Papers by Alessandro Grimaldi
Mind Brain Ed Journal, 2022
Becoming a proficient speaker of a second language typically requires continuous dedication, and ... more Becoming a proficient speaker of a second language typically requires continuous dedication, and it is impossible for educators to be present for each step of the learning process. This reality naturally conflicts with educator-learner interactions and approaches that do not allow students to develop student agency in their learning. This article makes an argument for the use of evidence-based coaching psychology as a strategy for building the metacognitive elements for autonomy and self-regulation in learners. The authors present a common coaching framework utilizing the GROW model, distinguish between coaching and non-coaching conversations, and discusses how coaching psychology allows students to manage their behavior and emotions to meet their goals. Also, the article calls for conducting further research to build evidence for coaching as a tool for improving learner self-regulation.
PANSIG 2021, 2022
Professional evidence-based coaching and mentoring are fields that have grown significantly globa... more Professional evidence-based coaching and mentoring are fields that have grown significantly globally due to its transformational leadership
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing
Uploads
Papers by Alessandro Grimaldi
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing