1. PEER COACHING
“The Art of Questioning”
Facilitated by: Mharicar Castillo-Reyes
GLOBE TELECOM
03 August 2012

2. HOUSE RULES
Mobile phones (Turn off/silent
mode)
Questions/concerns – raise your
hands

3. How Coaching Works
http://www.youtube.com/watch?v=UY75MQte4RU

7. Pre –observation
meeting
observation
Reflection
post–observation
feedback

8. Assess
Implement (Observation)
Determine preparation required by both
coach and coachee. Model/team teach (Coachee and/or Coach)
Apply/adjust (Coachee)
Set Goals (Pre-Observation Conference) Observation and data collection (Coach)
Coachee and Coach work collaboratively
to: Reflect/Debrief (Post-Observation
Conference)
Identify school goals.
Determine classroom goals. Presentation and analysis of data (Coachee and
Identify activity/project. Coach)
Determine required skills. Reflect on learning (Coachee)
Plan future activities (Coachee and Coach)
Prepare
Coachee and/or Coach:
Set model for learning activities.
Plan activity/project.
Share lessons/resources.
Create/adapt materials.
Review/learn ICT skills.

10. Practice Activity: An Introduction to Peer Coaching Using GROW
GROW model is used for coaching. This will be your second opportunity to practice
coaching someone else using the Grow model.
30
Minutes Facilitator Guide
Peer Coaching 5 minutes
Facilitator Instructions: After you have walked everyone through the four stages of the
GROW model, break the room up into pairs for a time to practice the new model. Here are
a few ground rules to share with everyone:
1. Try to ask questions only...this is a model built on the ability to draw a person out
through asking questions.
2. No fixing! Try to resist the temptation to tell the other person what they should do or
even give advice. It’s a time to listen and draw the other person out.
3. Quickly decide on an issue that you would like to be coached on that relates to the
Groups Ablaze material. Once you have told your partner what you want to talk about, go
right into the “Reality” section of the model.
4. You have 10 minutes to coach. After I call “time,” I will ask the person to give you some
brief feedback about what you did well and if they have one “polishing” comment for you to
consider. After the feedback we will switch roles.

11. Practice Activity: An Introduction to Peer Coaching Using GROW
Debrief
Application Activity
Facilitator Instructions: As a group review the Peer Coaching Questions for the Four Factors
on the following page.
Goal:
What’s our Goal?
What do you need to talk about today?
What’s a good outcome of our time together?
Reality
What’s your reality?
Tell me more about…
What’s going on?
What’s been challenging?
How has that been challenging? Why? Why? Why?
Options
Let’s explore some options…
What are some possible ways forward?
What has worked before?
Will
What will you do?
What can I hold you accountable for?
What would you like me to ask you about next time?
What are you going to act on from our time together today?

12. “RULES” FOR PEER COACHING
THE STANCE
1. We’re engaging in exploration, not criticism. We’re unraveling a mystery (teaching and
learning) together, not monitoring each other.
2. An observed lesson is a shared resource; both teacher and coach should take something of
value away from any discussion of it.
3. Look for, describe, and assess the practice and its results, not the person’s
competence.
THE TALK
1. Describe first, discuss details later. First describe what happened, using your data. The
teacher can take or leave that. Only then discuss what the results were, and only if the teacher
initiates the discussion.
2. Talk specifically and concretely. (“You called on Will three times,” rather than “You tend to
call on boys a lot.”)
3. Talk about things which can be changed and which are worth changing. (e.g., Ignore
personal mannerisms, unless they are interfering with student learning.)
4. Remember to comment on strengths. Important learning comes from building on our
strengths as well as from addressing areas of weakness.
5. Check to insure clear communication. Paraphrase a lot: “Are you saying that…?” “Let
me see if I understand you…”
6. Interact. The basic human interaction skills of attending, listening, responding, and
acknowledging are important for both the coach and the teacher.

13. Characteristics of a Successful Peer Coach
Teachers have identified the following success characteristics for Peer Coaches:
•Ability to build trust with peers
•Builds on a teacher’s needs
•Open to learning about new and emerging technologies
•Team player
•Communicates well, listens to teachers
•Knows what teachers are doing in their classrooms
•Can show teachers how to build on what they are doing with different approaches and integration of
ICT
•Able to give teachers a menu of options and let them decide what might be useful for them
•Always has a back-up (plan in case of ICT glitches)
•Highly organised, plans well in advance
•Strong work ethic
•Understands that there will be a lot of extra work
•Provides a safe risk-taking environment - is non-threatening, non-judgemental and accepting
•Flexible
•Has enough depth and breadth of knowledge to help teachers who are at various stages of ICT
integration, including knowledge of sound practices
•Knowledge of how to organise/structure an ICT-rich learning environment
•Recognised by staff as a strong or outstanding teacher

14. Teacher readiness to become a coachee
What coaches say are the success characteristics of teachers who use
coaching effectively. The teacher:
•sees the need and purpose for this work
•is able to see how valuable it is
•recognises it is okay to make mistakes or ask ‘dumb’ questions
•is open to learning and open to being supported to think more deeply about
their teaching practice
•is committed to learning, and willing to try new things out
•feels okay about taking risks and failing
•maintains a flexible classroom approach, including willingness to change
teaching styles, curriculum and timetable
•able to make use of peer coaching as a professional learning opportunity.

15. Benefits of Peer Mentoring
The primary goal of the peer observation project is to rethink the way we do things and adapt to
changing times, students, and circumstances. The benefits of observing went both ways. Not
only did observed teachers get specific feedback but those doing the observing were exposed to
an increased number of children of varying ages, learning styles, and academic, developmental,
and emotional levels. All of us have benefited from seeing a variety of teaching methods and all
have enhanced our “bag of tricks,” so to speak.
There have also been what one might call “hidden benefits.”
After a few months of observing each other, we recognized that we tended to over-prepare for
the time we were observed. We wanted to impress each other and keep our “warts” hidden. As
trust built, this need to appear perfect dissipated and we became more comfortable with letting
down our defenses. This led to an unexpected development: Team members found that while
teaching unobserved, they helped maintain their focus by pretending that someone was observing
them.
Another interesting benefit was how our colleagues acted as a “reality check.” For example, one
teacher said she felt as if she were always yelling at her students. The observers reported
something very different. They saw a teacher who appeared to be patient and tolerant. Clearly,
her own thoughts and frustration had shaded her view of her teaching. The team discussed this
further and helped the teacher to focus on the reasons for her frustrations.
A third hidden benefit is that the children see their teachers practicing what they preach. We
make it a point to be very open with the students about our observations and our team mentoring.
In essence, we are modeling important lessons such as teamwork and learning through
observation. These are the same skills we want our students to learn. Seeing their teachers
struggle to improve and work with their peers is a powerful example.

16. New Challenges
We are now ending our second year of peer observation and mentoring. Our peer
observation
work has led us to look at many issues in a new light. How, for example, might we use our
experience with peer mentoring to help effect reform throughout the school and
district? How do we help other teachers question their teaching practices and place
learning and self-reflection at the top of their priority list? Do we simply model what
we believe the role of teachers should be or do we become assertive advocates of
change?
Peer mentoring has also raised broader social and political issues. Poverty, child abuse, and
other societal problems constantly surface and relate to the stresses that our children face.
We constantly grapple with what to do with these understandings. Do we simply concentrate
on our own little classroom or do we work more aggressively with parents, health
practitioners, and government officials to take a holistic view of the needs of children? What
role should we play in social change movements to improve the lives of our children out of
the classroom?
As we reinvent and grow as learners and teachers, we find it increasingly difficult to ignore
this most critical of questions. Are teachers passive observers of the world beyond our
schools, or should we work to improve the overall lives of the children we serve? And how
best do we do
so?
— Marc Osten and Eric Gidseg

17. Peer Coaching for Behavioral
Change by Marshall
http://www.youtube.com/watch?v=qK0fxR6uafo
Feedforward
http://www.youtube.com/watch?v=tFX74GIxca4&feature=related
http://www.youtube.com/watch?
v=G9ElB4RILm0

18. Thr ee Ty pes of Conver s at i ons W e
her
Coachi ng Takes Pl ace
A. The Planning Conversation – occurs before a colleague attempts a task.
{
Clarify Goals
Specify Success Indicators and a plan for collecting evidence
The content Anticipate approaches, strategies, decisions
Establish personal learning and processes for self-assessment
Reflect on the coaching process
B. The Reflecting Conversation – occurs after a colleague completes a task
{
Summarize impressions and recall supporting information
Analyze causal factors; compare, analyze, infer, and determine
The content cause-effect relationships
Construct new learning and applications
Commit to applications
Reflect on the coaching process
C. The Problem Resolving Conversation – occurs when a colleague feels stuck
{
Honor the existing state: Express Empathy
Frame the existing state: Reflect Content
The content State the Goal
Presuppose Readiness
Locate and amplify existing resources
Reflect on the coaching process

19. Devel opi ng t he Tool s f or Peer
Coachi ng
a) Listening Set-Asides -Autobiographical/ Inquisitive/ Solution
b) Rapport – skills to address tension/anxiety, to help coach
understand/pay attention
c) Pausing – wait time/ (1) after the coach asks a question, (2) after
the coachee responds, (3) before the coach responds
d) Paraphrasing - a rewording of the thought or meaning
e) Questioning – Inquiring (to broaden thinking) Probing (to focus
thinking)

20. Devel opi ng t he Tool s f or Peer
Coachi ng
a) Set-Asides - Autobiographical/ Inquisitive/ Solution
Autobiographical – it all started in a 5,000 watt radio station
(Same problem in interviews – 3 things!/ 3 minutes).
Dealing the coach! own experience or life history
with one’s
Inquisitive – curious about portions of the story that are not
relevant to the issue at hand. Unduly or inappropriate questions.
Solution – here is how I would solve it/ do it as I would do it and
you will do it right!/ here is the way I think about it
In peer coaching we are interested in what the coachee thinks
Activity # T-1: Pair with another person; the conversation will be about what
influenced the coachee to become a teacher; the coach will
engage in conversation by employing all of the above set-asides. Rotate roles.

21. Devel opi ng t he Tool s f or Peer
Coachi ng:
b) Rapport/Trust - matching posture, gestures, or voice qualities
Note: Trust is belief in and reliance on another person developed over time.
Rapport is comfort with and confidence in someone during a specific
interaction.
Proportion of Meaning inferred from nonverbal and verbal components
Nonverbal Nonverbal Verbal
65% Components Components
Posture Pitch
Verbal
Gesture Volume
35% Proximity Pace
Facial Expression Words
Activity # T-2: Pair with another person; the conversation will be about the most
difficult parent with whom the coachee had to deal; the coach will match the posture,
gestures, and voice qualities of the coachee. Rotate roles.

22. Devel opi ng t he Tool s f or Coachi ng:
c) Pausing
Note: There are three key times to pause: (1) after the coach asks a
question, (2) after the coachee responds, (3) before the coach responds/paraphrases
Activity # T-3: Work in a trio (coach, coachee, coach’s coach); the
conversation will be about the development of course exams; the coach
will ask a question and the coachee will respond; the coach will count
(silently) to 5: (1000 -1, 1000 -2, …, 1000-5) at each of the times listed in
the note, above. [The coach will also employ set-asides and will match
posture, gesture, and voice qualities.] [The coach’s coach
will observe and provide feedback to the coach.]
Rotate roles.

23. Devel opi ng t he Tool s f or
Coachi ng:
d) Paraphrasing
Note: begin paraphrasing with “So, you” and then repeat the content of
what the coachee said.
Activity # T-4: Work in a pair. Repeat the conversation about end of course exams
The coach will paraphrase every statement made by the coachee.
e.g. So, you believe we are spending too much time testing.
So, you are having a difficult time constructing end of course exams
So, you feel your end of course exams need considerable work
So, you believe working on end of course exams will improve the
the other assessments you do throughout the school year
Rotate Roles on cue.

24. Paraphrasing is an important skill in Pacing
Pacing
Honors what is
and makes visible
what is possible
Existing &
Desired State

25. Devel opi ng t he Tool s f or Coachi ng:
d) Paraphrasing - continued
Note: There are two arenas in which you are paraphrasing (1) emotion and (2) content
There are Three Levels of Paraphrasing:
Acknowledging Summarizing Shifting
And Clarifying And Organizing Conceptual Focus
You’re thinking about … So, there are three issues … So, a strong belief you
So, you’re wondering if … So, you’re ready to move on … hold is …
You’re hoping that … First you’re going to … then So, an assumption you
you will … are operating
You’re frustrated because … from is …
You’re concerned about … On the one hand … and on the So, a goal for you is …
other hand …
reflecting Goals, values, beliefs
mediating Assumptions, concepts,
…
Activity # T-5: In a pair repeat the conversation about end of course exams; the coach
will paraphrase, moving to mediation, and using pauses. Do not forget rapport!
Rotate roles.

26. Devel opi ng t he Tool s f or Coachi ng:
Ques t i oni ng
e) Questioning
Inquire
(to broaden thinking)
Probe
(to clarify or focus thinking)

27. Devel opi ng t he Tool s f or Coachi ng:
e) Questioning – Inquiring: Characteristics of Mediational Questions
• Use an approachable voice
• Use plural forms –
What are reasons for …?
What strategies are you…?
• Use exploratory/tentative language -
What might be your thoughts about …?
What are some of the possibilities …?
What are your hunches about…?
• Use positive presuppositions -
What might be some of the goals you have in mind …?
What might be your indicators that you are successful …?
As you consider alternative strategies, what seems most promising …?

28. Devel opi ng t he Tool s f or Coachi ng:
e) Questioning – Inquiring: To broaden thinking
External content is what is going on in the environment outside the
the person being coached while the internal content is what is going
on inside the mind of the person being coached.
Questions that most effectively mediate thinking link internal content
with external content.
e.g. How does your lesson fit into the major goals for this course?
Which key standards are addressed by your assessment?
Which standards will need to be assessed another way?
How will data from your assessment help students to meet the
standards?

29. Devel opi ng t he Tool s f or Coachi ng:
e) Questioning – Probing - To focus thinking
Skillful coaches look for the following speech patterns as places that require clarification:
• Generalizations (universal quantifiers) – all, everyone, never, always [Repeat & Pause]
• Rule Words (modal operators) – should, must, necessary, have to, ought [What if?]
• Vague Verbs (unspecified) – think, understand, learn, feel, make [How specifically?]
• Vague Nouns/Pronouns (unspecified) – students, women, administrators, people,
parents [Which …?]
• Comparisons (incomplete comparators) – better, larger, more, less useful [Than what?]
e.g. Has there ever been a time …?
What would happen if you did not …?
Think, specifically how?
Which students specifically?
Better than what?

30. Pr act i ci ng t he Tool s f or Coachi ng:
e) Questioning – Probing - To clarify thinking
e.g. Help me to understand what you mean by …
What will students be doing if they are thinking …
What will students be doing if they are appreciating …

31. Coachi ng W t h Pr obl e m Res ol vi ng
i
Conver s at i ons
The Problem Resolving Conversation
Honor the existing state: Express Empathy (Pacing)
Frame the existing state: Reflect Content (Pacing)
State the Goal (Pacing)
Presuppose Readiness
Locate and amplify existing resources (Leading)
Reflect on the coaching process

32. Problem-Resolving Conversation Map
Existing Resources Desired
State State
Note: Note: Note:
The coach must The coach must The coach must
honor the existing help the coachee help the coachee
state to tap into to frame the
personal desired state
resources
Note: Problem-resolving is different than problem solving!
Set asides include: closure, comfort, and comprehension

33. Pacing and Leading in
the Problem-Resolving Conversation
Use Use
Pacing Paraphrasing Leading Questioning
Honors what is Locates and
and makes visible amplifies
what is possible Resources
Existing & Resources
Desired State (States of Mind)

34. Pacing in
the Problem-Resolving Conversation
Elements of Pacing
Honor Existing Frame Desired
State Via State
Empathy You’re frustrated
Content because they aren’t really
trying
Goal What you want is to be
effective in motivating
them
Pathway
And you’re looking for a way
to make that happen

35. THANK YOU