Вся наша жизнь-это непрерывное решение больших и малых логических задач. Только то, что мы сделали сами, решив множество логических задач, становится нашим опытом и принадлежит нам, и только в этом случае мы можем легко применить приобретенные навыки в будущем, когда это будет нашим желанием или потребностью. Таким образом, коучинг помогает детям стать независимыми и ответственными за себя и свою жизнь в школе.
Коучинг как средство обучения
Опубликовано Притыка Ирина Валентиновна
вкл 14.02.2021 - 23:00
Автор:
Ситков Даниил
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МКОУ СОШ № 24
Исследовательская работа на тему:
«Коучинг»
Выполнил:
Ситков Даниил 9а.
Научный руководитель:
И.В.Притыка
учитель первой
квалификационной категории
2020 г.
Content.
Relevance of the topic.
................................................................................. ……………………..3
I. Main part.
....................................................................................................................5
1. History.
................................................................................................................... 5
3.Principles of coaching:
.…………………………………………………………………………. 8
2.1. The Principle of growth and abundance....................................................................................................8
2.2. Principle of communication.
....................................................................................................................9
2.3. The Sherlock Holmes deduction principle.
....................................................................................................................9.
3. Conclusion.
.............................................................................................................. ..10
4. Interesting facts.
………………………………………………………………………….11
List of sources.
...................................................................................................................12
Appendixes………………………………………………………………13
Relevance of the topic:
Our whole life is a continuous solution of big and small logical problems.
Only what we have done ourselves, solving many logical problems, becomes our experience and belongs to us, and only in this case we can easily apply the acquired skills in the future, when it will be our desire or need. So, coaching helps children to become independent and responsible for themselves and their lives at school.
The problem of research:
How does coaching, deduction, and other thought operations help you achieve goals to change your life for the better?
Object of research:
Principles, methods and technologies that contribute to achieving the desired goal.
Subject of research: coaching, deduction.
Goal:
To identify solutions when students organize learning activities.
Tasks:
1. Define what coaching is.
2. Consider the principles of coaching.
3. Get acquainted with the deductive method of solving logical problems of Sherlock Holmes, as one of the methods of coaching.
Hypothesis:
You can use logical thinking and coaching as a means of developing your mental abilities.
Logic is the science of the laws of correct thinking. One of the main tasks of logic is to determine how to reason correctly in order to move from the conditions to the conclusion.
Coaching is a style of interaction with other people (and with yourself), focused on helping a person discover their own resources, as well as setting the best goals for themselves and achieving them in the most effective ways.
"Every life is a huge chain of causes and effects, and we can learn its nature from one link. The art of drawing conclusions and analyzing, like all other arts, is learned through long and painstaking work, i.e. coaching. But life is too short, and therefore no mortal can achieve complete perfection in this field... " the Brilliant detective Sherlock Holmes wrote these lines at the beginning of his career. But over the years, gaining experience in investigating particularly complicated cases, he came so close to the ideal that there was almost no crime that he could not solve.
Brief overview of the literature used.
"Internal game" method for development and success. The book was also popular among politicians and businessmen who want to improve the quality of their game on the tennis court or Golf course, and thus created the prerequisites for the development of methods and principles of coaching in business- sphere. T. Gollvi became a consultant for Apple, IBM, Coca-cola, and others. the Main focus is changing the corporate environment.
In 1992 in England he published a book "Coaching for performance", (John Whitmore, a disciple and colleague of T. Galli). Its release is associated with the development of coaching as a management style in business, management, and leadership. D. Whitmore identifies the basic principles of coaching as the development of awareness and responsibility and defines the essence of coaching as "the disclosure of the potential of an individual or group of people working together to maximize their own productivity and effectiveness".
In the book "Work as an internal game" (2001), T. Gollvi summarizes the basic principles of coaching using the "Internal game" method and gives the following definition: "Coaching is the art of using conversation and behavior to create an environment that facilitates the movement of a person to goals, while the person gets satisfaction."
Basic principles of coaching:
1.The principle of growth and abundance.
2.The principle of communication.
3.The principle of consistency.
4.The principle of focusing on finding a problem.
5.The principle of deduction.
The tools of coaching:
1.Questionnaire
2.Smarting. (Appendix II)
3. Wheel of living space.. (Appendix III)
4.Tape Of Time. (Appendix IV)
5.The Grow Model.(Appendix V)
6.Scaling.
In this project, we will consider 3 principles – the principle of growth of abundance, the principle of communication, and the principle of Sherlock Holmes
Main part.
In English “coaching” means “coaching” or co-achievement, “joint achievement”. Before coaching was formed as a separate profession, the word coach referred to a sports coach whose role - help and inspire your ward to fully reveal their inner self potential and come to victory. Another, earlier, meaning of the word coach is “stagecoach” or “carriage”, the purpose of which is to deliver the passenger to the place appointments. Just as in sports, it is impossible for a coach to run a distance, will set a record and win for his ward, and in coaching a professional helps his client to make decisions and make decisions on their own actions and achieve goals. Only what we have done ourselves becomes our experience and belongs to us, and only in this case we can easily apply the acquired skills in the future, when it will be our desire or necessity. So, coaching helps a person become independent and responsible for yourself and your life.
In a broader sense, coaching is a style of interacting with others people (and with themselves), focused on helping a person in disclosure your own resources, as well as setting the best goals for yourself and achieve them in the most effective ways. Depending on the context, there are three main areas of coaching application:
Coaching as a lifestyle
Coaching as a management style
Coaching as a learning style
1.History.
One of the first concept that a person is driven by values, goals, and the desire for self-realization was the Austrian psychologist Alfred Adler. This statement appeared in psychology at the beginning of the 20th century, when Freud's concept that a person is driven by subconscious impulses to aggression and sexual satisfaction prevailed, was quite seditious. According to Adler, man is primarily a conscious being who defines himself in life through freedom of choice, the meaning of life and the desire for self-realization. The main obstacle to a person's self-realization is a basic feeling of inferiority, complexes that are laid down before the age of 6, and which further personal development consists in overcoming.
Etymology: "Coach" is a word of Hungarian origin, which became widespread in England in the XVI century, meaning "cart". In the second half of the 19century, English students called private Tutors. Russian dictionary, published in 1977 by the Russian language publishing house, compilers and G. V. Chernov interpret the translation of the word "coach" (coach) in two versions:
1) - cart, carriage, carriage (eng.);- bus (tourist and long-distance) (Amer.);- car (as part of the train);
2) - coach; instructor, mentor. The concept of "soacp" (coaching) is translated by the authors: – to train, to instruct.
By the mid-twentieth century, coaching had actually lost its first meaning, was used in the sports environment and basically meant a system of individual and collective training of athletes. Coaching came from individual mentoring. There was a master who took a student and led him to some result, passed on his experience, taught, and instructed. This phenomenon later developed into the institution of advisors. Each king, Shah, Prince, etc. had an adviser who had knowledge in some area. This phenomenon has survived to our times.
The emergence of the "Inner game" method is associated with its founder, Timothy Gollwee, who by the early 70s was working as a teacher at Harvard University. One of his Hobbies was tennis.
While teaching his students, Gollvi concluded that if the student trusts their ability to learn, and takes responsibility for choosing how to learn, while there is no evaluation, positive changes occur spontaneously. A player plays better when the coach is not around. He also noticed that the standard training is as follows: the student wants to improve the quality of the kick, the coach gives a recommendation or instruction on how to do it correctly
to do a certain standard, to match with it during training leads to the award. At the same time, the student does not fully understand how he achieved this, because the entire process is controlled by the coach and compared with a certain standard.
While researching this question, Gollvi realized that the player's internal dialogue, similar to the external one with the coach, was playing in the player's head at this time. The instructions that the coach gives to the players are perceived by them as a method of control, as a threat to their own capabilities, and creates a completely different state, unlike the calm concentration of the best athletes. Gollvi suggested that the student has a natural ability to learn from their own experience, to make self-correction in the course of their activities, and the ability to observe themselves from the outside.
Holly began to explore who is involved in an internal dialogue. He called the voice that gives commands and gives an assessment the voice of the first part of his "I"- "I-1". "I-1 "is a know-it-all, distrustful of the second part of" I-2 " of the player who has to hit the ball. This distrust makes "I-1 "control" I-2 " using tactics perceived from outside, from coaches, teachers, and parents. I-1 is the inner dialogue that sounds in the student's head, the voice of the mind, the inner critic, the self-image that the person has created, but which is not himself. People usually identify with the I-1, with their thoughts, ideas, and social roles. I-2 is the person himself, his inner potential given to him at birth, all the wisdom, knowledge, and opportunities. It is also an innate natural ability to self-learn and develop any natural abilities. The potential of Ya-2 is blocked as a result of the huge influence on it from Ya-1.
This dialogue is sounding in the head of the athlete Holly the So called "Inner game" and has devoted research to this process. He concluded that the quality of the internal game, how much a person trusts their resources depends on the external game or the activity that a person is engaged in. All of his observations T. Gollvi outlined in the book "the Inner game of tennis" in 1974. He began to train athletes using the method of the inner game. Later, the books "the Inner game of Golf" and "the Inner game of skiing" appeared.
After their release, they started talking about coaching as a method that a coach can use to develop the skills of a ward in order to achieve higher results. The main difference between the stated style of coaching was that coaching does not teach you how to do it, but helps you learn to develop new strategies for achieving success, based on your own experience and each person's innate ability to self-learn. The task of the coach is to focus the athlete's attention on internal resources, his internal game, in order to further develop them and maximize their implementation in the external game.
For a certain time, coaching is developed in the sports environment, improved by coaches and athletes who have begun to actively use the "Internal game" method for development and success. The book was also popular among politicians and businessmen who want to improve the quality of their game on the tennis court or Golf course, and thus created the prerequisites for the development of methods and principles of coaching in business- sphere. T. Gollvi became a consultant for Apple, IBM, Coca-cola, and others. the Main focus is changing the corporate environment.
Coaching does not use models to teach. In the traditional model, the learner learns to see the difference between what he can do and what he sees. He has a conflict "can I do it", a person gets into a situation where he needs to follow something that is not natural for him, because it is a model that is imposed from the outside, and not chosen by the person himself. One of the main goals of "Inner game" training is to reduce the influence of "I-1" and unlock the potential of "I-2". This allows a person to act spontaneously, more effectively, achieve their goals faster, and have fun.
In other words, coaching is a technology that does not teach how to do something correctly, or how to resolve a situation correctly, or how to give advice correctly. This method assumes that all the answers, all the solutions, all the possibilities are already there in each of us, and only certain conditions are needed for these answers, solutions to be found, realized and The format of interaction in coaching assumes that you, as a coach, in addition to listening carefully to your mentee, ask certain questions formulated in a certain way. The purpose of the questions is to direct your mentee's attention, for example, to an awareness of the current situation, to focus their attention on some aspect, to clarify a phrase, etc.there are no Tips or recommendations on how to do the right thing in a particular situation in coaching.
From early childhood, we put in ourselves not very useful beliefs that before you achieve something, you need to work hard, that the path to success is fraught with UPS and downs, to achieve something, you need to overcome some obstacles.
And, in part, it is true, in part, so. Timothy Gollvey, the Creator of the "Inner game" method, which later became known as coaching, writes about it this way:"the Opponent inside our own head is more difficult than the opponent in the real game." One of the key principles of the new approach to learning is the" Inner game " of the person himself as his mental and emotional state and potentially inherent natural ability to self-study and development. The effectiveness of the external game depends on the quality of the internal game. In this case, the role of the coach is reduced to monitoring the student and the ability to ask questions, answering which the ward directs attention to their own resources and thereby achieves great results.
Coaching is a technology that assumes that each of us is an expert and has the potential to be allowed to manifest in order to achieve the best results. When we think about goals, there are many options, there are many ways to implement these options, there is chaos. When we speak, we make the goal more manifest, more understandable, and more aware. The goal depends on what kind of people we talk about it with. Other people's reactions may allow the target to live, or they may kill it. People feel tense when they talk about their goals, "this is not happening now." In the process of moving towards the goal, we encounter difficulties, may experience doubts and dissatisfaction. The goal needs an environment for growth and development. Coaching creates an environment in which a person wants to talk about a goal.
2.Principles of coaching:
The fundamental principles of coaching are based on scientific achievements in the following areas Erickson therapy, and humanistic psychology, ethical principles and common sense.
2.1. The Principle of growth and abundance.
This is the fundamental principle of coaching, which is based on the VISION of what, that the person as a whole is all right, everything is "OK". So there are no people wrong or broken. People act in full accordance with what they are now achieving goals-consciously or unconsciously. The coach accepts the person and his behavior as it is, and at the same time sees that the person is not it just might, but it will inevitably grow. Growth refers to a change in the direction of greater efficiency.
We have emphasized the word vision here. This is very important because this is the system values through which the coach literally sees the world. We can see the glass half full full or half empty. The coach sees every so-called "flaw» potential for growth, and its function-a fascinating process of sharing (with a person) search for and develop this potential.
Someone may object, but what about people with serious mental pathologies. What are they also "OK"? Yes. The coach sees that they are also "OK", with the difference that to change them it may take a very long time. Maybe not in this life, as those who believe in reincarnation say. The growth process is a natural process, and the coach is a powerful catalyst or accelerator for this process. However, the coach is not all-powerful, and some "reactions" are still very slow, so the coach needs to prioritize.
Behind every action is a positive intention. A person always makes the best choice.
2.2. Principle of communication.
The meaning of this principle is that we can't help but enter into communication.
In other words, there is no direct perception between any two individuals . information or communication is constantly exchanged.
This happens not only on a conscious level, but also unconsciously. First, in addition to direct hearing, vision, sensation, etc. we also constantly have peripheral functions hearing, sight, etc. And they are constantly reading, "forcing" her on subconscious level.
Similarly, in direct communication, we do not only do it consciously: in the form of grammatical constructions, gestures, but also unconsciously - through posture, intonation, micro-movements, uncontrolled physiological changes (respiratory rate, the intensity of blood exchange, etc.) So even if you are silent and sit still in the in the presence of another, you still can't help but engage in communication. It flows in forward and backward at least on an unconscious level. We read more we will focus on this in the following topics.
Communication occurs not only with people, but also with animals and other living things beings. Moreover, communication occurs even with those who are outside the radius of our immediate perception. Duncan's stunning research Watts discovered that any two people on Earth are connected by a chain no longer than six links'. So the information is transmitted in all directions not only direct, but also indirect ways - through intermediaries. And also not only consciously, but also on
unconscious levels, not only verbally, but also nonverbally. This is to the question of «telepathies». These relationships, in which we will, to some extent, improve within the framework of
3.3.The Sherlock Holmes deduction principle:
On the basis of all the facts and evidence, a complete picture of the crime is built. Based on the received picture of the crime, the only person who corresponds to it is wanted.When drawing up a picture of a crime, Sherlock uses logic, which allows for little significant details to restore the picture as if he had seen the incident with his own eyes. The key points of the method are observation and expertise in many areas of science, which are often related to criminology.
Why is the Holmes method called deductive?
After all, deduction is a deduction from the General to the particular. While Holmes in our understanding is engaged in something like the opposite, namely from mud on shoes, cigar ash, etc. goes back to the General conclusions about the situation. That is, there is more induction than deduction. In fact, there is no contradiction. Induction and deduction are interrelated, complementary methods of inference.
While working on the project, we got acquainted with the basic principles of coaching.
Its essence lies in the sequential reasoning using all of the known facts. Thus, we are gradually coming to a conclusion that will be the answer.
Conclusion.
So, first of all, the ability to think logically and rely only on facts will be useful both in everyday life and in any field of activity. Students who know the laws of logic and the basic principles of thinking will be able to quickly and efficiently memorize the training material.
Every person makes the simplest deductive and inductive conclusions more than once during the day, without even thinking about it.
The deductive method of Sherlock Holmes is useful to us in everyday life — to find non-standard solutions and understand the motivations of other people.
Secondly, the need to use coaching and deductive approach in the modern school is quite obvious, especially at the senior stage of education, because high school students are ready to set goals, to evaluate their importance for themself and his future life, but do not know how these objectives work and are not familiar with effective tools to achieve them.
Thirdly, the coaching approach corresponds to the concept of personal-oriented education as much as possible (at least, we do not yet know the most personal-oriented and specific educational technology).
The result of our work was the creation of a collection of puzzles and logical problems.
5.Interesting facts.
The ancestor of this deductive detective genre is, contrary to popular belief, not Conan Doyle, but Edgar PoE with his story "Murder in the street Morgue". At the same time, Holmes himself spoke very contemptuously about the deductive abilities of Auguste Dupin, the main character of "Murder in the Rue Morgue" (the story "a Study in crimson tones").
At the time of writing the Sherlock Holmes stories, the house at 221b Baker street did not exist. In fact, it does not exist now — house numbers 215 to 229 refer to the AbbeyNational building.). However, this address received a steady stream of emails. The firm located at this address even had a position for processing letters to Sherlock Holmes. Subsequently, the address "Baker street, 221b" was officially assigned to the house where the Sherlock Holmes Museum is located in the form of his apartment (despite the fact that this had to violate the numbering order of the houses on the street, since it is actually 239).
Conan Doyle considered his stories about Sherlock Holmes frivolous, so he decided to "kill" him — a common technique of writers. After the publication of the story "the last case of Holmes", the writer was showered with a pile of angry letters. There is an unconfirmed legend about a letter from Queen Victoria to Conan Doyle, in which the Queen suggested that the death of Sherlock Holmes was only a cunning move by a detective. And the writer had to "revive" the character.
Badge of a member of the Order of the British Empire, obverse and reverse.
The Soviet five films about Sherlock Holmes (1979-1986), starring Vasily Livanov and Vitaly Solomin, are recognized as one of the best productions in cinema even by the British, and since February 23, 2006, we can talk about the state level of this recognition — Vasily Livanov was awarded the Order of the British Empire[10]. Based on the film, in 2000, the TV series "Memories of Sherlock Holmes" was made with a framing story about Conan Doyle, but it did not win popularity, and was remembered for legal proceedings for the right to show [11]. The Museum of London Holmes nbaker street 221B in the portrait of Holmes is depicted directly Livanov.
In 2007, the new Zealand mint issued a commemorative series of four silver coins to mark the anniversary of the book's publication. The reverse of each coin depicts the main characters of "the Adventures of Sherlock Holmes" performed by Russian actors: Livanov and Solomin, Mikhalkov and others.
List of sources.
Hegel, G. V. F. Science of logic / G. V. F. Hegel / / German philosopher. - 1812. – No. 1-Pp. 36-51
Conan, A. D. a Study in scarlet / by A. D. Conan // English writer. - 1887. - No. 1-P. 107
Aristotle Metaphysics / Aristotle / / ancient Greek philosopher. - IV century BC-Pp. 248-272
Olekhnik S. N., Nesterenko Yu. V., Potapov M. K. Old entertaining problems / S. N. Olekhnik, Yu. V. Nesterenko
Appendix I
Questionnaire
1.What do I want ?
a) get 5; b) just pass the exam successfully; с)get out of school as soon as possible;
2. How will I know that I have achieved the desired result?
а) get the highest score; b)don't get 2;
3.Why is this important to me?
a) go to higher education institutions; b)get a certificate of maturity;
4.How can I achieve this?
a) attending courses independently; b) I will study independently; C)I will attend courses;
5.What is the best result?
a) assessment 5; b) assessment 4; C) assessment 3;
6.What will be the result of 10 out of 10 for me?
a) assessment 5; b) assessment 4; C) assessment 3;
7.Where am I now relative to ten?
Appendix II
Smarting
Unsuccessful situations
Ситуация | + | c | s | m | a | r | t | e |
Successful situation
Ситуация | + | c | s | m | a | r | t | e |
+- the goal is formulated in a positive way
С- сontrolable
S- specific
M- measurable
A- attainable
R- relevant
T- timed
E- ecological
Appendix III
Appendix IV
Tape of Time.
Appendix V
Ах эта снежная зима
Яблоко
Как нарисовать зайчика
Новогодняя задача на смекалку. Что подарил Дед Мороз?
Рисуем ветку берёзы сухой пастелью