All entries for Thursday 26 April 2018
April 26, 2018
STEM teachers who are very busy are sometimes tempted to provide a solution to a learner's problem too quickly, which may lead over time to the student developing dependency, rather than independence and resilience. Peer tutors tend to d the same.
One way we have found to support teachers in reducing support to the minimum, when working 1:1, and to avoid premature answers, is to introduce them and their students to Egan's 3 stages of coaching, inserting exploring the learner's experience of the problem and what they may have tried, and what their options are, before deciding on actions.
This has the longer term effect of increasing student independence, perseverance and responsibility, and, in the process, increasing teacher effectiveness.
More details can be found in this document produced by Glasgow University: