6.1 Checklist for the motivational coach
Using the five perspectives of Friendly and Fair Teaching, teachers create a positive learning envrionment. In a friendly and fair manner, teachers provide instruction and guide their students during independent work. They strive to make their students autonomous, competent and social. They guide the entire educational process as a coach.
In enhancing the intrinsic motivation of my students I call myself a ‘motivational coach’. In that role, in addition to instruction, I provide time for working independently. While working independently my students both adress compulsary and chosen assignments.
This is my checklist as a motivational coach:
|Creating a positive learning environment by reflecting on your teaching
||How often do I reflect on my practice?|
|Setting a standard of behaviour||Do I set a good example for my students?|
|Building relationships||Do I help my students to get to know each other?|
|Establishing educational goals||Do I make my educational goals clear to my students?|
|Creating a framework for positive behaviour||Do I have a framework as a starting point for reinforcing positive behaviour?|
|Managing expectations & Being consistent||Do I explain my expectations to my students?|
|Planning lessons||How often is my teaching
|Assessment||How often do I involve my students in assessing
|Observing learning||How often do I spend time observing the way my students learn?|
|How to become a Friendly and Fair Teacher?
||To become a Friendly and Fair Teacher
Download this questionnaire as a starting point. After a few month, answer the questions again.
Ruben van den Broek – Economics teacher and teacher trainer.
Ruben coined the term “Motivation Coach”. A teacher who works with Friendly and Fair Teaching for some time can eventually call himself or herself a motivational coach.
Nick Sorensen, Emeritus Professor of Education Bath Spa University
Nick Sorensen pointed at the paradigm shift for teachers. In becoming an ‘Expert Teacher’, they decrease time for whole class teaching and increase time for the students to work independently. The ‘design’ element of their lessons is then available for students with compulsary assignments that are ready to study at any time.