How I Structure My Group Coaching Calls for Maximum Impact

If you’ve been thinking about adding group coaching calls to your online course or membership program, you’re on the right track. Group coaching calls are a powerful way to connect with your students, get feedback, and supplement their learning beyond pre-recorded lessons.

But here’s the catch: running a group coaching call isn’t just about showing up and talking for an hour. The structure matters. Without a plan, your call can quickly feel scattered, students can disengage, and you risk losing the very impact you wanted to create.

In this blog, I’ll walk you through how I personally structure my 1-hour group coaching calls into eight segments. This framework has worked across hundreds of sessions with online course creators, freelancers, and coaches. By the end, you’ll not only see exactly how to run your calls but also how to maneuver common obstacles (like shy students or tough questions) so your sessions always create value.

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Why Group Coaching Calls Are a Must-Have

Before diving into the structure, let’s get clear on why group coaching calls are worth adding:

• They allow real-time feedback between you and your students.
• They create community. Students learn not only from you but from each other.
• They add accountability, keeping students engaged beyond self-paced modules.
• They help you stand out as a coach who shows up, not just someone who sells a course and disappears.

When done right, group calls can make the difference between a “nice course” and a transformational learning experience.

My 8-Segment Structure for 1-Hour Group Coaching Calls

Here’s how I divide my sessions. Some parts are essential, while others are personal preference. Feel free to adapt this framework to fit your own style.

1. Quick Introduction (2-3 minutes)

Even if students already know you, start with a warm welcome. Especially if you regularly have new students joining, introductions make them feel at home. Keep it short and friendly. No need for a long biography.

Example:
“Hi, I’m Demi Bernice. If this is your first group coaching call, welcome! If you’ve been with me for a while, I’m so glad you’re here today.”

2. House Rules (2 minutes)

Set expectations early with simple virtual meeting etiquette:

• Mute yourself upon entry.
• Raise your virtual hand if you want to speak.
• Use the chat box for comments or questions.
• Turn your camera on (if you’d like to see their faces)

Adjust depending on your audience. For instance, I don’t require cameras for freelancer students since many are introverts or multitasking.

3. Announcements (2–3 minutes)

Use this time for updates, such as:

• New modules available inside the members’ portal.
• Upcoming events or assignments.
• Any changes in schedule.

This ensures students stay informed before diving into discussion.

4. Breakout Room Sessions (10 minutes)

This is one of my favorite parts of group coaching calls. Using features like Zoom’s breakout rooms, you can split students into smaller groups. This encourages interaction, especially among introverted students who may not speak in a large group.

Before opening the rooms, I always give a “magic question” to guide conversation. For example:
“What was your biggest win this week related to your course creation journey?”

When students return to the main room, I invite one or two groups to share what they discussed. This sparks energy and adds peer-to-peer learning.

5. Personal Sharing (5 minutes)

Before calling on students, I answer the magic question myself. This models openness and gives context. Then, I invite groups or individuals to share their answers.

6. Main Discussion (20 minutes)

This is the heart of the call. There are two ways to approach it:

1. Review a module. Summarize or expand on a pre-recorded lesson.
2. Add new value. Introduce a topic outside the core curriculum (like productivity tips, taxes, or personal development).

Personally, I prefer the second option. I don’t want to pressure students to finish modules before attending. Instead, I use this time to broaden their perspective and create a more holistic learning experience.

7. Group Sharing (10 minutes)

After the main discussion, I invite volunteers (or specific groups) to share their insights. This allows students to voice their takeaways and strengthens community learning.

8. Q&A (10-15 minutes)

End with open Q&A. This is where students can ask anything, whether about the discussion, the course, or even related struggles in their journey. Some students only attend for this segment, so make space for it.

If no one asks, be ready with anticipated questions (based on the lesson or common struggles). This keeps the flow going.

Common Questions About Group Coaching Calls

1. What if a student asks something I don’t know?

Don’t panic. It’s impossible to know everything. Acknowledge the question, commit to researching it, and follow up by email or in the next call. This builds trust rather than diminishing your credibility.

2. What if my students are introverts and don’t participate?

That’s normal. Breakout rooms often “force” interaction, which helps. Also, encourage chat participation for those who aren’t comfortable speaking.

3. What if only a few students show up?

Even if one student shows up, run the call. Treat it as a mini one-on-one session. Students appreciate the extra attention.

4. Should I record every call?

Yes, unless sensitive or confidential topics come up. Tell students upfront that sessions are recorded for the benefit of absent classmates. If something highly personal arises, pause the recording and note why.

Conclusion:

Group coaching calls are one of the most impactful features you can add to your online course or membership site. With the right structure, even a 60-minute session can provide clarity, accountability, and a sense of belonging for your students.

Remember: the magic lies in the mix. Clear rules, interactive breakout rooms, personal sharing, valuable discussion, and space for Q&A.

As you practice, you’ll find your own rhythm. What matters most is showing up consistently and creating a space where students feel seen, heard, and supported.