From the author:
How learning coaching activates endurance
Frequently tasks or challenges are quickly set aside because the learner feels discouraged or incompetent. Learning coaching aims at activating resources:
The learning coach consciously initiates first, small steps to change the learning behavior together with the learner. The key is that the learner receives praise, recognition and appreciation for his efforts and efforts (and not just for his achievements).
Failure as an opportunity for Dazulern
Absenteeism, learning disabilities or difficulties are regarded as an opportunity for learning coaching and not as deficits or inadequacies.
Stumbling blocks or even small setbacks are important learner experiences that provide an opportunity to construct more appropriate strategies or solutions.
Improvements step by step
Personnel competence is promoted in the learning coaching practice by B. is working methodically with scaling issues. They offer the learner the opportunity to already target, perceive and deliberately initiate the first, minimal change steps.
It's not about the learner getting (instantly) from level one on the scale ("I can not do it!") To level ten ("I can do it perfect!").
More than black and white thinking
Instead, the learner should become aware of the many different nuances between black ("It does not work!") And white ("It works!").
As a result, learners ideally do not give up prematurely, but develop a willingness to reach small sub-goals, even over a dry spell, and thus "stay on the ball".
Recognize and overcome blockages
Equally important as endurance and frustration tolerance is recognizing and overcoming one's own blockages.
Learning coaching trains self-awareness by encouraging learners to reflect, reflect and report on their thinking, acting and feeling, for example during their learning process.
The articulation and verbalization also support the process of consciousness, self-knowledge.
The learner, while telling the Lerncoach of his or her learning experiences, perceives his own needs, thoughts and feelings (which may have been blocked or repelled before) more consciously.
Belly feelings become tangible
In the course of learning coaching, I often hear from learners: "I have not been that clear so far. Now I just realize that when I tell you that. "
"Gut feelings" are named and thereby more tangible. In some cases, the learner acquires knowledge about his so-called "blind spots" in this context by the learning coach on his part Feedback about his perception. As a result, a comparison between self-perception and external perception can take place.
Tunnel view of the problem
Many learners develop a tunnel view in the context of their learning inhibitions: comparable to the light cone of a flashlight, the light beam is directed almost exclusively to the problem.
Learning coaching helps the learner to feel (more) light in the dark. The light cone is expanded by the presence and the interventions of the learning coache.
The learner's gaze widens and, henceforth, also focuses on aspects that are less difficult or that need to be retained (eg on aspects that the learner is satisfied with). The focus of attention increases.
Away with the blockades
Conversation techniques contribute to the self-perception of the learner. The learner is partially aware of the fact that his problem-solving has blocked him in his actions and thinking.
Furthermore, learning coaching is resource-oriented. In other words, the focus of attention, the perception of the learner, should be steered more towards their own strengths, abilities, solutions and future.
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