Coaching Session 1:

(Mandi - Coach)

(Ariana - Student)

• More explanation on the coaching sheet's relevance would strengthen its introduction
• Good paraphrasing
• Missed opportunity -- Student mentioned their job, but Coach failed to have the student elaborate on their experiences there and how it relates to their long-term goal(s)
• Student mentioned grade goal. Coach immediately asked why that grade ("why so low?") -- sounds very judgemental; could potentially turn the student off from the session and/or the coach. Maybe that grade isn't low for the student
• Reviewed SMART goals by re-framing the student's goal (didn't necessarily teach the student about the acronym, but helped them develop a more precise and concrete viewpoint related to the goal discussed)
• Little clarity on last question asked -- misinterpreted by student // rephrasing may work better
• Coach's posture was more open and inviting
• Non-verbal encouragers (head nods)
• Avoid leading questions, instead use the "tell me more" prompt

Coaching Session 2:

(Lianny - Coach)

(Destiny - Student)

• Could have been a smoother start when explaining the session and coaching sheet
• Asks student to elaborate on what she wants to do career-wise with her major (excellent in order to get to know the student and their goals -- then to set up an action plan to achieve those goals // greater ability to connect student to on or off-campus opportunities that may come up throughout the semester
• Avoid "Have you ever..." questions; instead, use the prompt: "Tell me what you've done to achieve/complete such and such, etc."
• Caught student's interest in social activism; asked student to elaborate more (good)

Coaching Session 2b:

(Destiny - Coach)

(Lianny - Student)

• Good paraphrasing; checked for accuracy
• Introduced Club Row, since the student mentioned a bit of free time in their schedule
• Caught on to student's interest in Latin issues, and so informed the student on an opportunity to be part of a club centered on that topic at John Jay
• Reflection of feeling and paraphrasing when student speaks about family expectations and self expectations (allowed student to open up; connected to the student based on similarities; assured the student that she doesn't/won't have to walk alone on this academic journey

Coaching Session 3:

(Celines - Coach)

Claudia - Student)

• Excellent use of encourgers - (nonverbal; "tell me more" prompts)
• Connection with the student
• Conversation flowed - good transitions

Coaching Session 3b:

(Claudia - Coach)

(Celines - Student)

• Asked student to elaborate on interest in major (what sparked her fascination with the major)
• Good paraphrasing
• Excellent use of encouragers - (nonverbal; "tell me more" prompts)
• Connection with the student
• Didn't really look at the coaching sheet (knew the questions)

Coaching Session 4:

(Megil - Coach)

(Melinda - Student)

• Continued enchantment even when student came to a session (explained what the objective of the coaching was)
• Good paraphrasing
• Connected previous answers stated to new questions - created more fruitful conversations (truly listening to the student)
• Asked a lot of open-ended questions (Why?; Tell me more...)
• Expressed appreciation that the student shared her story with him (her passion for working with children and the reasons behind it)
• Assured the student that he is there to support her; that she's not alone in her academic journey

Coaching Session 5:

(Devin - Coach)

(Stephanie - Student)

• Good parapharasing and reflection of feeling
• Connects involvement on campus with resume/graduate school (makes applications stronger)
• Didn't use the coaching form - had extensive knowledge of the prompts and questions on the sheet & began the session in a way that encouraged causal conversation
• Conversation between coach and student flowed beautifully through phrases, such as "I picked up on..." and "tell me more about..."
• Validation of student's feelings and points
• Open-ended questions!

Coaching Session 6:

(Stephanie - Coach)

(Devin - Student)

• Rocky transitions at the beginning of the session
• Close-ended question regarding "staying with declared major," but missed opportunity for a open-ened question as to what stemmed his interest
• Open-ended prompts used later on (such as "tell me more about...')
• Connected students to resources on campus, such as on-campus jobs (SASP)
• Congratulated student on academic accomplishments - encouraged strong performance in academics
• Related to student on a more personal level (relating to sports)
• Laughing fit -- transition back into academics could have been improved

Coaching Session 7:

(Domenica - Coach)

(Yu - Student)

• Use of open-ended questions
• Reflection of feeling
• Smooth transitions into various subsections on the coaching sheet
• Non-verbal encouragers (head nods, smiling)

Coaching Session 8:

(Yu - Coach)

(Domenica - Student)

• Use of open-ended questions -- allowed student to really navigate the conversation (seemed natural)
• Validation and reflection of feeling
• Paraphrase
• Caught one double-barrel question
• Regarding performing well in a particular class, the coach could have asked the student to brainstorm ideas on how to get the highest grade, instead of providing options within a leading question

Coaching Session 9:

(Nicole Cruz - Coach)

(Nicole Cevallos - Student)

• Asked student about interests - asked for further reflection/explanation (helps learn more about and connect with the student)
• Good transition from interests into distractions - if engaging in too much tv impacts her ability to complete schoolwork
• "Okay so..." led to a different, unrelated topic instead of smoothly building on what was said

Coaching Session 10:

(Nicole Cruz - Coach)

(Nicole Cevallos - Student)

• Used prompts, such as "tell me more..."
• Good use of open-ended questions (allowed student to really explain what she's been and is currently involved with)
• Reflection of content
• Reflection of feeling
• "How" questions, enabling the student to be descriptive in her responses

____________________________________________________________________

Second Round

Coaching Session 1:

(Ariana - Coach)

(Mandi - Student)

• Excellent transitions
• Caught on to student's true feelings after asking how everything was
• Reflection back to content discussed in the first coaching session
• Non-verbal encouragers (nodding)
• Reflection of feeling
• Expressed trying to understand - asking for clarification; checking for accuracy
• Powerful open-ended questions

Coaching Session 2:

(Mandi - Coach)

(Ariana - Student)

Coaching Session 3:

(Megil - Coach)

(Melinda - Student)

•  Excellent reflection of feeling, paraphrasing, and checks for accuracy

Coaching Session 4:

(Melinda - Coach)

(Megil - Student)

• Sounded judgmental - would have been nice to see you take a bit more time to be in the moment with your "student."