I’ve been coaching staff on and off for years now, so you won’t be surprised that I’m writing about coaching again. But this time feels different. Recently, I had the chance to take part in some in house training at my college, where we explored Andy Buck’s BASIC coaching model in depth. We practised the techniques, received honest feedback and had the space to reflect properly on how we coach. It was one of those rare bits of CPD that actually shifts something in you. It reminded me why coaching matters and why this particular model feels so right for education.

What struck me most is how proactive this model is. BASIC coaching is grounded in real issues, real emotions and real professional challenges. It blends practical guidance with something that feels more like therapy — the good kind — where someone listens, really listens and helps you think clearly. And although the coach’s role is primarily to draw out thinking, the model recognises that sometimes, when it’s genuinely needed, the coach can offer guidance or solutions. That balance is why I’ve warmed to it so quickly.

Why BASIC Coaching Works in Schools

One of the strengths of BASIC coaching is the balance it strikes. It helps move someone from a comfortable, familiar mindset (where behaviour is repeated) into a stretch zone where growth happens but without tipping them into panic. It’s high challenge with low threat, exactly the environment we teachers thrive. Andy Buck, in his book ‘The BASIC Coaching Method’ describes a coaching continuum that runs from modelling and advising at one end, through to asking and listening at the other. Most coaching sits somewhere in the middle, often overlapping with mentoring. The skill lies in knowing when to push and when to pull. But none of this works without trust. That was my biggest takeaway from the training: trust the process because it does work but only when there is genuine trust between coach and coachee. Trust is built through active listening, open and authentic conversations (even when they’re difficult) and the ability to suspend judgement. It’s about empathy rather than sympathy and about asking ‘what’ and ‘how’ questions rather than “why”, which can feel accusatory.

Playback is essential too — checking that you’ve heard correctly (“So what I’m hearing is…”) and giving the coachee the chance to clarify or deepen their thinking. I was surprised by how powerful different question styles can be. They open up avenues you don’t expect and often reveal deeper issues beneath the surface. It’s a bit like going to the doctor for a sore knee and ending up talking about stress. Coaching conversations often work the same way, what someone starts talking about isn’t always what they’re really there for. I also learned that silence is powerful. Allowing space for thought can be just as important as the questions themselves. Your job as a coach is to help them uncover the real issue, not to guess it.

One of the most useful ideas from the training was the rhythm of match – pace – lead:
• Match their emotional state
• Pace the conversation so they feel understood
• Lead them gently toward new thinking
You’re not dragging them somewhere — you’re walking with them. It’s subtle but incredibly effective. And it works best when you let them talk first, before you dive into solutions. You need the background. Let them unload. This establishes the foundation for the whole conversation.

Good coaching questions help someone see the issue from new angles:
• “What do you want to achieve?”
• “What does success look like?”
• “What are your concerns?”
• “What’s at stake if nothing changes?” This one is especially motivating. Change becomes easier when the cost of staying the same becomes clear.

A Few Reflections from My Feedback

During the training, I received some lovely feedback from our trainee that reinforced what BASIC coaching is all about. I was told that my opening question — “What do you want to talk about today?” — created a safe, open space. My listening, curiosity and warm body language helped build trust quickly. Questions like “How do they respond to feedback from you?” and “Any other challenges ahead?” opened up deeper thinking and helped the coachee explore the situation more honestly.There were also some helpful development points: making more notes, linking actions to feelings and reminding the coachee what’s at stake if nothing changes. All of these will strengthen my practice going forward.

Why I’m Sharing This

I’m sharing this because BASIC coaching isn’t just a model — it’s a mindset. It’s a way of supporting staff that feels empowering and genuinely developmental. After this training, I’m more convinced than ever that coaching, when done well, is one of the most powerful tools we have in education. It helps people feel heard, valued and capable of change.

So yes — keep coaching. Keep listening. Keep asking the right questions. And above all, keep trusting the process. BASIC coaching isn’t just about performance — it’s about engagement, wellbeing, and helping staff feel supported rather than scrutinised. When people feel heard, they’re more open to reflection, challenge and change. And in a profession where emotional labour is huge, BASIC coaching gives teachers a safe, structured way to think, reflect and move forward.

A few weeks ago I had the pleasure of attending one of Mr P’s CPD sessions in Leeds (www.mrpict.com/). My attention was first drawn to Mr P during lockdown, when he spoke candidly about education and the pressures of teaching during covid. Since then he has pioneered his unfiltered views of education through social media outlets, shared his expertise in using technology in the classroom, started a popular podcast with his brother and developed an impressive AI website to support and save time for primary school teachers (teachmateai.com/). As you can probably tell, I was a big fan before I attended the course, so the pressure was on…would he live up to my expectations.

Well yes, he did. It was a morning of funny anecdotes (comparing a secondary teacher going into a primary class to that of I’m a celebrity being dropped in the jungle), practical classroom ideas and brutal honesty. Here are some of the highlights that resonated the most with me:

• Lost Lockdown Learning –we did not continue what we learned in lockdown. Teachers significantly adapted and evolved during this time, especially how they utilised technology through streaming lessons, collaborative online learning and creative strategies to engage students. All of which were ceremoniously binned as soon as we returned to the classroom and the ‘old ways’.

• Marking – Mr P response to marking – don’t do it! Of course he did not mean this literally but instead ensure you ask the important and valid question of ‘why are we doing this?’. Why are we actually marking so much? Why does the colour we mark in make a difference to the feedback given (why does marked work have to look like a ‘unicorn defecated’ – one way to put it!) The problem is that we work in a “system driven by fear”, fear that without tones of evidence of up to date marked work, that we are in some way not doing our job properly. Marking is not for the students – feedback is for the students. Marking and feedback are different. Ofsted want to see impact of feedback (not marking) so instant oral feedback, whole class feedback and evidence of how feedback moved on the learning are best.

• Forced Wellbeing – Yoga is not the solution. Teachers need time, trust and a reduced workload.

• AI Technology – There is apprehension around AI due to a lack of understanding. We have gone through the struggle with technology (dial up, trojan horse virus, paperclip face) yet AI can make life easier. Things have moved on quickly in the AI world into ‘generative AI’ where it no longer just follows patterns but has creative powers. This will never replace the humanity of teaching but might reduce workload when it comes to planning, report writing and assessment marking.

• “Teaching is broken” – 40,000 teachers left the profession last year (not including retirement). What is the cause of this mass exodus? Well it could be many things from burn out, impossible work/ life balance or maybe it is the constant scrutiny. We need to find more efficient ways of working, where we are not doing the same job in three different ways. Stop gas lighting teachers and taking advantage of the view that this job is a ‘calling’ or ‘vocation’ and thus entitles the government to expect higher levels of commitment. This is not sustainable.

My final take away was more of a lingering question -when did teaching become like ‘hunger games’ where we are pitched against each other in some sort of performance squid game? Mr P talked about how teachers need to stop gloating over how hard they work, parading it around like a ‘badge of honour’ and projecting this onto others. What this does is creates a subconscious festering of ‘teacher guilt’, where you feel you are not doing enough and should be doing more. I feel that this is the pandemic driving teachers out.

As many of you will be able to tell from my previous videos, I am quite an expressive person and use my hands a lot…I never realised quite how much until I actually started filming myself (I looked like I was trying to fly in one of the videos!). So just over a week ago I signed up to a Sign Language course through British Sign Language online. This valuable skill is something that I have always wanted to learn and as I am always looking for that next challenge I thought I would give it a go. My aim is to include a little within my teaching, so students not only learn the subject but better and clearer ways to communicate. I would also love to be able to have the option of using some sign language if ever needed to for a hard of hearing student. 

The BSL course so far is excellent. Sign up is quick and simple and is currently asking for donations of what you can afford rather than a set price. The sign up gives you access for a year and you can pop in and out of the website at your leisure. The sections are broken down into manageable chunks such as numbers or colours and there are short activities integrated to test your understanding. Each section has a test at the end, most often videos with a signed word or phrase that you then have to enter the answer. You can re-take the test as many times as needed but each section must be passed in order to pass the entire course.  

I will keep you posted on my progress but here is a little snippet of what I have learnt so far (as you can tell I am very excited by my new skill!)