solution-focused tutoring drawing on nlp and coaching skills in the tuition setting liz amesbury...

Solution-Focused Solution-Focused TutoringTutoring

Drawing on NLP and Coaching Drawing on NLP and Coaching Skills in the tuition settingSkills in the tuition setting

Liz AmesburyLiz Amesbury

University of WolverhamptonUniversity of Wolverhampton

ADSHE Networking Day: 18 June 2009ADSHE Networking Day: 18 June 2009

© Liz Amesbury, 2009. All Rights Reserved© Liz Amesbury, 2009. All Rights Reserved

Basis for this workshopBasis for this workshop

Mentoring tutorsMentoring tutors Neurodiversity Coaching Neurodiversity Coaching

InventoryInventory A self-assessment tool for A self-assessment tool for

students to identify their students to identify their strengths/difficultiesstrengths/difficulties

Training in coaching and NLPTraining in coaching and NLP Experience with dyslexic Experience with dyslexic

studentsstudents

©© Liz Amesbury, 2009. Liz Amesbury, 2009.

All Rights ReservedAll Rights Reserved

What is Neuro-linguistic What is Neuro-linguistic programming (NLP)?programming (NLP)?

Named by Dr Richard Bandler Named by Dr Richard Bandler and Dr John Grinder.and Dr John Grinder.

Study of approaches that work.Study of approaches that work. Modelling excellence.Modelling excellence. Making unconscious strategies Making unconscious strategies

(programmes) conscious.(programmes) conscious. Communicating effectively.Communicating effectively.



Why solution-focused Why solution-focused tutoring?tutoring?

Solutions usually involve study Solutions usually involve study strategies and skills.strategies and skills.

Sometimes students are not Sometimes students are not open to new strategies.open to new strategies.

Student is deeply focused on Student is deeply focused on the problem.the problem.

Need to help the student Need to help the student become open to solutions.become open to solutions.



Problem states (students)Problem states (students)

Strong negative emotions present.Strong negative emotions present. Vivid descriptions of past failures.Vivid descriptions of past failures. Stories about specific events.Stories about specific events. Generalisation about difficulties.Generalisation about difficulties. ‘‘Yes, but’ responses to suggestions.Yes, but’ responses to suggestions. Belief thatBelief that I’ve tried everything and I’ve tried everything and

nothing worked. nothing worked. Stuck in problem.Stuck in problem. Apparent resistance to trying to Apparent resistance to trying to

resolve the problem.resolve the problem. Talk at length about the problem.Talk at length about the problem.©© Liz Amesbury, 2009. Liz Amesbury, 2009.


Problem state / Solution state Problem state / Solution state

ConfusionConfusion FrustrationFrustration HopelessnessHopelessness DefensivenessDefensiveness Superficial Superficial

listeninglistening ReluctantReluctant ResistantResistant Self-doubtSelf-doubt

ClarityClarity CalmnessCalmness OptimismOptimism OpennessOpenness Attentive Attentive

listeninglistening EnthusiasticEnthusiastic AllowingAllowing Self- beliefSelf- belief



Bridging StatesBridging States

Problem

Solution



Characteristics of the bridgeCharacteristics of the bridge

You can’t be on both sides at once.You can’t be on both sides at once. When you’re on one side, you can’t When you’re on one side, you can’t

see the other.see the other. It’s a two way bridge.It’s a two way bridge. You can swap places.You can swap places. Either way, there’s a hill to climb to Either way, there’s a hill to climb to

get to the other side.get to the other side. Once you get to the middle, if you Once you get to the middle, if you

keep marching it’s all downhill.keep marching it’s all downhill.



Supporting the bridge – the Supporting the bridge – the foundationsfoundations

Listening style – attentive, open, Listening style – attentive, open, focused, non-judgemental.focused, non-judgemental.

A state of being – curious and A state of being – curious and relaxed. Solution-state.relaxed. Solution-state.

An attitude – the client (student) An attitude – the client (student) is resourceful and capable.is resourceful and capable.

A method – asking questions A method – asking questions rather than giving suggestions.rather than giving suggestions.



Preparing to bridge statesPreparing to bridge states

Be aware of the student’s Be aware of the student’s tendencies – problem/solution tendencies – problem/solution focused? focused?

Goal – to call the student to join Goal – to call the student to join you in the solution state.you in the solution state.

Build a solution-focused state. Build a solution-focused state. Prepare your own emotional Prepare your own emotional

state before the session.state before the session. Practice self-coaching.Practice self-coaching.



Self-coachingSelf-coaching

Ask yourself questions that will Ask yourself questions that will promote a positive frame of mind:promote a positive frame of mind:

ClarityClarity CalmnessCalmness OptimismOptimism OpennessOpenness Attentive listeningAttentive listening EnthusiasticEnthusiastic AllowingAllowing Self- beliefSelf- belief



A good question:A good question:

Is short and to the point.Is short and to the point. Is punctuated with silence.Is punctuated with silence. Stops the flow of thought, the student Stops the flow of thought, the student

pauses.pauses. Deserves processing time.Deserves processing time. Can be repeated if it isn’t answered Can be repeated if it isn’t answered

first time.first time. Causes the student to Causes the student to thinkthink.. Focuses on specific detail/accuracy.Focuses on specific detail/accuracy. Has a physiological/neurological Has a physiological/neurological

effect.effect.©© Liz Amesbury, 2009. Liz Amesbury, 2009.


Why not Why?Why not Why?

Avoid starting questions with Avoid starting questions with ‘Why?’‘Why?’

The answer is usually ‘Because’ The answer is usually ‘Because’ It tends to initiate stories.It tends to initiate stories. Stories (memories, experiences, Stories (memories, experiences,

events) provoke greatest events) provoke greatest emotional reactions.emotional reactions.

Problem state + story = negative Problem state + story = negative emotionemotion



Specify time – When …?Specify time – When …?

‘‘I just can’t read.’I just can’t read.’ When did you last do some When did you last do some

reading?reading? ‘‘I’ve never been able to write I’ve never been able to write

essays’essays’ When did you last write an When did you last write an

essay?essay?



Specify strategy – How …?Specify strategy – How …?

‘‘I just can’t do the reading.’I just can’t do the reading.’ How do you approach reading?How do you approach reading? ‘‘I’ve never been able to write I’ve never been able to write

essays?essays? How do you approach writing How do you approach writing

your essays?your essays?



Specify meaning – ‘What …’Specify meaning – ‘What …’

‘‘I’m just not a good reader.’I’m just not a good reader.’ What do you mean by ‘good’?What do you mean by ‘good’? ‘‘I’m just not a straight A student.’I’m just not a straight A student.’ What do you mean by ‘Straight What do you mean by ‘Straight

A student?A student? ‘‘I’m useless at telling the time.’I’m useless at telling the time.’ What do you mean by ‘useless’?What do you mean by ‘useless’?



Question limiting languageQuestion limiting language

Listen for words that generalise:Listen for words that generalise:

Never Never Never?Never? Always Always Always?Always? Can’t Can’t Can’t?Can’t? EveryoneEveryone Everyone?Everyone? No-oneNo-one No-one?No-one? JustJust Just?Just?



Quantify the problemQuantify the problem

On a scale of 1 – 100 how do On a scale of 1 – 100 how do you rate your reading skills in you rate your reading skills in these areas:these areas: Your ability to read well enough to Your ability to read well enough to

get an assignment done.get an assignment done. Your confidence about reading.Your confidence about reading. Your enjoyment of reading.Your enjoyment of reading. Your desire to become a better Your desire to become a better

reader.reader.



Specify the desired outcomeSpecify the desired outcome

If you were a good reader, how If you were a good reader, how would you know?would you know?

If you did know, what would it be like If you did know, what would it be like to be a good reader?to be a good reader?

If you had to take a wild guess, what If you had to take a wild guess, what it would be like?it would be like?

What might happen if you improved What might happen if you improved your reading?your reading?

How might you benefit from being a How might you benefit from being a better reader?better reader?

What do you want?What do you want?



Outframe the problemOutframe the problem

Introduce an analogy:Introduce an analogy: ‘‘I know you feel that you can’t I know you feel that you can’t

solve this problem but I like to solve this problem but I like to think there is a bridge to every think there is a bridge to every solution.’solution.’

How do you think you would feel How do you think you would feel about this if you were on the about this if you were on the other side of the bridge?other side of the bridge?

How can you move towards it?How can you move towards it?



Outcomes of coachingOutcomes of coaching

Students may take steps Students may take steps towards the solution then back towards the solution then back to the problem.to the problem.

Any movement on the bridge is Any movement on the bridge is worth celebrating.worth celebrating.

You don’t have to take them all You don’t have to take them all the way into a solution the way into a solution immediately.immediately.



Things to bear in mindThings to bear in mind

Manage your own state:Manage your own state: Curious, relaxed, open, attentive.Curious, relaxed, open, attentive.

Believe in the student’s ability.Believe in the student’s ability. Call them to the solution, don’t drag Call them to the solution, don’t drag

them.them. Intrude on stories, give time to Intrude on stories, give time to

process powerful questions.process powerful questions. The solutions might come easily.The solutions might come easily. This approach takes practice.This approach takes practice. Have fun, be light and easy!Have fun, be light and easy!©© Liz Amesbury, 2009. Liz Amesbury, 2009.


The solution state …The solution state …



Further informationFurther information

For further information about the For further information about the Neurodiversity Coaching Neurodiversity Coaching Inventory:Inventory: Training seminar to be scheduled Training seminar to be scheduled

in the next few monthsin the next few months

[email protected]@wlv.ac.uk



solution-focused tutoring drawing on nlp and coaching skills in the tuition setting liz amesbury...

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