In ETP article 6 we concluded with a note on terminology. We have decided to reproduce it as a blog post because we would particularly like to hear what you think.
“For us, learner coaching is a mindset which prioritises the three teacher roles listed above (help the learner work with /discover her strengths, set goals and motivate) It is based on the assumption that all learners are autonomous by nature and that working with this in mind will maximise results. The role of the teacher-coach is to acknowledge autonomy rather than train learners to learn in a certain way. An autonomous learner is not necessarily independent, self-motivated or a ‘good language learner’. In fact, learners who attend language classes (and are therefore of interest to teachers) very often understand that they are more likely to succeed if they work together with other learners and under the guidance of an expert. Recognising this (and paying for it) is in fact an affirmation of their autonomy. Students may flourish better in a class with a teacher-centred approach or with a learner-centred approach. In a coaching approach, the decision on how a class is run is a matter for consensus.”
Over to you.