Emotion coaching is about helping children to become more aware of their emotions and to manage their own feelings particularly during instances of misbehaviour. It entails validating children’s emotions, setting limits where appropriate and problem-solving with the child to develop more effective behavioural strategies. In effect, emotion coaching techniques instil the tools that will aid children’s ability to self-regulate their emotions and behaviour. It enables practitioners to create an ethos of positive learning behaviour and to have the confidence to de-escalate situations when behaviour is challenging.

Why do Emotion Coaching?

Gottman’s research has shown that emotion coached children:

• Achieve more academically in school
• Are more popular
• Have fewer behavioural problems
• Have fewer infectious illnesses
• Are more emotionally stable
• Are more resilient

The research demonstrates that emotion coaching:

• Helps children to regulate, improve and take ownership of their behaviour
• Helps children to calm down and better understand their emotions
• Helps practitioners to be more sensitive to children’s needs
• Helps create more consistent responses to children’s behaviour
• Helps practitioners to feel more ‘in control’ during incidents
• Helps promote positive relationships

What participants say about Emotion Coaching

It makes the children feel more secure and gives them a vocabulary to talk about how they are feeling instead of just acting out. This helps them to be more positive and happier.

– (Practitioner

I think emotion coaching has changed completely how I parent and I have been totally raving to all my friends about it.

– (Parent)

When people, like, take the mick out of me, like, in class I’d just get angry and I just hit ‘em. Now the teacher talks to me and it calms me down – the other kids don’t really pick on me now ‘cos they know that I don’t react.

– (Young Person)

Overview of the Training Programme

‘Emotion Coaching’ Training Day – Monday October 3rd 2016 9.30 – 4.30 with Dr Sarah Temple

Doctor Sarah Temple is working as a portfolio NHS GP in Somerset.  With more than 20 years’ experience working with children and young people both within General Practice and Mental Health Services, Sarah has a special interest in the link between child and parental wellbeing. She is currently leading the ECHAP Somerset Emotion Coaching programme across Somerset.

Term Two – Cluster follow up – Tuesday 22nd November 2 – 4.30 PM Castlewood, North Somerset

Facilitated by Neil Harris – High Impact Families

Coaching with Young people training day – Friday 3rd February 2017 9.30 – 4.30 with Judith Tolhurst

Judith Tolhurst has been working in education for 23 years as a teacher, head teacher, and currently as a coach and trainer. She set up her business, Coachlamp Ltd, ten years ago and specialises in coaching head teachers and senior leaders in education. Among her clients are the States of Guernsey, Bath Spa University. She is a fully qualified coach and a full member of the Association of Coaching. She has a B.Ed. from London University and a M.Ed. from Bristol University. Judith has published two books on coaching and how to use it in an educational setting.

Term 4 – Cluster Follow up – Wednesday 22nd March 2017 2 – 4.30 PM Venue TBA

Facilitated by Neil Harris

Get in touch to book a place!

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The Peer Tutoring Handbook is a step by step guide on how to set up an effective peer tutoring programme in your school.

Based on a coaching approach it provides background, training materials, session plans, tips and ideas that will that help you make the most of this highly effective approach to learning.

To order your copy click here

To watch our video ‘Presenting: Peer Tutoring’ please click here:

To download our training brochure please click here:

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Please click here to view / download the flyer for these events.
 
To book your place, contact us at:

• info@coachingforprogress.co.uk
• 07733140232

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Coaching for progress with Infants

We have often thought that the C4P model would work with infants and luckily we have had the chance to try it out. Two teachers Polly Beynon and Sarah Croft from Yatton Infant School in North Somerset came on our training course and then we had the opportunity to into their school for 8 fortnightly sessions to work with two groups and six individual Year One pupils.

The good news is that it worked like a dream and provided us with many opportunities to extend our skills and activities and adapt them for the infant age range.

Here’s a quote from one of the teachers, Sarah:

I really feel that the children are walking away from these sessions more empowered to create their own successes in their work. They clearly know how to move themselves forward and have started to put this into action in their work. The children have understood the need to set targets and move forward and were/are always keen to head for the green spot. The children have learnt to be active learners that are focussed on working hard to meet their target. Some of the children that have attended these sessions were once passive learners and have now moved on to become more independent and willing to have a go.

Each session was planned to follow the C4P model with a rapport building starter to relax the children and get them talking. That was followed by some time spent recapping on their targets from the week before. The final part of the session was devoted to working on new targets.

What we learned was that the younger the children the more props you need and with this in mind we used teddies, stickers and Mr Men playing cards to make the sessions as fun as possible.

One of the most successful tools we used was the red amber green circles (the traffic lights). The children would say their targets and then step onto the red amber and green circles and visualise what the target would look like if it was red, amber or green.

This is what Sarah said about the traffic lights:

The red, amber and green spots were such a great tool for the children to clearly visualise where they are now and what they need to do to get to the next stage. They could talk about what the green, amber and red spots looks like to do with their target and realistically place themselves where they believe they are.

Both teachers felt that the questioning skills they had learned on the course had positively affected their classroom practice:

The use of the effective questioning has allowed the children to be extremely reflective and it has been lovely to hear such detailed responses from children so young! – Polly Beynon.

One of the visual props we used was C4P’s own cartoon character Mr Mighty Brain. We used this to try and instil into the children a growth mindset so that they would value learning and time spent practicing towards their targets.

Polly said:

Mr Mighty Brain is a winner!  Having something visual has helped them. Getting the children to link him to how they use their mighty brain has again helped them know what they need to do to learn and achieve their targets.

Another valuable activity in one of the group sessions was the composition of the “Good work recipe”. The children were asked to think about what the magic ingredients were for a piece of good work. The children then self-assessed their work against the recipe. Sarah then made this as a visual reminder for the classroom and see below for the results.

We use the good work recipe in the classroom with all the children and created our own pot for display. The children then look at this for each session and I ask them what they will use from the recipe to help them create a good piece of work, they are very enthusiastic to say ‘I am using head down.’ ‘ I am going to concentrate.’ We are really enjoying using this for each session and the language is embedded in. – Sarah.

Finally in the last session we asked the children for their own evaluation of the sessions. The level of sophistication in their language was stunning and they were truly able to reflect on their learning.

T said:

I liked the traffic lights best because it helped me think about my next steps.

So what was the added value of holding the 8 sessions? That is best answered by Sarah and Polly:

I have changed the style of my questioning, both during class inputs and working one to one with the children – I ask questions that promote independent learning. The children are becoming capable at thinking for themselves and solving their own problems; therefore getting out of the habit of forming a queue

Setting and revisiting targets during the sessions has helped the children focus on what they need to do, (they are so involved in their own learning journey, again is great to see in such young children.

For more details of how C4P with infants could work in your school please contact Judith or Neil:

Email: info@coachingforprogress.co.uk
Telephone: 07733 140232

You can download this report here

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Judith and Neil will be delivering the very popular two day version of their ‘Coaching for Progress’ training again, beginning in January 2013. Places are very limited. If you would like to take advantage of this exciting opportunity please contact us to reserve your place. Cost £250 per delegate. Cost includes lunch, refreshments and a copy of Judith’s latest book ‘The essential guide to Coaching and Mentoring’.

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