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<!doctype html>
<html>
<head>
<meta charset='UTF-8'><meta name='viewport' content='width=device-width initial-scale=1'><style type='text/css'>html {overflow-x: initial !important;}</style>
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table tr th { border-bottom: 0px; }
video { max-width: 100%; display: block; margin: 0px auto; }
iframe { max-width: 100%; width: 100%; border: none; }
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mark { background: rgb(255, 255, 0); color: rgb(0, 0, 0); }
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.md-alert.md-alert-tip { border-left-color: rgb(31, 136, 61); }
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</style>
<link rel='stylesheet' href='https://fonts.googleapis.com/css?family=Open+Sans:400italic,700italic,700,400&subset=latin,latin-ext' type='text/css' />
<style type='text/css' id="style-theme_css">:root {
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@include-when-export url(https://fonts.googleapis.com/css?family=Open+Sans:400italic,700italic,700,400&subset=latin,latin-ext);
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<title>module_2</title>
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<body class='typora-export os-windows'><div class='typora-export-content'>
<div id='write' class=''><h1 id='module-2-effective-coaching-strategies'><span>Module 2: Effective Coaching Strategies</span></h1><p><span>This module focuses on practical coaching techniques to help learners think critically, solve problems independently, and develop confidence.</span></p><hr /><p> </p><h2 id='skills-and-competencies'><span>Skills and Competencies</span></h2><h3 id='active-listening--asking-good-questions'><span>Active Listening & Asking Good Questions</span></h3><ul><li><p><span>Listen attentively and show interest through verbal and non-verbal cues.</span></p></li><li><p><span>Ask open-ended questions to encourage reflection, such as:</span></p><p><span>"How might you approach this challenge?" </span></p><p><span>"What do you think would happen if you tried this?"</span></p></li><li><p><span>Encourage learners to explore solutions and think critically.</span></p></li><li><p><span>Validate the learner’s thinking before offering guidance.</span></p><p><span>“Your reasoning makes sense, you’re checking the variable first to see if it changes. That’s a good starting point. Now let’s look at what happens after that step.”</span></p><p><span>“I can see why you approached it that way. It’s a logical way to break the problem down. Let’s explore what the program is doing with that approach.”</span></p><p><span>“You’re on the right track by looking at the loop condition. That’s exactly the part that controls when it stops. Want to walk through it together?”</span></p><p><span>“Great thinking, using print statements is a solid debugging technique. Let’s check what each one is telling us.”</span></p><p><span>“I can see the strategy you’re using here. Before we try something new, let’s build on what you’ve already figured out.”</span></p></li></ul><h3 id='giving-constructive-feedback'><span>Giving Constructive Feedback</span></h3><ul><li><p><span>Provide feedback that is specific, actionable, and positive.</span></p></li><li><p><span>Use the SBI model: Situation-Behaviour-Impact:</span></p><p><span>Use the </span><strong><span>SBI model (Situation–Behaviour–Impact)</span></strong><span> to structure feedback clearly:</span></p><p><strong><span>Situation:</span></strong><span> The context of the behaviour</span></p><p><strong><span>Behaviour:</span></strong><span> What the learner did</span></p><p><strong><span>Impact:</span></strong><span> The result or effect of that action</span></p></li><li><p><span>Balance praise with areas for improvement.</span></p></li><li><p><span>Reinforce progress to build confidence.</span></p></li></ul><h3 id='balancing-guidance--independence'><span>Balancing Guidance & Independence</span></h3><ul><li><p><span>Offer guidance when learners are stuck, step back when they can explore on their own.</span></p></li><li><p><span>Avoid micromanaging, your goal is to build autonomy.</span></p></li><li><p><span>Foster autonomy by allowing learners to lead problem-solving.</span></p></li><li><p><span>Allow learners to try their own ideas, even if they are unsure.</span></p><p> </p></li></ul><h3 id='problem-solving-without-taking-over'><span>Problem-Solving Without Taking Over</span></h3><ul><li><p><span>Guide learners through challenges without providing answers directly.</span></p></li><li><p><span>Use questions to help learners break down problems.</span></p></li><li><p><span>Suggest resources instead of solutions to encourage critical thinking.</span></p></li><li><p><span>Avoid taking over the keyboard.</span></p></li></ul><p> </p><hr /><p> </p><p> </p><h2 id='module-2-content'><span>Module 2 Content</span></h2><h3 id='active-listening--asking-good-questions-2'><span>Active Listening & Asking Good Questions</span></h3><p><span>Remember, active listening involves full attention and thoughtful responses.</span></p><ul><li><p><span>Nod, affirm verbally, and paraphrase to demonstrate understanding.</span></p></li><li><p><span>Ask open-ended questions to stimulate deeper thinking.</span></p><p><em><span>“What do you think is happening in this part of the code?”</span></em></p><p><em><span>“If you tried a different approach, what do you think would happen?”</span></em></p><p><em><span>“How would you explain the problem in your own words?”</span></em></p></li><li><p><span>Good questions spark insight and guide learners toward their own solutions.</span></p><p><em><span>“What pattern do you notice in the error message, and how might that help you narrow down the issue?”</span></em></p><p><em><span>“If the code isn’t doing what you expect, what small part could you test first to learn more about the problem?”</span></em></p></li></ul><h3 id='giving-constructive-feedback-2'><span>Giving Constructive Feedback</span></h3><ul><li><p><span>Feedback should focus on the task, provide actionable suggestions, and reinforce progress.</span></p><p><span>Effective feedback strengthens confidence and supports growth.</span></p><p><span>Using the </span><strong><span>SBI model</span></strong><span>:</span></p><p><strong><span>Situation:</span></strong><span> </span><em><span>“When we were debugging earlier…”</span></em></p><p><strong><span>Behaviour:</span></strong><span> </span><em><span>“…you tried several fixes quickly without checking the output each time…”</span></em></p><p><strong><span>Impact:</span></strong><span> </span><em><span>“…which made it harder to identify what was causing the issue.”</span></em></p><p><span>Follow with encouragement:</span>
<span> </span><em><span>“Your persistence is great—slowing down a bit will make your debugging even more effective.”</span></em></p></li><li><p><span>Celebrate small wins to boost learner confidence.</span></p></li></ul><h3 id='balancing-guidance--independence-2'><span>Balancing Guidance & Independence</span></h3><p><span>A skilled coach knows when to step in and when to step back.</span></p><ul><li><p><span>Guide learners only when necessary.</span></p></li><li><p><span>Step back to allow learners to try solutions independently.</span></p></li><li><p><span>“So you’re expecting the loop to stop, but it just keeps going—does that capture what’s happening?”</span>
<span>“Tell me a bit more about what you expected the loop to do at the end.”</span></p></li><li><p><span>Provide enough support to stay on track while promoting self-directed learning.</span></p></li></ul><h3 id='problem-solving-without-taking-over-2'><span>Problem-Solving Without Taking Over</span></h3><ul><li><p><span>Use guiding questions to help learners approach problems logically.</span></p></li><li><p><span>Offer resources or reference materials rather than direct answers.</span></p></li><li><p><span>Encourage experimentation and independent thinking.</span></p></li></ul><hr /><p> </p><h1 id='module-2-quiz-check-your-understanding'><span>Module 2 Quiz: Check Your Understanding</span></h1><p><strong><span>1. What is the primary purpose of asking open-ended questions?</span></strong></p><ul><li><p><span>A. To test whether the learner knows the answer</span></p></li><li><p><span>B. To encourage learners to reflect and think independently</span></p></li><li><p><span>C. To speed up the session</span></p></li><li><p><span>D. To avoid giving guidance</span></p></li></ul><p><strong><span>2. Which statement best reflects constructive feedback using the SBI model?</span></strong></p><ul><li><p><span>A. “You need to stop making that mistake.”</span></p></li><li><p><span>B. “You’re doing fine—just keep trying.”</span></p></li><li><p><span>C. “Earlier today (Situation), you skipped testing your function (Behaviour), which made debugging harder (Impact).”</span></p></li><li><p><span>D. “You should test more often.”</span></p></li></ul><p><strong><span>3. Balancing guidance and independence means:</span></strong><span> </span>
<span>A. Giving the learner the answer when they get frustrated</span>
<span>B. Letting the learner struggle without support</span>
<span>C. Helping only when necessary and stepping back when possible</span>
<span>D. Telling the learner exactly what to do</span></p><p><strong><span>4. Problem-solving without taking over involves:</span></strong>
<span>A. Solving the problem quickly to save time</span>
<span>B. Asking guiding questions to help learners break down challenges</span>
<span>C. Avoiding questions and leaving them to figure it out alone</span>
<span>D. Providing the full solution to avoid confusion</span></p><p> </p><p> </p><h1 id='short-exercise-apply-what-you-learned'><span>Short Exercise: Apply What You Learned</span></h1><p><strong><span>Scenario:</span></strong>
<span>A learner, feeling stuck, says: “Can you just tell me what to type?”</span></p><p><strong><span>Task:</span></strong>
<span>Write 3–4 sentences demonstrating how you would:</span></p><p><span>Use active listening</span></p><p><span>Encourage independence</span></p><p><span>Guide problem-solving without taking over</span></p></div></div>
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