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Coaching and teaching both help students to learn a certain skill or share a particular piece of knowledge. Nevertheless, teaching is a one way interaction where a teacher transfers the knowledge he has to the student while coaching on the other hand needs a cynical, continued interaction. The coach first teaches the student something, and then observes the learner and then offers feedback again. Coaching and teaching are related and each profession can draw on the other profession to improve and enhance their individual domains.
How teachers incorporate lessons learned from coaches in classroom settings
Teachers can incorporate lessons learned by coaches to develop a sound vision on literacy learning of the students and to develop the structures and capacity to realize this vision. A coach conducts important research based on instructional concerns and practices and this can help teachers to design enquiries to respond to personal answers, as teams or as individual teachers. In efficient literacy coaching, the center of interactions between literacy coaches and teachers is directed by the analysis of students learning and this analysis entails examination of both test data together with real student work in classrooms (Kise, 2006, 115).
Coaches suggest assessments and assists teachers learn how to administer them, interpret data and design instruction from the information gained and teachers thus learn to monitor progress of students. Coaches enable teachers to understand individual needs of students and differentiate instruction for groups of students or individual student. Lessons learned from coaches enable teachers to reflect on the use of evident based schemes and enquire into their individual teaching and also students learning. Coaches assist teachers in forming of significant questions on their instruction and to explore novel answers, especially via study groups, collection of data in their individual classrooms, inspection of demonstration or partaking in additional visitation constructions facilitated by coaches.
In an ideal world, teachers and coaches work more closely for the academic and personal benefit of all students as follows:
Coaches can work with teachers through modeling of lessons, in classroom coaching and study groups to ensure that students needs are met. Coaches can work together with teachers during school days, at group meetings or in classrooms of individual teachers. Coachers can help teachers to work novel practices into their daily teaching instructions, fit novel practices to the students who need them most and monitor the effects of these altered practices.
According to Hasbrouck, & Denton, (2005, 95), coaches can direct teachers in groups of study during times of planning and they may work with teachers in their individual classroom to model lessons, to work with teachers in implementing teaching techniques with feedback from coaches. Coaches can work with teachers in realization of literacy vision of students via its real execution in classroom.
Teachers may be given support by coaches on implementation of methods of teaching that they have personally chosen to work on and that the students have agreed to work on and coaches might focus on implementation of particular methods and programs within it. In addition, teachers can recognize specific problems to operate on or already identified particular areas and the coach can monitor and provide useful feedback on their working.
Coaches are able to identify individual diversities in teachers and can therefore offer explicit aid or recognition and reassurance. Coaches can provide encouragement to teachers or reinforce ideas of teachers resulting to increased self efficacy and subsequent efficient service delivery. Sometimes coaches might influence teachers instructions by suggesting sets of texts that teachers may use or how to integrate extra forms of music, arts or media or how to make a lesson more culturally pertinent and this efforts help in considerate implementation of students literacy plan and literacy curricula for the school.
How can student athletes become more successful in school?
Student athletes can become more successful in school thorough employing strong work ethics, and self discipline which is core to achieving achievement of excellent academic results as a student and as an athlete. This can also be achieved through developing and maintaining good habits whether in studies or practices. Just like the students practice for several times for the game, they learn how to study several times for a single test and just like the students have a routine when practicing for the sport, so students learn how to build and utilize a routine when studying (Denson 2002, 210).
Student athletes can build their study routine through paying much attention to what works best for them considering which study techniques or methods seem to in actual fact help them achieve the best academic results required. Student athletes can also build their study routine through attempting something new or different when the study routine they have already tried does not work. If students are struggling to establish positive habits or to gat study methods and techniques that work best for them, then they talk with their coach or other student athletes who can offer several ideas that may work for them.
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Participation in extra curricular activities such as sports, enhance the overall experience of students in the following ways
Extracurricular activities help students to build skills and attain experience that are useful to them in their graduate careers in terms of work performance and job searching. Participation in activities like sports, debating, drama and music helps students to develop their communication, negotiation, leadership, and conflict management skills. Taking part in extracurricular activities that are connected with their ideal careers enhances students to impress potential employers. Extracurricular activities are beneficial to students who are not academically gifted and offers then a chance to excel in sports and arts and this help them to build their self esteem (Spade, & Ballantine 2007, 241).
Several extracurricular activities teach actual world skills, like photography, and debate which may make students to develop life long interests and use these activities to contribute to the society. Extracurricular activities provide students with chances to recognize their leadership skills and potential. It does this through providing students with an opportunity to gain an understanding of different attitude talents and skills and how to effectively interact with different people when working toward a universal goal.
Participating in extracurricular activities offer students with an individual sense of integration and belonging with the learning institution and makes students to have a feeling of self worth, high self esteem and accomplishment, particularly from taking part in activities that result to publicity. Different types of student attend schools and colleges implying that the time one spends in school gives a perfect opportunity for interacting with individuals from a wide range of backgrounds. Through joining an extracurricular group such as a debate or sports club, students have the opportunity to mature socially, via mingling with students who they have not met in class. The extracurricular activities not only give students the chance to interact with one another, but these interactions may lead to long lasting relationships.
Coaches and teachers can work together to enable students meet their individual academic goals. Coaches can help teachers to work on new teaching practices and these practices can be used on students who need those most to improve their academic and personal objectives. Coaches can also work with teachers in their classrooms to make lessons and work with teachers in implementing teaching techniques that will best meet the needs of students.