I’m learning to slow down and keep my mouth shut.
That might sound counterintuitive in education — and especially in Phys Ed — where lessons are fast-paced, environments are dynamic, and decisions often feel immediate. But after attending a four-day Cognitive Coaching course, slowing down and keeping quiet have been two of the most powerful shifts in my professional practice.
What’s been most impactful is how this learning has shaped my role as a mentor to a resident teacher in her first year of teaching, and how it has influenced the professional conversations I now have with colleagues across my school.
Learning Cognitive Coaching — Together
One of the things that made this experience particularly special is that I trained alongside other teachers from my school, which has made the learning feel shared, relevant, and sustainable.
Among those on the course was my Head of Department, Jamie. Since completing the training we’ve made a conscious effort to have weekly coaching-style conversations. These conversations have helped us connect and create a culture of making time for each other and sharing ideas before creating a strategy. Building culture before creating strategy…. Where have you seen that before?
These conversations have been crucial as we work together to strengthen the links between primary and secondary Phys Ed. Cognitive coaching has given us a shared language for reflection, challenge, and growth.
“I believe the foundational concepts of cognitive coaching such as active listening, questioning and reflection align very well with the IB learner profile, and our school mission statement.
We have an outstanding, high achieving Phys Ed department, where every member of our team brings unique ideas, approaches, and personality to their craft. Using Cognitive Coaching skills can increase our team cohesion, and embrace individual talents. It helps us with higher level thinking and approach complex situations and problems with creativity, and adaptability, and have higher achievement and outcomes. I also believe these skills can help us leading students and coaching student athletes.” – Jamie (my HoD).
The course also included someone very close to me — my husband, who works in student support at the same school as me. Developing professionally together has been meaningful. While our roles are different, the principles of cognitive coaching — listening, questioning, and developing thinking — translate powerfully across both teaching and pastoral contexts.
“Cognitive Coaching is about being the guide on the side and not the sage on the stage, with the coachee’s experience and voice being the guiding force to drive a reflective thought process in a non-judgmental setting. It empowers coachees by ‘peeling the layers’ off key moments in their professional lives to develop and progress in their careers.” – Suresh Dass (my husband).
Experiencing cognitive coaching through these different relationships has reinforced for me that this approach isn’t tied to a job title. It’s about how we talk, listen, and think together.
What Is Cognitive Coaching?
At its heart, cognitive coaching is about developing independence and self-efficacy.
Rather than focusing on fixing problems or offering solutions, the coach acts as a thinking partner, supporting others to:
• Reflect deeply on their practice
• Analyse experiences with intention
• Make informed decisions
• Build confidence in their own thinking
It’s not about telling others what to do — it’s about helping them understand why they do what they do, and how they might move forward. The whole process reminded me of a quote from a well known football coach with a legendary mustache – Ted Lasso – yeah ok, a fictional character, but his saying“Be curious, not judgmental”, fits so well when explaining my shift in practice when mentoring.
Previously, my mentoring often leaned towards judging a lesson based on my opinion of good practice, followed by advice-giving. Although this was well-meaning and supportive, it was judgmental and sometimes unintentionally directive. Cognitive coaching has encouraged me to be curious. Stepping back from being the advisor and rather listening and questioning. Through this I have learned from the thought processes of others. After ten years of teaching there are considerations on differentiation that I naturally make and take for granted. As the mentee consciously implements differentiation techniques my ideas have been refreshed. I’ve also had my eyes opened to creative ways in implementing technology in to teaching. Techniques I would have dismissed if I had not asked more questions and considered long term impacts to learning.
I don’t always get this right but my goal is instead of:
“Next time, try this…”
Our conversations now sound more like:
• What were you hoping pupils would learn in that lesson?
• What evidence did you notice that this was happening?
• What influenced the decisions you made in the moment?
• If you were to teach that lesson again, what might you keep the same? What might you refine?
• What is the long term goal?
This has created space for deeper reflection — and, importantly, ownership as I am no longer the one solving problems.
“Rachel’s mentoring style has helped me find my own voice as a teacher. As a recent graduate, most of my teaching experiences had always been within a traditional mentor–mentee structure, where I relied heavily on asking questions and seeking validation. Instead of giving me answers, Rachel consistently turns the thinking back to me through thoughtful questioning. This helped me realize that my approach isn’t ‘wrong’, it’s different and that difference is what makes the teaching profession so unique. We can all bring something to the table! Through this process, I’ve learned to trust my instincts, think more deeply before seeking reassurance, and grow in confidence not only in my teaching practice, but in my professional voice as well” – Miss Jackson (mentee and colleague).
Why This Matters in Phys Ed
Phys Ed lessons are complex. They’re active, and sometimes unpredictable. Because of that, it can be tempting to focus mentoring conversations on behaviour, organisation, and quick and easy fixes.
Cognitive coaching encourages us to go deeper:
• What learning is actually happening?
• How are pupils responding cognitively and emotionally?
• What choices did the teacher make — and why?
For early career PE teachers in particular, this approach sends a powerful message:
- Your thinking matters.
- Mistakes and problems are normal and can be fixed with a long-term solution.
- You are capable of finding solutions.
- Creativity matters.
- Experience doesn’t always know best.
What I’m Still Learning
This process has challenged me.
Cognitive coaching has required me to:
• Be more intentional with my language and questioning.
• Become comfortable with silence
• Listen without rushing to respond
• Let go of the need to be “right” or “fix things”
It’s reminded me that mentoring isn’t about shaping teachers into versions of ourselves, but about supporting them to become reflective, confident professionals in their own right.
I’m still learning. Cognitive coaching isn’t a script or a quick fix — it’s a mindset, and one that takes practice. Benefits are clear, coaching has strengthened trust, deepened reflection, and made professional conversations feel more purposeful, and changes more sustainable.
Sometimes the most powerful thing we can offer — as mentors, leaders, or colleagues — isn’t an answerIt’s the space to think.
A call for trainee PE teachers or those in their first two years of teaching.
I wish I had a supportive and knowledgeable coach during my teacher training and early in my career. I would have benefited so much from being encouraged to think and create rather than being told what to do and constantly judged. For this reason, I feel a responsibility to help others who are in the early stages of their career.
If you are interested in receiving four FREE forty minute coaching sessions, please click on the link……… this lucky draw will select one winner, but everyone who enters will receive a cognitive coaching offer.
Thank you again for engaging with this work. Coaching isn’t about having all the answers — it’s about creating the space for reflection, growth, and confidence to develop over time.
