered to students

3.The results of the questionnaire (charts)

4. The sample survey offered to students

5. The results of the survey (table)

6. The sample open questions

Appendix 1

Tatiana Russu -a coach PCC ICF Moscow Training School. The author of training and development programs for leaders and teams.

Appendix 2

How independent are you?

1. Can you independently set (formulate) the goal of your educational activity?

a) I can do it myself

b) I can do it with the help of adults (teachers, parents)

2. Can you develop a plan (identify actions and means) to achieve this goal?

a) I can do it myself

b) I hope for the help of adults

3. Do you always achieve your goal?

a) always

b) sometimes

c) never, but I don't care

4. Do you need a mentor to achieve your goal?

a) needed

b) not needed

Appendix 3

Survey

1. If you do not achieve any goal in your educational activity, what, in your opinion, prevented you from achieving it?

2. What do you do to overcome these obstacles?

3. What else can be done to overcome these obstacles?

Appendix 4

1. If you do not achieve any goal in your educational activity, what, in your opinion, can prevent you from achieving it?

2. What do you do to overcome these obstacles

3. What else can be done to overcome these obstacles?

Annex 5

Open questions:

-What do you expect from this class?

-We have half an hour, what would you like to do in this time?

-What would be the most useful thing for you in this class?

-What is your long-term goal? When do you want to achieve it?

-What are your intermediate steps ? How much time do you have for their implementation?

-How can you control the result?

-What effective steps have you already taken?

What can prevent you from doing more?

What internal obstacles or personal resistance can prevent your actions?

What resources do you already have- skills, time, enthusiasm, money, support, etc.?

When will you exactly start and finish each effective step?

19