Module 3: Coaching for Performance and Potential

A teacher is not meeting their student reading targets. As a coach, your first step is to:

• Give them the target again and demand results.

• Ask them to reflect on what strategies they have used and what else might work.

• Tell them to follow another teacher’s method exactly.

• Ignore the issue.

The GROW model stands for:

• Goals, Reality, Options, Way forward

• Goals, Results, Outcomes, Wins

• Goals, Resources, Observations, Work

• Gains, Rewards, Opportunities, Wins

A teacher says, “I can’t improve because the students are weak.” As a coach, you should:

• Agree and reduce their targets.

• Ask what teaching strategies could help these students improve.

• Tell them to request a class change.

• Accept that nothing can be done.

In Yelaoshr, a coach helps trainers unlock potential by:

• Giving answers to every question.

• Encouraging self-discovery and solution-finding.

• Avoiding difficult conversations.

• Setting rules without discussion.

A teacher is hitting targets but seems bored. You should:

• Leave them alone since results are good.

• Explore new challenges or growth goals with them.

• Add more admin tasks.

• Reduce their class size.

Which is *not* part of performance coaching?

• Setting clear goals

• Monitoring progress

• Avoiding feedback

• Supporting with resources

If a teacher’s KPI is below average, the best coaching question is:

• “Why are you so slow?”

• “What obstacles are affecting your progress, and how can we address them?”

• “Can you work harder next month?”

• “Do you even want this job?”

A coach in Yelaoshr should track performance by:

• Memory and personal opinion.

• Using data such as student progress records and attendance.

• Only listening to teacher feedback.

• Waiting for complaints.

In the CLEAR model, “L” stands for:

• Listen

• Learn

• Lead

• Launch

A teacher has improved in teaching technique but not in student engagement. As a coach, you:

• Focus on what’s still missing and ignore improvements.

• Acknowledge their progress and co-create strategies for engagement.

• Tell them improvement isn’t enough.

• Give them a warning.