Topic/ theme: Coaching used as a non-formal education tool. Applications, activities and tools in the formal environment to improve motivation, focus, develop European key competences. Coaching as a non-formal education method used to bring out the best from your learners
At your request, the courses can be structured for a different schedule (5 or 7 training days).
Sending partners: educational organizations involved in formal, non-formal and informal learning: kindergartens, schools, adult training centers, resource centers and other relevant organization active in the adult education field established in Erasmus+ program countries.
Participants: 20-25 adults involved in education
Course fee: According to the Erasmus+ guide, 80 euros / training day, including course preparation, training, training materials, administration costs, organizational costs, 24 hours emergency support.
Trainers: A multinational team of trainers – Portuguese, Romanian, Spanish, Greek, Cypriot, Italian,Polish, SALTO affiliated, with training in more than 15 European countries.
Languages used: English, Portuguese, Spanish, French. The training materials will be provided in English. On request, Spanish and French.
Profile of the participants:
The participants are teachers (working in kindergartens, primary schools, secondary schools etc.) or adult trainers active in the sending organization interested in coaching methods that can be used in education, with or without previous experience, willing to develop themselves professionally not only through the course, but by involving themselves in preparatory and follow up activities. They must be interested in other cultures and in developing the institution’s European dimension.
Objectives:
– to develop competences regarding applying coaching as a methodology in different formal settings in order to improve the motivation and results of the students
– to enable participants to develop coaching activities, techniques and tools (a guide, a digital game etc.) through experimental teaching for their own teaching context in order to improve the results of their students
-to reduce stress levels, overcome anxiety & develop the necessary abilities to manage emotions within the classroom
-to analyse bullying, aggressive behaviour (physical and verbal), creating strategies on how to deal with and eliminate them
-to identify limiting & negative beliefs and transform them into positive and supporting ones
-to understand physical & mental health issues within the teaching profession
-to improve interpersonal relationships
-to introduce new tools & resources within the classroom to foster well-being – reduce early school leaving
-to identify & share good practices that can be implemented at a local level
-to improve participants’ competence & performance in english
– to increase and capacitate participants’ confidence in working with at least 5 coaching methods and tools, using their own qualities, talents, differences,as resources to help and empower teachers and students to develop their critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings
– to teach how to use the collective intelligence of the groups they are working with to increase their results
– to teach the participants techniques that will empower learners with a sense of personal initiative and entrepreneurship and help them create their personal drive and learning to learn their own way (eu key competences “sense of initiative and entrepreneurship” and “learning to learn”)
– to teach the participants techniques that will allow their learners and peers to better understand themselves and empathise, leading to better social and civic competences (eu key competence “social and civic competences”)
– to share best practices and transfer knowledge and methods between different cultural zones and different learner ages
– to promote European cooperation in the field of education within the framework of the Erasmus+ program by partnership building
The main goal of the course is to create trust, motivate and empower both teachers and their students.
By the end of the course participants will have a substantial understanding of the coaching framework and its models. They will develop core coaching skills, including observation process, feedback, questioning, listening, raising awareness, establishing and maintaining an authentic relationship.
Learning outcomes
By participating in this training course, the participants will:
–develop competences regarding applying coaching as a methodology in different formal settings in order to improve the motivation and results of the students
–learn how to develop coaching activities, techniques and tools (a guide, a digital game etc.) through experimental teaching for their own teaching context in order to improve the results of their students
-learn how to lower stress levels, overcome anxiety & develop the necessary abilities to manage emotions within the classroom
– learn how to analyse bullying, aggressive behaviour (physical and verbal), and how to create strategies on how to deal with and eliminate them
-be able to identify limiting & negative beliefs and transform them into positive and supporting ones
-have a better understanding of physical & mental health issues within the teaching profession
-improve interpersonal relationships
-learn how to introduce new tools & resources within the classroom to foster well-being – reduce early school leaving
-be abe to identify & share good practices that can be implemented at a local level
-have better competence & performance in english
– have an increased confidence in working with at least 5 coaching methods and tools, using their own qualities, talents, differences, as resources to help and empower teachers and students to develop their critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings
– learn how to use the collective intelligence of the groups they are working with to increase their results
– learn new techniques that will empower learners with a sense of personal initiative and entrepreneurship and help them create their personal drive and learning to learn their own way (eu key competences “sense of initiative and entrepreneurship” and “learning to learn”)
– learn how to apply techniques that will allow their learners and peers to better understand themselves and empathise, leading to better social and civic competences (eu key competence “social and civic competences”)
– learn how to promote European cooperation in the field of education within the framework of the Erasmus+ program by partnership building
Methodology
Most of the educational approaches are inspired from constructivist pedagogy. The training course has a holistic approach and uses various tools during the different activities.
| Days | Module | Details of activities and methodology |
| Days 1,2 | Culture and interculturality | Introduction Program briefing & planning Intercultural games. Working in an international project – how to communicate and connect. Myself and others Education, schools and generation Z Team building: working with colleagues and parents – practical exercises followed by a debate. Empathy Relationship Awareness Theory Stereotypes and prejudices in the classroom. Cultural Isla/Lisbon/Larnaca – project tour exploring exterior manifestations of culture |
| Day 3 | Conscience | Introduction to coaching. Coaching concepts and coaching models. The coaching approach to education. vs Mentoring Coaching session simulation. Practical group work and exercises 21 century skills in education – 8 European key competences – debate. Perceiving the point from where you are starting your work. Techniques and tools to evaluate and frame the view of the present. The Wheel of Life exercise. |
| Day 4 | Objectives and Goals | Goal setting techniques. Reconciling goals between different actors in education: students, teachers, parents, stakeholders. The win-win approach. Self knowledge. The Johari Window exercise. Tools to realize the subject’s goals. Image board exercise. |
| Days 5, 6 | Creative dynamics. | Introduction to GROW Coaching Model + triads, reflection, feedback Coaching skills: communication, active listening, rapport, trust The art of asking the right questions The starburst of empowerment method. The W in GROW (the Way forward) GROW or RGOW? – your personalised approach. Reassesing limiting beliefs. Increasing the comfort zone. Intra and inter group dynamics for exploring the creative process. Tools for working with groups, group building activities. Evaluation of current solutions for current challenges and tools to structure a creative process for search of new solutions. NLP perceptual positions – source of creative solutions – role play featuring different actors in education Midterm evaluation |
| Day 7 | Action | The call to action and the power of the minimum step. Commitment cards exercise. Motivation, negotiation, leadership, creativity and trust. Positive thinking Motivation tools and Pair coaching. Planning a Coaching session: from theory to practice Practical group work and exercises |
| Day 8 | Coaching in education | Study visit to a local institution. Coaching in education: the whys and the hows – six thinking hats method. Dissemination of previous European projects rising motivation in students made by all partners. Groups research project followed by role play: inspiring coaches and their techniques. Project video. Exploring the urban landscape – Isla/Lisbon/Bran/Larnaca a as an education resource. |
| Day 9 | Evaluation, dissemination and certification | Dissemination and valorization activities planning. Using European certification tools: Europass Mobility certificate, upgrading the Europass Language Passport and Europass Skills Passport. Project evaluation. Certification ceremony. |