Getting Teens Organised

Our Work – old

What is coaching?

The focus of Coaching is that you lead the process of change in your life. Your coach offers support through processes including goal setting to achieve your goals and measurement of your achievements and results. Coaching is about creating some thinking space to gain clarity on what you want in life, then working towards it. By coaching teens we are giving these processes early in life.
Our approach is Evidence Based Coaching, which is supported by research consolidated across the industry in the last 25 years.

Why would I need a Coach?

We often get asked this question. Everyone needs a bit of support at some time in their lives and coaches are there to help you through these transitions and transform your life into the one you really want to live.

We help people get ‘unstuck’ from where they are now and get clarity as to where they want to be. We focus on skill development, planning, and embedding good skills and processes. And of course, this works if changes are implemented and embedded in behavioural change.

What we do

Transformetry is a coaching consultancy with a single focus: working with young people to get organised, centered and focused and produce the results they are capable of in the HSC and beyond: these are transferable skills taken into the rest of their lives. Founded in 2010 by Nicola Metry Thompson, Transformetry is redefining how young people progress and grow. Having coached executives and managers across many organisations and industries, our focus is to take what we have learned by coaching executives and to provide it at the start of a person’s life when they need it the most. In essence, we provide Executive Coaching for teenagers (Millennials) and Gen Ys.

What makes us different?

Our focus is to coach teens in High School focusing on their personal skills to get organised, get all their assessments in on time, setting priorities (other than computer games), manage stress, build confidence and take control of their own lives. This is not a coaching college, we do not focus on Maths, English and Science; we leave that to the teaching professionals.

Regular workshops and group coaching are offered to share these skills with young people seeking to thrive and develop in a shared environment. Individual coaching is also available.

We also work with young people who are transitioning to their next stage in life: changing schools, settling into university, getting their first job then stepping up into the career role they really want.

Why do clients choose to work with Transformetry?

We asked our clients about being coached at Transformetry, and these are some of the things they have said. When working with Nicola, she:
• Builds a personal working relationship with each client
• Stretches and challenges their thinking and commitment to the change
• Happier, healthier more relaxed children who are less stressed
• Helps them to break through barriers and blockages to their thinking to enable them to commit to change
• Provides support so they can make their own decisions on what they want to achieve
• Supports each individual to clarify their goals and then see the action they need to take to achieve goals they did not think were possible
• Empowers others to take action to achieve their goals and be in control of their school work.

Case Studies

Andrew – Exam Anxiety in Year 9

Andrew is smart, seriously smart but when it comes to exams he becomes so stressed that he melts down before and during the exams and does not get the results he is capable of. His coaching began in Year 9 to embed these changes in behaviour well before he started Year 11.   We looked at several aspects of preparing for exams:  reviewing what is to be covered in the exam, studying for the exams, and staying calm and focused on the day during the exams.
By looking at each of these components separately he knew what to study, had well written study notes and practices questions in preparation as well as looking at his mental approach to the exams.   Andrew tackled his end of year exams
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Willow – Stressed about Year 12

Willow came to see me just before she started Year 12.  She did not know how to approach the year as she did not know what she wanted to do at the end of the year.  We spent some time discussing how that was not something to worry about now and that working towards a good ATAR would open up more opportunities and we would work on the end point during the year.
Now that we were focused on the present it was about getting prepared for the big year ahead.  She created a serious defined work space at home to study and cleared her notes from last year, both the books and the files on her computer.
She set a goal for the year then we
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Seth – Needed to get serious in Year 11

Seth came to me half way through Year 11.  He is a well mannered laid back young man who loves sport, and spending time with his friends and his girlfriend.
All of this was great except he was not focusing on his school commitments.  He found it hard to get motivated, to stick to a plan and to spend much time on his homework.  He got his assessments in but they were not demonstrating his full ability.
We started by reviewing his half yearly results and setting an aim for the end of Year 11 as well as the desired ATAR he wanted for his HSC.  We then reviewed the curriculum documents and clarified the content for each subject.  We started to break down the subjects into
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Reagan – Has all the pieces but they were not fitting together

Reagan first came to me at the beginning of Year 8 to start his coaching.  He is intelligent, well mannered and quite well organised, yet his school results were not reflecting his full ability.
The coaching occurred over 3 terms.  Over the first term Reagan and I worked together to identify areas for improvement.  Some problem areas started to show: spending lots of time getting organised but not actually doing much work, spending a lot of time on homework for little gain, not reviewing marked assessments to learn where he could improve and not knowing how to study for exams except for a final cram which only left him stressed and exhausted.
In the second term, we started at the beginning of the school year and got
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Thomas – highly intelligent but not reflected in his results

Thomas came to me half way through Year 8.  He knew he was smart but was not in the top classes at school.  He did his Maths homework every night and got his assessments in on time (just) but was not getting high marks.  He does a lot of sport outside of school and sometimes finds it hard to fit it all in.  He is also a fan of gaming and loves to play at night.
We started by looking at his practices and processes.  While he was doing his Maths homework, he was rushing it, not checking the results, and not learning from his results.  When we reviewed his class tests there were lots of silly mistakes that reduced his overall mark.  By slowing down
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