James Barringer

Experienced Teacher | aspiring coach

https://www.linkedin.com/in/james-r-barringer3

Questions. I love questions. Do you have a favourite?

A good question can unlock a feeling, an experience, a piece of knowledge locked away. It can bring freedom to a place of feeling stuck, but it can also enhance a mindset or personal value or strength.  

I found that I loved to empower my students to reflect either on their own work or others and there were a variety of styles that helped facilitate this. Some were teacher-led (Reciprocal, self-check) others more student led (learner-designed, learner-initiated). 

My role as a teacher became more of a coach/facilitator. Encouraging and supporting students to be curious. Asking questions, listening well and then learning to reflect were at the centre of this. Practising these skills resulted in a greater depth of learning and reflection for both myself and my students.   

Up to this point I had never heard about coaching other than on the field or in the Sports hall. Through another role in my life outside school, I was given access to a coach. Over the next few years, I was coached by several great coaches. I loved it. It brought clarity to different aspects of my life, encouraged growth and pursuit in areas of strength as well as helped me to resolve areas of conflict and tension. One such amazing coach was Tom Camacho who in his book ‘Mining for Gold’, compares the coaching process in leaders to that of ‘Mining for Gold’. This was a pivotal moment for me. 

Read the full story here.

James' Strategic Steps

Discovery of the Power of Questions. James' journey begins with a profound appreciation for the power of questions in unlocking feelings, experiences, and knowledge. He recognizes the transformative potential of well-crafted questions in enhancing mindset, personal values, and strengths.

Influence of Pedagogy Course. During his time studying Physical Education at St Luke’s College, Exeter, James encounters Mosston and Ashworth’s work on teaching styles, particularly focusing on empowering students through reflection. This exposure lays the foundation for his interest in facilitating learning through various styles, both teacher-led and student-led.

Observational Learning from Colleagues. James learns valuable coaching skills by observing colleagues, one being a rugby coach who excels at asking questions. This experience sparks his love for questions and sets the stage for incorporating coaching techniques into his teaching style. He witnesses how questions can lead to significant depth of learning and mindset change.

Transition to Head of Department Role. As James takes on the role of the Head of Department for Theology, Philosophy, and Religion, he further refines his coaching approach. Inspired by a colleague's emphasis on questions and group discussions, he transforms the structure of lessons. James introduces a Philosophy unit, "The Island," focusing on developing thinking skills through significant questions, shifting the emphasis from answers to the thinking process.

Evolution into a Coach/Facilitator. James evolves from a traditional teaching role into a coach/facilitator. His teaching philosophy becomes centered around encouraging curiosity, asking questions, active listening, and fostering reflection. This shift results in a deeper learning experience for both himself and his students.

Introduction to Formal Coaching. Outside his teaching career, James discovers the concept of coaching beyond the sports field. Engaging with external coaches through various life roles brings clarity to different aspects of his life, encouraging growth, and helping resolve conflicts. Tom Camacho's analogy of coaching as 'Mining for Gold' becomes a pivotal realization, emphasizing the transformative nature of coaching.

Pursuit of ILM 7 Qualification. Driven by the transformative power of coaching, James pursues an ILM 7 qualification with Love Your Coaching. Under the guidance of coaches Charlie and Sue, he further strengthens and refines his coaching skills, aligning them with the principles discussed in the coaching community.

Coaching Impact in School Community. Recognizing the gold dust value of coaching in a fast-paced school environment, James pursues opportunities to integrate coaching principles. This realization leads him to pursue an ILM 7 qualification and contribute to the development and strengthening of coaching skills within his community.

Impactful Coaching Moments. Some of James' most memorable coaching moments involve working one-on-one with students facing difficulties and supporting staff in enhancing their strengths. Through well-crafted questions, he helps a student navigate challenges and initiate positive change, highlighting the potential impact of coaching on personal growth and overcoming obstacles.

Reflection and Gratitude. James concludes his journey by reflecting on his 25+ years of teaching, expressing gratitude to pupils and colleagues who have shaped him. He identifies himself as a curious, positive teacher who continually seeks to "mine for the gold" in those around him.