Coaching Toolbox

Karen Park
Grand Canyon University: TCH- 518
December 4, 2014

Effective communication is more than talking, it includes, “conversation skills, listening skills, nonverbal language, giving constructive feedback, and developing trusting relationships” (J. Otto, 2008). The following ten toolbox is provided by Henry Kimsey-House, Karen Kimsey-House, and Phillip Sandahl where it consists of conversational skills to facilitate communication between the coach and coachee. They are: acknowledgement, articulation, metaview, questioning, clarifying, metaphor, intuition, intruding, blurting, and powerful questions. Next, are four key active listening techniques provided by Frank P. Donanngelo and Emilio D. Santa Rita which are: frequency count, praise comments, eliciting comments, and leading questions.
The ability for the coach to identify the coachee’s work in the classroom and who they are without being critical or judgmental is a skill of acknowledgement (GCU, 2014). Acknowledgement gives the coach the opportunity for the coachee to feel noticed for their efforts as well as establishing a trusting relationship since it gives a sense that the coach was paying attention to their work. “A coach is always holding the perspective of who the coachee ‘must be’ in order to support his or her desired outcomes” (Witworth, Kimsey-House, & Sandahl, 2007).
An example of this in an elementary classroom would be when the coach is observing the teacher teaching in his/her class or reviewing their lesson plan. When observing the teacher in the classroom, the coach will be noting the teacher’s strengths and things they have done well throughout the lesson. For instance, how the teacher accommodated her time to work with a particular student. Or, how well the teacher may have explained the objectives with visuals instead of just verbally stating it. Or, how well they resolved a particular situation. There are endless prospects when it comes to portraying a...