What is Cognitive Coaching? | Brian Marshall

good evening so tonight I want to talk a

good evening so tonight I want to talk a little bit about questioning so in a

little bit about questioning so in a

little bit about questioning so in a little over 15 years as being an

little over 15 years as being an

little over 15 years as being an educator I’ve asked a lot of questions

educator I’ve asked a lot of questions

educator I’ve asked a lot of questions I’ve asked students questions like what

I’ve asked students questions like what

I’ve asked students questions like what instrument family is a trumpet in whose

instrument family is a trumpet in whose

instrument family is a trumpet in whose Louis Armstrong how many counts does a

Louis Armstrong how many counts does a

Louis Armstrong how many counts does a whole note get questions to teachers

whole note get questions to teachers

whole note get questions to teachers like out what routines are you working

like out what routines are you working

like out what routines are you working on building in your classroom and what

on building in your classroom and what

on building in your classroom and what are the expectations you have for your

are the expectations you have for your

are the expectations you have for your low-performing students what strategies

low-performing students what strategies

low-performing students what strategies do you use to engage students at the

do you use to engage students at the

do you use to engage students at the time asking those questions I thought

time asking those questions I thought

time asking those questions I thought those were pretty good but they all have

those were pretty good but they all have

those were pretty good but they all have something in common and let’s look at

something in common and let’s look at

something in common and let’s look at this taxonomy here to kind of talk about

this taxonomy here to kind of talk about

this taxonomy here to kind of talk about what it is they have in common so this

what it is they have in common so this

what it is they have in common so this kind of gives us different levels of how

kind of gives us different levels of how

kind of gives us different levels of how deep we go into our thinking for

deep we go into our thinking for

deep we go into our thinking for questioning and looking back at the ones

questioning and looking back at the ones

questioning and looking back at the ones that I asked they’re all pretty much

that I asked they’re all pretty much

that I asked they’re all pretty much low-level questions you know what

low-level questions you know what

low-level questions you know what instrument family is a trumpet in well

instrument family is a trumpet in well

instrument family is a trumpet in well it’s in the brass section so not very

it’s in the brass section so not very

it’s in the brass section so not very complicated we’re just recalling the

complicated we’re just recalling the

complicated we’re just recalling the information what I learned from

information what I learned from

information what I learned from cognitive coaching training was that if

cognitive coaching training was that if

cognitive coaching training was that if we really want to help somebody with

we really want to help somebody with

we really want to help somebody with their thinking we want to take them

their thinking we want to take them

their thinking we want to take them deeper we don’t want to just ask them

deeper we don’t want to just ask them

deeper we don’t want to just ask them questions that they can just recall and

questions that they can just recall and

questions that they can just recall and answer off the top of their head and

answer off the top of their head and

answer off the top of their head and then they’re done and so when the

then they’re done and so when the

then they’re done and so when the application first came out for this I

application first came out for this I

application first came out for this I thought well that’s a really great thing

thought well that’s a really great thing

thought well that’s a really great thing to talk about as I was interviewing with

to talk about as I was interviewing with

to talk about as I was interviewing with the leaders of TEDx at TCC is they asked

the leaders of TEDx at TCC is they asked

the leaders of TEDx at TCC is they asked me well how does that apply to students

me well how does that apply to students

me well how does that apply to students which kind of stumped me at the moment

which kind of stumped me at the moment

which kind of stumped me at the moment the the training I went through was

the the training I went through was

the the training I went through was probably a 10 to 12 days of in-class

probably a 10 to 12 days of in-class

probably a 10 to 12 days of in-class training over months of time and not

training over months of time and not

training over months of time and not real realistic for students but it

real realistic for students but it

real realistic for students but it intrigued me because I thought about

intrigued me because I thought about

intrigued me because I thought about well what’s the basic premise of

well what’s the basic premise of

well what’s the basic premise of cognitive coaching and really it’s about

cognitive coaching and really it’s about

cognitive coaching and really it’s about how

how

how being others think about their thinking

being others think about their thinking

being others think about their thinking and that really fit with what the

and that really fit with what the

and that really fit with what the objective of tonight is is to rethink

objective of tonight is is to rethink

objective of tonight is is to rethink which for me was okay well what’s a

which for me was okay well what’s a

which for me was okay well what’s a common everyday thing that I don’t think

common everyday thing that I don’t think

common everyday thing that I don’t think too much about and let’s look at it from

too much about and let’s look at it from

too much about and let’s look at it from a different perspective so with

a different perspective so with

a different perspective so with cognitive coaching how can I rethink it

cognitive coaching how can I rethink it

cognitive coaching how can I rethink it and make it work for students and not

and make it work for students and not

and make it work for students and not just students it’d really be for anybody

just students it’d really be for anybody

just students it’d really be for anybody so I’ll talk about cognitive coaching

so I’ll talk about cognitive coaching

so I’ll talk about cognitive coaching and what it is a little bit about how it

and what it is a little bit about how it

and what it is a little bit about how it can be a positive influence on people

can be a positive influence on people

can be a positive influence on people and then we’ll talk about does it work

and then we’ll talk about does it work

and then we’ll talk about does it work with everybody else and then at the end

with everybody else and then at the end

with everybody else and then at the end you can kind of be the judge as to

you can kind of be the judge as to

you can kind of be the judge as to whether I’ve made my case or not so

whether I’ve made my case or not so

whether I’ve made my case or not so through the cognitive coaching training

through the cognitive coaching training

through the cognitive coaching training we can see how questioning changes by

we can see how questioning changes by

we can see how questioning changes by this being one question I may have asked

this being one question I may have asked

this being one question I may have asked a teacher at one point and moving it to

a teacher at one point and moving it to

a teacher at one point and moving it to how might routine support management and

how might routine support management and

how might routine support management and allow for students to be more engaged

allow for students to be more engaged

allow for students to be more engaged the more open-ended question should take

the more open-ended question should take

the more open-ended question should take the teacher a little bit deeper into his

the teacher a little bit deeper into his

the teacher a little bit deeper into his or her thinking as to what routines are

or her thinking as to what routines are

or her thinking as to what routines are using why are they using them and how

using why are they using them and how

using why are they using them and how are they going to support the students

are they going to support the students

are they going to support the students more as opposed to I can make a list of

more as opposed to I can make a list of

more as opposed to I can make a list of the routines I’m using same thing for

the routines I’m using same thing for

the routines I’m using same thing for these two high expectations for low

these two high expectations for low

these two high expectations for low students well hopefully we have high

students well hopefully we have high

students well hopefully we have high expectations for our low-performing

expectations for our low-performing

expectations for our low-performing students but really we want to talk

students but really we want to talk

students but really we want to talk bigger and if we’re asking teachers a

bigger and if we’re asking teachers a

bigger and if we’re asking teachers a question we want them to go deep in

question we want them to go deep in

question we want them to go deep in their thinking as you look at those you

their thinking as you look at those you

their thinking as you look at those you can see how we’ve gone from simple

can see how we’ve gone from simple

can see how we’ve gone from simple recall to a much bigger topic so how

recall to a much bigger topic so how

recall to a much bigger topic so how does cognitive coaching work well the

does cognitive coaching work well the

does cognitive coaching work well the basic idea is according to garm strim

basic idea is according to garm strim

basic idea is according to garm strim lender and Whitacre it’s a process

lender and Whitacre it’s a process

lender and Whitacre it’s a process during which teachers explore the

during which teachers explore the

during which teachers explore the thinking behind their practices and

thinking behind their practices and

thinking behind their practices and really it was started for teachers but

really it was started for teachers but

really it was started for teachers but we could take that word out and use

we could take that word out and use

we could take that word out and use coachy the person the coach is talking

coachy the person the coach is talking

coachy the person the coach is talking to because really it works for anybody

to because really it works for anybody

to because really it works for anybody they explained that in cognitive

they explained that in cognitive

they explained that in cognitive coaching quest

coaching quest

coaching quest Asians asked by the coach revealed to

Asians asked by the coach revealed to

Asians asked by the coach revealed to the Kochi areas of thought that may not

the Kochi areas of thought that may not

the Kochi areas of thought that may not be complete or consciously developed and

be complete or consciously developed and

be complete or consciously developed and when people talk out loud about their

when people talk out loud about their

when people talk out loud about their thinking their decisions become more

thinking their decisions become more

thinking their decisions become more clearer to them and their awareness

clearer to them and their awareness

clearer to them and their awareness increases that’s the whole idea of what

increases that’s the whole idea of what

increases that’s the whole idea of what we’re going for

we’re going for

we’re going for somebody’s thinking about whatever the

somebody’s thinking about whatever the

somebody’s thinking about whatever the topic is is somewhere here and we try to

topic is is somewhere here and we try to

topic is is somewhere here and we try to help them get up here the coach does

help them get up here the coach does

help them get up here the coach does that through by leading their Kochi

that through by leading their Kochi

that through by leading their Kochi through planning reflective or

through planning reflective or

through planning reflective or problem-solving conversations by

problem-solving conversations by

problem-solving conversations by paraphrasing what the person says and

paraphrasing what the person says and

paraphrasing what the person says and asking them questions so to give you an

asking them questions so to give you an

asking them questions so to give you an example it’s always easier to understand

example it’s always easier to understand

example it’s always easier to understand things by using a context my last job I

things by using a context my last job I

things by using a context my last job I supervised the receptionist for the

supervised the receptionist for the

supervised the receptionist for the school districts main office and he was

school districts main office and he was

school districts main office and he was really great at welcoming people to the

really great at welcoming people to the

really great at welcoming people to the main office giving him instructions

main office giving him instructions

main office giving him instructions about where to go or walking them there

about where to go or walking them there

about where to go or walking them there but he had other jobs for example he

but he had other jobs for example he

but he had other jobs for example he needed to put job announcements on our

needed to put job announcements on our

needed to put job announcements on our school website he posted teacher

school website he posted teacher

school website he posted teacher openings on websites across the region

openings on websites across the region

openings on websites across the region at universities managed reservations in

at universities managed reservations in

at universities managed reservations in the boardroom managed applications for

the boardroom managed applications for

the boardroom managed applications for volunteers to put it nicely he wasn’t

volunteers to put it nicely he wasn’t

volunteers to put it nicely he wasn’t great at any of that

great at any of that

great at any of that my supervisor worked with him for a year

my supervisor worked with him for a year

my supervisor worked with him for a year without finding much success and decided

without finding much success and decided

without finding much success and decided that that next year he would become my

that that next year he would become my

that that next year he would become my project and my job to help him become

project and my job to help him become

project and my job to help him become more successful I’m not very proud to

more successful I’m not very proud to

more successful I’m not very proud to say but my opinion was that if he wasn’t

say but my opinion was that if he wasn’t

say but my opinion was that if he wasn’t doing his job we should just fire him

doing his job we should just fire him

doing his job we should just fire him which really shouldn’t be my focus as an

which really shouldn’t be my focus as an

which really shouldn’t be my focus as an educator I should and have since changed

educator I should and have since changed

educator I should and have since changed my opinion in that if somebody’s got the

my opinion in that if somebody’s got the

my opinion in that if somebody’s got the desire we should be able to build the

desire we should be able to build the

desire we should be able to build the ability within them it’s hard to build

ability within them it’s hard to build

ability within them it’s hard to build desire but we can build knowledge and

desire but we can build knowledge and

desire but we can build knowledge and skills

so I also found out when I first got him

so I also found out when I first got him that firing him wasn’t an option

that firing him wasn’t an option

that firing him wasn’t an option he was so good at talking that you know

he was so good at talking that you know

he was so good at talking that you know he’d built quite a relationship with the

he’d built quite a relationship with the

he’d built quite a relationship with the superintendent and they were great

superintendent and they were great

superintendent and they were great buddies at that point so it was really

buddies at that point so it was really

buddies at that point so it was really how do we help him grow and basically

how do we help him grow and basically

how do we help him grow and basically the way I did it was using a rubric

the way I did it was using a rubric

the way I did it was using a rubric having him begin identifying where he

having him begin identifying where he

having him begin identifying where he felt he was on that scale was 1 2 4 4

felt he was on that scale was 1 2 4 4

felt he was on that scale was 1 2 4 4 being the highest and he went through

being the highest and he went through

being the highest and he went through and basically circled where he thought

and basically circled where he thought

and basically circled where he thought he was but some evidence and then

he was but some evidence and then

he was but some evidence and then through a reflective conversation we

through a reflective conversation we

through a reflective conversation we began talking about is that where you’re

began talking about is that where you’re

began talking about is that where you’re at and why do you think that what’s your

at and why do you think that what’s your

at and why do you think that what’s your evidence some things he moved down some

evidence some things he moved down some

evidence some things he moved down some he left him where they are by the end of

he left him where they are by the end of

he left him where they are by the end of our conversation he pretty much was one

our conversation he pretty much was one

our conversation he pretty much was one in twos all the way through the entire

in twos all the way through the entire

in twos all the way through the entire evaluation however you would think that

evaluation however you would think that

evaluation however you would think that somebody leaves that kind of meeting

somebody leaves that kind of meeting

somebody leaves that kind of meeting little on the dejected side you know how

little on the dejected side you know how

little on the dejected side you know how can you be happy about your job

can you be happy about your job

can you be happy about your job performance when you’ve left a talk

performance when you’ve left a talk

performance when you’ve left a talk you’re at ones and twos you really need

you’re at ones and twos you really need

you’re at ones and twos you really need to be at threes and fours however

to be at threes and fours however

to be at threes and fours however through the paraphrasing and the

through the paraphrasing and the

through the paraphrasing and the questioning he had been able to come up

questioning he had been able to come up

questioning he had been able to come up with a few areas where he could see ways

with a few areas where he could see ways

with a few areas where he could see ways to start making growth where he could go

to start making growth where he could go

to start making growth where he could go from a 1 to a 3 or a 2 to 3 and he had

from a 1 to a 3 or a 2 to 3 and he had

from a 1 to a 3 or a 2 to 3 and he had come up with plans for getting there so

come up with plans for getting there so

come up with plans for getting there so he was excited about going out there and

he was excited about going out there and

he was excited about going out there and trying that over the course of about six

trying that over the course of about six

trying that over the course of about six months I worked with him and his

months I worked with him and his

months I worked with him and his progress was amazing to put it one way

progress was amazing to put it one way

progress was amazing to put it one way he still wasn’t going to be a model for

he still wasn’t going to be a model for

he still wasn’t going to be a model for the top worker in the district but he

the top worker in the district but he

the top worker in the district but he was no longer that guy that did really

was no longer that guy that did really

was no longer that guy that did really good at greeting people and that was all

good at greeting people and that was all

good at greeting people and that was all he did well he was actually managing all

he did well he was actually managing all

he did well he was actually managing all the other stuff he was supposed to which

the other stuff he was supposed to which

the other stuff he was supposed to which in a lot of ways surprised me that he

in a lot of ways surprised me that he

in a lot of ways surprised me that he could make that quick a jump the

could make that quick a jump the

could make that quick a jump the important thing I learned was that as

important thing I learned was that as

important thing I learned was that as the cognitive coaching training talked

the cognitive coaching training talked

the cognitive coaching training talked about the change doesn’t come from

about the change doesn’t come from

about the change doesn’t come from outside the reason he made those

outside the reason he made those

outside the reason he made those Changez wasn’t because I told him how to

Changez wasn’t because I told him how to

Changez wasn’t because I told him how to do the job I could have and it would

do the job I could have and it would

do the job I could have and it would have been easier but because he

have been easier but because he

have been easier but because he identified ways to grow and get better

identified ways to grow and get better

identified ways to grow and get better and it was from inside that he made the

and it was from inside that he made the

and it was from inside that he made the change and so really the point to take

change and so really the point to take

change and so really the point to take from it is that coaching is guiding

from it is that coaching is guiding

from it is that coaching is guiding others through their thinking and not

others through their thinking and not

others through their thinking and not solving their problems for them and the

solving their problems for them and the

solving their problems for them and the questions are ones that students could

questions are ones that students could

questions are ones that students could ask or anybody else

ask or anybody else

ask or anybody else for example questions like what might be

for example questions like what might be

for example questions like what might be your thoughts about fill in the blank

your thoughts about fill in the blank

your thoughts about fill in the blank what are some of the possibilities as

what are some of the possibilities as

what are some of the possibilities as you examine the data what are some of

you examine the data what are some of

you examine the data what are some of the trends that you notice all of these

the trends that you notice all of these

the trends that you notice all of these questions they’re not just simple here’s

questions they’re not just simple here’s

questions they’re not just simple here’s the answer and it really is somebody

the answer and it really is somebody

the answer and it really is somebody asks them and you start thinking about

asks them and you start thinking about

asks them and you start thinking about them the way I ant might answer them

them the way I ant might answer them

them the way I ant might answer them would be different than somebody else

would be different than somebody else

would be different than somebody else might answer them and so they’re

might answer them and so they’re

might answer them and so they’re personal in that sense and it relies on

personal in that sense and it relies on

personal in that sense and it relies on that person’s their knowledge to help

that person’s their knowledge to help

that person’s their knowledge to help get there so what is effective and

get there so what is effective and

get there so what is effective and ineffective questioning look like and as

ineffective questioning look like and as

ineffective questioning look like and as I’ve been working on this talk

I’ve been working on this talk

I’ve been working on this talk ineffective I didn’t want to change it

ineffective I didn’t want to change it

ineffective I didn’t want to change it but I think it’s worth noting that I’m

but I think it’s worth noting that I’m

but I think it’s worth noting that I’m not sure there are necessarily

not sure there are necessarily

not sure there are necessarily ineffective questions in general it

ineffective questions in general it

ineffective questions in general it depends on what its ineffective at if

depends on what its ineffective at if

depends on what its ineffective at if the point is we’re going to go deeper

the point is we’re going to go deeper

the point is we’re going to go deeper and if I ask a question like what

and if I ask a question like what

and if I ask a question like what instrument family is a trumpet in that’s

instrument family is a trumpet in that’s

instrument family is a trumpet in that’s not an effective question for going deep

not an effective question for going deep

not an effective question for going deep it’s a brass instrument and that’s kind

it’s a brass instrument and that’s kind

it’s a brass instrument and that’s kind of the end of the talk so as I say

of the end of the talk so as I say

of the end of the talk so as I say ineffective here it’s we want to go

ineffective here it’s we want to go

ineffective here it’s we want to go deeper and we want to make sure

deeper and we want to make sure

deeper and we want to make sure effective questions will take us there

effective questions will take us there

effective questions will take us there so Richard Paul and Linda elder

so Richard Paul and Linda elder

so Richard Paul and Linda elder explained in their critical thinking

explained in their critical thinking

explained in their critical thinking handbook that thinking is not driven by

handbook that thinking is not driven by

handbook that thinking is not driven by answers but by questions that that

answers but by questions that that

answers but by questions that that should be the focus of education they

should be the focus of education they

should be the focus of education they explained that questions define tasks

explained that questions define tasks

explained that questions define tasks express problems and delineate issues

express problems and delineate issues

express problems and delineate issues answers on the other hand often signal a

answers on the other hand often signal a

answers on the other hand often signal a full stop and thought only when an

full stop and thought only when an

full stop and thought only when an answer generates a further question does

answer generates a further question does

answer generates a further question does that

that

that thought continued its life is such and

thought continued its life is such and

thought continued its life is such and so what we kind of have to do is decide

so what we kind of have to do is decide

so what we kind of have to do is decide where is it that we want to go with our

where is it that we want to go with our

where is it that we want to go with our thinking doctors has said in chambers in

thinking doctors has said in chambers in

thinking doctors has said in chambers in their book mindful learning described

their book mindful learning described

their book mindful learning described three levels and they bit our thinking

three levels and they bit our thinking

three levels and they bit our thinking as well as our learning so surface

as well as our learning so surface

as well as our learning so surface learning is doing as little as possible

learning is doing as little as possible

learning is doing as little as possible and still passing achieving is

and still passing achieving is

and still passing achieving is attempting to get the highest grade

attempting to get the highest grade

attempting to get the highest grade possible without any real care or

possible without any real care or

possible without any real care or concern about how does this apply to me

concern about how does this apply to me

concern about how does this apply to me in the future and deep learning is

in the future and deep learning is

in the future and deep learning is focusing on becoming as competent in

focusing on becoming as competent in

focusing on becoming as competent in that skill as possible the types of

that skill as possible the types of

that skill as possible the types of questions we ask indicate where we see

questions we ask indicate where we see

questions we ask indicate where we see ourselves falling so a surface learner

ourselves falling so a surface learner

ourselves falling so a surface learner might ask how much do I have to do to

might ask how much do I have to do to

might ask how much do I have to do to get a passing grade is that going to be

get a passing grade is that going to be

get a passing grade is that going to be on the test an achieving student might

on the test an achieving student might

on the test an achieving student might ask how much do I have to do to get an A

ask how much do I have to do to get an A

ask how much do I have to do to get an A or a seven where a student focusing on

or a seven where a student focusing on

or a seven where a student focusing on deep learning might ask questions such

deep learning might ask questions such

deep learning might ask questions such as this what could have led to this

as this what could have led to this

as this what could have led to this what do you think would happen next if

what do you think would happen next if

what do you think would happen next if in fill in the blank how might these

in fill in the blank how might these

in fill in the blank how might these people be connected again we’re looking

people be connected again we’re looking

people be connected again we’re looking at open-ended questions they’re not

at open-ended questions they’re not

at open-ended questions they’re not simple there’s no straightforward answer

simple there’s no straightforward answer

simple there’s no straightforward answer and they may actually lead to more

and they may actually lead to more

and they may actually lead to more questions as we talked about that

questions as we talked about that

questions as we talked about that definition that that’s a good thing we

definition that that’s a good thing we

definition that that’s a good thing we want to ask more questions so I’ve

want to ask more questions so I’ve

want to ask more questions so I’ve mentioned open-ended a couple times so

mentioned open-ended a couple times so

mentioned open-ended a couple times so let’s look at what that is real quick

let’s look at what that is real quick

let’s look at what that is real quick closed-ended one answer or so it’s

closed-ended one answer or so it’s

closed-ended one answer or so it’s simple there’s not a lot to it

simple there’s not a lot to it

simple there’s not a lot to it necessarily so for example at what

necessarily so for example at what

necessarily so for example at what temperature centigrade does water boil

temperature centigrade does water boil

temperature centigrade does water boil we could say a hundred degrees we could

we could say a hundred degrees we could

we could say a hundred degrees we could be a stickler and talk about pressure

be a stickler and talk about pressure

be a stickler and talk about pressure and altitudes and stuff but in general

and altitudes and stuff but in general

and altitudes and stuff but in general this is a closed-ended question isn’t

this is a closed-ended question isn’t

this is a closed-ended question isn’t going to take us as far as an open-ended

going to take us as far as an open-ended

going to take us as far as an open-ended or an open-ended question might be what

or an open-ended question might be what

or an open-ended question might be what could have led to the worldwide

could have led to the worldwide

could have led to the worldwide childhood obesity epidemic that we are

childhood obesity epidemic that we are

childhood obesity epidemic that we are currently experiencing to try and answer

currently experiencing to try and answer

currently experiencing to try and answer that would begin a list of the whole

that would begin a list of the whole

that would begin a list of the whole of questions like what countries are we

of questions like what countries are we

of questions like what countries are we talking about how does the eating habits

talking about how does the eating habits

talking about how does the eating habits in those countries affect this and it’s

in those countries affect this and it’s

in those countries affect this and it’s digging and digging there’s a whole lot

digging and digging there’s a whole lot

digging and digging there’s a whole lot more to it than just a simple answer and

more to it than just a simple answer and

more to it than just a simple answer and if we’re thinking about taking somebody

if we’re thinking about taking somebody

if we’re thinking about taking somebody deep in their thinking we want to ask

deep in their thinking we want to ask

deep in their thinking we want to ask that type of question so as I’ve said

that type of question so as I’ve said

that type of question so as I’ve said coaching is involving those questions

coaching is involving those questions

coaching is involving those questions those open-ended questions but also

those open-ended questions but also

those open-ended questions but also paraphrasing and before we even start

paraphrasing and before we even start

paraphrasing and before we even start doing that we have to make sure that

doing that we have to make sure that

doing that we have to make sure that we’re aware of our own biases so that we

we’re aware of our own biases so that we

we’re aware of our own biases so that we can listen non-judgmentally if we’re

can listen non-judgmentally if we’re

can listen non-judgmentally if we’re truly helping somebody think about their

truly helping somebody think about their

truly helping somebody think about their thinking and salt become more self

thinking and salt become more self

thinking and salt become more self reflective and self directed then it has

reflective and self directed then it has

reflective and self directed then it has to come from the inside for them and if

to come from the inside for them and if

to come from the inside for them and if we’re aware of our biases if we’re

we’re aware of our biases if we’re

we’re aware of our biases if we’re listening non-judgmentally then we’re

listening non-judgmentally then we’re

listening non-judgmentally then we’re not pushing on them how we think they

not pushing on them how we think they

not pushing on them how we think they should deal with a situation or solve a

should deal with a situation or solve a

should deal with a situation or solve a problem for example I said that with the

problem for example I said that with the

problem for example I said that with the receptionist he was in charge of setting

receptionist he was in charge of setting

receptionist he was in charge of setting up the boardroom well I spent a lot of

up the boardroom well I spent a lot of

up the boardroom well I spent a lot of time in college setting up stuff rooms

time in college setting up stuff rooms

time in college setting up stuff rooms in a Student Union and had some

in a Student Union and had some

in a Student Union and had some experience in that so he would come up

experience in that so he would come up

experience in that so he would come up with ideas as I was coaching him and in

with ideas as I was coaching him and in

with ideas as I was coaching him and in the back of my mind I’m saying yeah

the back of my mind I’m saying yeah

the back of my mind I’m saying yeah that’s really not the best way to do

that’s really not the best way to do

that’s really not the best way to do that or it’s really inefficient

that or it’s really inefficient

that or it’s really inefficient however it’s pushing that thought out of

however it’s pushing that thought out of

however it’s pushing that thought out of your mind and letting them go later on

your mind and letting them go later on

your mind and letting them go later on it might be another coaching

it might be another coaching

it might be another coaching conversation to have them reflect on how

conversation to have them reflect on how

conversation to have them reflect on how efficient they are but for now he was

efficient they are but for now he was

efficient they are but for now he was coming up with ideas that would work for

coming up with ideas that would work for

coming up with ideas that would work for him as I said when you come out of a

him as I said when you come out of a

him as I said when you come out of a conference where you’ve just been told

conference where you’ve just been told

conference where you’ve just been told your job performance is really bad but

your job performance is really bad but

your job performance is really bad but you’re excited because you’ve got a plan

you’re excited because you’ve got a plan

you’re excited because you’ve got a plan for getting better that’s the positive

for getting better that’s the positive

for getting better that’s the positive side of that so the first thing we do is

side of that so the first thing we do is

side of that so the first thing we do is listen non-judgmentally then looking at

listen non-judgmentally then looking at

listen non-judgmentally then looking at paraphrasing which merriam-webster

paraphrasing which merriam-webster

paraphrasing which merriam-webster defines is a restatement of a text

defines is a restatement of a text

defines is a restatement of a text passage or work giving the meaning in

passage or work giving the meaning in

passage or work giving the meaning in another form or basically taking

another form or basically taking

another form or basically taking something and putting it in your own

something and putting it in your own

something and putting it in your own words that’s what you do a coach spends

words that’s what you do a coach spends

words that’s what you do a coach spends most of their time doing that

most of their time doing that

most of their time doing that and basically the reason is is that if

and basically the reason is is that if

and basically the reason is is that if you’re trying to help somebody think and

you’re trying to help somebody think and

you’re trying to help somebody think and they tell you something and you say it

they tell you something and you say it

they tell you something and you say it back to them in a different way it gives

back to them in a different way it gives

back to them in a different way it gives them the opportunity to hear that from a

them the opportunity to hear that from a

them the opportunity to hear that from a different perspective or hear their

different perspective or hear their

different perspective or hear their thought from a different perspective and

thought from a different perspective and

thought from a different perspective and then you give them the opportunity to

then you give them the opportunity to

then you give them the opportunity to say well yeah I hadn’t thought about it

say well yeah I hadn’t thought about it

say well yeah I hadn’t thought about it that way and I agree with what you’re

that way and I agree with what you’re

that way and I agree with what you’re saying as a paraphrase it also gives

saying as a paraphrase it also gives

saying as a paraphrase it also gives them the ability to say wait that that

them the ability to say wait that that

them the ability to say wait that that really wasn’t what I was saying and so

really wasn’t what I was saying and so

really wasn’t what I was saying and so they have to say what they were saying

they have to say what they were saying

they have to say what they were saying or thinking again which helps them

or thinking again which helps them

or thinking again which helps them clarify their thinking better and they

clarify their thinking better and they

clarify their thinking better and they become clearer on their thinking in that

become clearer on their thinking in that

become clearer on their thinking in that process which ties us to the next thing

process which ties us to the next thing

process which ties us to the next thing with questioning is clarifying questions

with questioning is clarifying questions

with questioning is clarifying questions so our paraphrase may help them with

so our paraphrase may help them with

so our paraphrase may help them with clarifying but then we also specifically

clarifying but then we also specifically

clarifying but then we also specifically asked questions that help clarify to ask

asked questions that help clarify to ask

asked questions that help clarify to ask them to be more specific and less vague

them to be more specific and less vague

them to be more specific and less vague because how can we think about what’s

because how can we think about what’s

because how can we think about what’s working and what’s not if we’re thinking

working and what’s not if we’re thinking

working and what’s not if we’re thinking about things in a broad general term the

about things in a broad general term the

about things in a broad general term the other ones I mentioned were mediated

other ones I mentioned were mediated

other ones I mentioned were mediated questions which engage and transform the

questions which engage and transform the

questions which engage and transform the thinking of the coachee it’s the

thinking of the coachee it’s the

thinking of the coachee it’s the questions where as opposed to saying

questions where as opposed to saying

questions where as opposed to saying specific things you’re asking questions

specific things you’re asking questions

specific things you’re asking questions more like what might the answer be so

What is Cognitive Coaching? | Brian Marshall | TEDxYouth@TCIS

Be First to Comment

Leave a Reply Cancel reply