Empowering Learners Through a Coaching Approach

The role of a teacher has traditionally been connected with guiding learning, sharing knowledge, and helping learners develop essential skills. A coach, by contrast, focuses on attentive listening, asking thought-provoking questions, encouraging progress, and supporting individuals in unlocking their potential. While these roles may seem distinct, bringing coaching principles into the classroom can reshape the teacher’s role into one that promotes reflection, empowerment, and personal growth.

This perspective inspired the course “Competências de coaching para professores, pessoal escolar e de educação de adultos”, held in Tenerife de 19/04/2026 para 25/04/2026. The training gathered an international group of professionals: Malin, Isabel and Kadja from Hermods Yrkeshögskola in Sweden; Paulina, Marta and Beata from Zespół Poradni Psychologiczno-Pedagogicznych w Bielsku-Białej in Poland; Saara from Live Säätiö sr in Finland; Fátima and Maria Alexandra from Agrupamento de escolas Camilo Castelo Branco in Portugal; Myriam and Angelina from Lycée Anne Veaute in France; Jón Teitur from Hraunvallaskóli in Iceland; Jan from Atheneum Herzele, Liesbet and Anny from BA Verpleegkunde – BA Botaniek – Mechelen in Belgium. Their diverse perspectives enriched every discussion and activity throughout the week.

The programme started with teambuilding activities that helped participants connect, explore their expectations, value their contributions within the group and share their fears, establishing a collaborative learning environment. The group examined the foundations of coaching in education, reflecting on both the distinctions and the overlaps between teaching and coaching. They had the opportunity to reflect on their organisation’s successes and strengths, bigger challenges, innovative ideas and specific contextual factors that influence their coaching practices on a local level.

As the training continued, attention turned to essential coaching competences. On Tuesday participants focused on emotional intelligence, discussing how recognising and managing emotions—both their own and their students’—can positively influence the classroom climate. A strong emphasis was placed on self-awareness and empathy, as well as on developing self-control and self-motivation strategies. By alternating between whole-class, small-group, and individual work sessions, participants explored different ways to support students’ academic and personal development through engaging tools and meaningful learning experiences.

Later in the week, the group explored the value of non-directive communication, such as active listening, paraphrasing, and powerful questioning, with participants exploring how these techniques can stimulate reflection and deeper thinking. foster autonomy, and help learners identify their own solutions. These sessions underlined the importance of intentional listening and guiding students without providing ready-made answers.

On the final days, participants tackled more complex elements of the coaching mindset, including conflict management and constructive feedback. They learned how to transform conflicts into opportunities for dialogue and growth, discussed feedback challenges and practiced feedback strategies that strengthen confidence rather than undermine it. These tools proved particularly useful for supporting students through challenging moments and helping them regain motivation.

Throughout the week, participants exchanged professional experiences, shared cultural insights, and built a supportive learning community. They left Tenerife feeling energised, equipped with practical tools, and with a deeper understanding of how a coaching approach can enhance teaching—helping students feel valued, heard, and empowered to achieve their potential.

Saiba mais sobre este curso aqui.