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hanna-hard elandHanna Hardeland is a trained teacher. As a learning coach, coach and trainer, she runs her own institute and is a sought-after expert on the subject of learning coaching and learning counseling throughout Germany. She is certified as a career advisor and learning coach by the Christian-Albrechts-Universität Kiel. She is also a lecturer at the Hanover University of Applied Sciences (Faculty V). Hardeland has developed a systematic training course for learning coaches in Germany. Here she trains educational specialists such as teachers and social pedagogues to become learning coaches and learning advisors so that they can expand and develop their own (learning) coaching skills effectively and in a practical manner. More information at All texts by Hanna Hardeland.

The right learning technique: Overcoming stamina and frustration tolerance

Learners, especially when they are self-responsible further education, often fail because of their lack of endurance and frustration tolerance. Blockages must also be recognized and overcome in order to make learning progress.

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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.

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Improvements step by step

Personnel competence is promoted in learning coaching practice by z. B. is worked methodically with scaling issues. They offer the learner the opportunity to target, perceive and consciously bring about the first, minimal change steps.

It's not about the learner getting (immediately) from level one on the scale (“I can't do it at all!”) To level ten on the scale (“I can do it perfectly!”).

More than black and white thinking

Rather, the learner should become aware of the many different nuances between black (“It doesn't work!”) And white (“It works!”).

Ideally, this means that learners do not give up too quickly, but rather develop the willingness to achieve small sub-goals even after a dry spell and thereby “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.

Promote self-knowledge

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: “That was not the case with me before clear. Now I'm only just realizing that when I tell you this. "

"Gut feelings" are named and therefore more tangible. In this context, the learner partly gains knowledge of his so-called “blind spots” because the learning coach teaches him about it 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 perspective expands and from now on also focuses on aspects that are less difficult or should be retained (e.g. aspects with which the learner is satisfied). 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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2 responses to “The right learning technique: Overcoming stamina blockages & frustration tolerance”

  1. Jonathan says:

    Frustration tolerance is something that a lot of young people lack - I keep seeing that. And then you wonder why they fail.

    • Simone Janson says:

      Thank you for your reference, you are not entirely wrong.

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