Coached Students Learn to Coach Themselves 

One of our goals as academic coaches, in some sense, is to eventually make ourselves obsolete with each student we coach. In other words, we structure our conversations with students such that over time they become adept and metacognitive self-regulated learners who plan, monitor, and evaluate their learning actions on their own. We provide scaffolding -- a temporary support that helps students create their own self-management structure -- rather than building the structure and pushing students to use it. Students who do the hard work of creating that structure -- even, and perhaps especially, if it involves stumbles and challenges -- develop agency and autonomy that drive success in and out of school. 

Here are a few questions that encourage students to build metacognition and grow their ability to self-coach:

• What did you do last week that had a positive result for you? How can you make it a habit?

• Flash back to six months ago and compare it to where you are now. What changes have you made and what effects do they have?

• How can you monitor your learning in the middle of a study session? 



• You have a major decision to make: What process will you go through to think it through? How can that help you with future decisions?

With each student who leaves coaching with a sense of agency that propels them into the future, there are many more waiting in the wings who will benefit from our help! These qualities also help students with the ambition they need to link their college knowledge with their professional skills and deliverables. Improve your ability to helps students learn to soar by joining LifeBound for a three-day training in Inclusive Coaching this upcoming April 14, 21 and 28.