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Protected: The GEL Approach Core Training
Module 1 - Overview of the service
Lesson 1 of 17 – A Word From the Founder of Grayson Executive Learning
Lesson 2 of 17 – The Root Challenge of Our Students: Poor Self-Regulation
Lesson 3 of 17 – Understanding Students’ Emotional Journey and Mental Health Profile
Lesson 4 of 17 – Success for Students with ADHD Does Not Come from “Trying Harder” or Being Motivated
Lesson 5 of 17 – Coaching is Not a Good Fit for Every Student
Lesson 6 of 17 -Students, Not Parents, Decide Whether or Not to Begin Coaching
Lesson 7 of 17 – How Long Do Services Last?
Lesson 8 of 17 – How Often Do Students Meet with Coaches?
Lesson 9 of 17 – Coaching is not Tutoring
Lesson 10 of 17 – Coaching is not Therapy
Lesson 11 of 17 – Collaboration with Allied Professionals
Lesson 12 of 17 – Coaches Use a Student-Centered Approach
Lesson 13 of 17 – Students Own Their Victories as Well as Their Upsets
Lesson 14 of 17 – Coaches Are Experts at Asking Probing Questions
Lesson 15 of 17 – Maintaining Professional Boundaries
Lesson 16 of 17 – Coaching Is All about Serving the Student, Not the Coach
Lesson 17 of 17 – Coaches Do Tremendous Good and Coaching Is Incredibly Rewarding
Module 2 - The Action Plan
Lesson 1 of 21 – What is the Action Plan?
Lesson 2 of 21 – The Action Plan Creates Structure and Clarity Around the Tasks the Student Needs to Complete
Lesson 3 of 21 -The Action Plan Creates Structure Around Work Production
Lesson 4 of 21 – The Action Plan Creates Clarity Around Work Production
Lesson 5 of 21 – The Action Plan Enables Personal Accountability
Lesson 6 of 21 – The Action Plan and Accountability Partnership
Lesson 7 of 21 – The Action Plan Enables Metacognitive Development
Lesson 8 of 21 – How are Action Plans Used in Session?
Lesson 9 of 21 – How to Determine Which Tasks Go into the Action Plan
Lesson 10 of 21 – The Action Plan Only Captures Tasks that Need to be Completed from One Session to the Next
Lesson 11 of 21 – How Students Update Progress Towards Completion of Tasks
Lesson 12 of 21 – The Action Plan is Not Limited to Academic Tasks
Lesson 13 of 21 – Using the Action Plan to Create Structure
Lesson 14 of 21 – Using “Start Times” in the Action Plan to Overcome Procrastination
Lesson 15 of 21 – Using Structure in the Action Plan to Avoid Distractions
Lesson 16 of 21 – Using Structure in the Action Plan to Promote Self-Care
Lesson 17 of 21 – Including Strategies and Tools in the Action Plan to Reduce Distractions
Lesson 18 of 21 – Using Reminders in the Action Plan to Prompt the Coach to Ask Specific Questions
Lesson 19 of 21 -Including a Student’s Routine in the Action Plan
Lesson 20 of 21 – Adding Reoccurring Tasks as Templates in the Action Plan
Lesson 21 of 21 – Including Notes in the Action Plan
Module 3 - Stage 1: Rapport Building
Lesson 1 of 6 – What is Rapport Building?
Lesson 2 of 6 – Why is Rapport Building Important?
Lesson 3 of 6 – How to Build Rapport with Students
Lesson 4 of 6 – How to Lead a Student Through Stage 1: Rapport Building
Lesson 5 of 6 – Students Who Arrive to a Session in an Emotional State
Lesson 6 of 6 – Students Who Struggle to Engage in Rapport Building
Module 4 - Stage 2: Review of the Action Plan
Lesson 1 of 10 – Introduction to Stage 2 of a Coaching Session
Lesson 2 of 10 – Coaches Start Stage 2 with Preliminary Questions
Lesson 3 of 10 – Stage 2 Focuses on Accountability
Lesson 4 of 10 – When Students Do Not Follow Through
Lesson 5 of 10 – Coaches Are Solution-Oriented
Lesson 6 of 10 – Review of the Action Plan Allows for Probing Questions
Lesson 7 of 10 – Students Often Forget to Update Their Action Plan
Lesson 8 of 10 – Coaches Check the Action Plan’s Timestamps
Lesson 9 of 10 – Strategies to Help Students Consistently Update Their Action Plan
Lesson 10 of 10 – How to Lead a Student Through Stage 2
Module 5 - Stage 3: New Coaching Matters
Lesson 1 of 22 – What is Stage 3: New Coaching Matters?
Lesson 2 of 22 – How Coaches Conceptualize Stage 3 of a Coaching Session
Lesson 3 of 22 – Why Core Areas #1 and #2 Are so Important
Lesson 4 of 22- How the Stage 3 Module is Structured and Organized
Lesson 5 of 22 – High School and College Students Are Not the Same
Lesson 6 of 22 – Similarities in How Coaches Work with Both High School and College Students
Lesson 7 of 22 – Differences in How Coaches Work with High School and College Students
Lesson 8 of 22 – Students Often Assume That all is Well and Under Control
Lesson 9 of 22 -Coaches Are Responsible for Verifying Student Academic Performance
Lesson 10 of 22 – Core Area #1: Discussions Around Upcoming Assignments, Projects, and Exams
Lesson 11 of 22 – Beyond the Grade: How Engaged Is a Student in Each Class?
Lesson 12 of 22 – How Coaches Determine the Upcoming Deadlines of High School Students
Lesson 14 of 22 – Coaches Ask Students Probing Questions About Upcoming Projects and Assignments
Lesson 15 of 22 – Coaches Ask High School and College Students Probing Questions About Upcoming Exams and Quizzes
Lesson 16 of 22 – Core Area #2: Checking Grades in the Student’s Grade Portal
Lesson 17 of 22 – College Students: Beyond the Gradebook
Lesson 18 of 22 – Core Area #3: Troubleshoot low scores on tests and assignments
Lesson 19 of 22 – Core Area #4: Coaches Prepare Students for Upcoming Exams
Lesson 20 of 22- Core Area #5: Coaches Help with Behavior Change in Non-Academic Areas
Lesson 21 of 22 – Going Beyond the 5 Core Areas of Stage 3
Lesson 22 of 22 – A Step-by-Step Process for Leading a Student Through Stage 3: New Coaching Matters
Lesson 1 of 8 – What is Stage 4: Action Planning?
Module 6 - Stage 4: Action Planning
Lesson 2 of 8 – The Action Plan Only Captures Tasks that Need to be Completed from One Session to the Next
Lesson 3 of 8 – Coaches Use Templates for Reoccurring Tasks
Lesson 4 of 8 – How to Determine Which Tasks Go Into the Action Plan
Lesson 5 of 8 – Coaches Ask Students What to Include in the Action Plan
Lesson 6 of 8 – Coaches Enter and Format Tasks in the Action Plan
Lesson 7 of 8 – Coaches Always Conclude Stage 4 with the Same Question
Lesson 8 of 8 – Leading a Student Through Stage 4: Action Planning
Lesson 1 of 11 – What is the Initial Zoom Consultation
Module 7 - Initial Zoom Consultation
Lesson 2 of 11 -The Process a Student Goes Through to Become a Client of the Practice
Lesson 3 of 11 – Ensuring Students Are a Good Fit for the Service
Lesson 4 of 11 – The Criteria Used to Evaluate Student Readiness for Executive Function Coaching
Lesson 5 of 11 – How to Lead Students Through the Initial Zoom Consultation
Lesson 6 of 11 – Part 1: Rapport Building
Lesson 7 of 11 – Part 2: Discussing the Student’s Current Academic Performance
Lesson 8 of 11 – Part 3: The Coach Describes the Challenges They Help Students Overcome
Lesson 9 of 11 – Part 4: The Coach Describes the Service and Introduces the Action Plan
Lesson 10 of 11 – How to Introduce the Action Plan to a New Student During the Initial Zoom Consultation
Lesson 11 of 11 -When a Student is not a Good Fit for the Service
Lesson 1 of 11 – What is the Intake Session?
Module 8 - Intake Session
Lesson 2 of 11 – The Structure of the Intake Session
Lesson 3 of 11 – The Intake Session Form
Lesson 4 of 11 – Differences Between High School and College Students
Lesson 5 of 11 – Part 1: Relationship Building
Lesson 6 of 11 – Part 2: Assessment of Time Management and Study Skills
Lesson 7 of 11 – Part 3: Baseline Performance in Current Subjects
Lesson 8 of 11 – Part 4: Creating the Student’s Action Plan
Lesson 9 of 11 – A Word About Goal Setting
Lesson 10 of 11 – Intake Sessions with Reserved or Anxious Students
Lesson 11 of 11 – A Step-by-Step Process for Leading a Student Through the Intake Session
Lesson 1 of 24 – Team Meetings
Module 9 - Team Meetings
Lesson 2 of 24 – The 3 Types of Team Meetings and the Purpose They Serve
Lesson 3 of 24 – Team Meetings Are Designed to Address Potential Issues and Develop Solutions
Lesson 4 of 24 – How to Run a Team Meeting
Lesson 5 of 24 – The General Structure of a Team Meeting
Lesson 6 of 24- Avoid Surprises During Meetings with Parents
Lesson 7 of 24 – Preparing for Team Meetings
Lesson 8 of 24 – End-of-Semester Wrap-Up Meetings
Lesson 9 of 24 – When a Student Earns a Non-Passing or Poor Grade
Lesson 10 of 24- Create Space for the Student to Explore Underperformance
Lesson 11 of 24 – The Coach Provides Feedback
Lesson 12 of 24 – Concluding the Team Meeting
Lesson 13 of 24 – End-of-Semester Wrap-Up vs. Progress Report Meetings
Lesson 14 of 24 – Progress Report Meetings
Lesson 15 of 24 – The Structure of Progress Report Meetings
Lesson 16 of 24 – When a Student Earns a Non-Passing or Poor Grade
Lesson 17 of 24 – Progress Report Meetings Allow Coaches to Educate Parents About the Service
Lesson 18 of 24 – Meetings to Discuss Concerns
Lesson 19 of 24 – When to Request a Team Meeting to Discuss Concerns or Issues
Lesson 20 of 24 – Coaches Avoid Making Judgements About the Student or Their Behavior
Lesson 21 of 24 – Meetings About a Student’s Emotional Well-Being
Lesson 22 of 24 – Meetings About Poor Academic Performance or Student Resistance to the Service
Lesson 23 of 24 – Things To Avoid Doing in Team Meetings
Lesson 24 of 24 – Sending Parents Zoom Links and Courtesy Reminders Prior to the Team Meeting
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Lesson 10 of 22 – Core Area #1: Discussions Around Upcoming Assignments, Projects, and Exams
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