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Observations of the Student--Learner--Coach Transition
Observations of the Student--Learner--Coach Transition
In our last post, we had a quote from a student about how the Coaching process helped her by encouraging her to take a calculated risk and embracing the idea of swinging big on a presentation rather than playing it safe. For her previous two projects, she found time to study ASL, make a book, and design space survival gear, and then began coaching other students and helping them when they asked. She became a Coach as if she wasn't busy enough.
Student
KP mentioned in our Coaching session, she used to think that getting a good grade was accomplished by following the directions of the teachers. She is referring to following directions always. She trusted her teachers and aimed to please. This is what many of us experienced in our schools. A system of power and control which produced Students, not Learners. A system which had students producing similar products or completing the same task.
Learner
A Learner practices their skill as they are needed, KP worked with a fellow student for the entire second quarter and the beginning of the third. While working with this student, KP was practicing the skills that were already in her tool box. She was practicing while mastering. Skills such as time management, focus, collaboration, and continuous reflection. Honing these skills paved the way for KP to become a Coach.
Coach
As a child, we each had another child we could turn to when we had a question that we were embarrassed to ask. A child that would never make fun of you for not knowing. That person probably had a major influence on you becoming a coach. When Learners have this safety net in their environment, you would probably identify that student as a coach.
KP mentioned that she offered to coach other students, this is a natural progression for many students as they become increasingly comfortable with their soft skills and interpersonal skills (questioning, time management, etc.) The students noticed that KP became the more knowledgeable other. This is one of Vygotsky's principles of personalized education. KP is quickly using the skills and schema she has developed to model and coach fellow Learners. The best part of becoming a MKO, is that anyone can take that role. It depends on their interests and experience, never scores or grades. KP was ready for becoming a Coach.
The most important observations I made during this entire process is that KP never missed her own Coaching sessions. In fact, she made more of them. She communicated through Padlet on a regular basis, requested short meetings at different points of her journey, and would ask for advice before she hit a road block. Typically, we never gave her any advice, we only asked questions for her to hear her thoughts. She was essentially coaching herself.
KP mentioned that she offered to coach other students, this is a natural progression for many students as they become increasingly comfortable with their soft skills and interpersonal skills (questioning, time management, etc.) The students noticed that KP became the more knowledgeable other. This is one of Vygotsky's principles of personalized education. KP is quickly using the skills and schema she has developed to model and coach fellow Learners. The best part of becoming a MKO, is that anyone can take that role. It depends on their interests and experience, never scores or grades. KP was ready for becoming a Coach.
The most important observations I made during this entire process is that KP never missed her own Coaching sessions. In fact, she made more of them. She communicated through Padlet on a regular basis, requested short meetings at different points of her journey, and would ask for advice before she hit a road block. Typically, we never gave her any advice, we only asked questions for her to hear her thoughts. She was essentially coaching herself.
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