Coaching 3 notes
Coach and student were sitting close together working on a description and interruption project. The student was to review a small coaching session and talk about cause and effect. The student was focused on how happy the mock actor was. The coach asked how do you know the person was happy. You need to describe what clues were used to how the mock student was happy. Then the coach suggested that they should watch the movie again. The student did not want to watch the movie because they have seen it too many times already. The coach said well then what you should say is that the mock student appeared to be happy instead of saying the student was happy. This was a paper that was already graded but the student wanted to understand what they might do to get a better grade. The coach smiled and they both laughed about how word placement makes a big difference in writing. The smile the coach gave was reassurance to the student which lightened up the mood. The coach continued to read the paper which was on the student’s laptop. The coach opened and closed her hands while thinking about what the student was trying to say and trying to think about what she was going to say. The coach then suggested that the student should take apart each paragraph and make each one more detailed. To isolate each paragraph so they can stand on its own. Then again the coach asked if they could revert back to the video so they could do this exercise, but the student did not want too, at all. I coach picked up on the defiance that was being communicated thought the students body language. The student leaned back in the chair and crossed their arms saying they were closed to this topic. The coach handled it very well and read the signs. The coach even stated “I understand you have seen the video too much and don’t want to watch it again…I get that, and then she laughed.” The student smirked and leaned forward again showing they were ready to communicate again. The student wanted to continue talking about their writing skills and more focus on the conclusion of the paper. The coach said that they would love to see the film but I know that’s not what the student wanted, so the coach would go on instinct. The coach started to twirl her hair with her pointer finger and sat for a few moments re-reading the paper again. The coach gave information on detail and found a few grammatical errors. The student seemed to be pleased because they were smiling and interacting with the coach’s comments. The student got up to leave and turned around and thanked the coach two times…indicating that they were pleased with the session.
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