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There are several roles that educators can apply to their practice to ensure that students are efficiently learning the information shared with them. Teachers should be able to combine specific traits of a coach and an instructor. While these are two seemingly opposite directions, a balance between the two may positively impact the internal environment of the classroom. According to researchers, teacher-as-coaches can form close bonds, which result in positive educational outcomes (Mason et al., 2017). On the other hand, instructors are more objective and direct, which leads to effectiveness and proficiency in student learning (Erdel & Takkaa, 2020). It is evident that different roles correlate with different outcomes. For example, assistants are more likely to monitor and help individuals separately, which makes them feel supported in their academic setting (Baeten et al., 2018). This includes approaching the student, encouraging auditory learning by explaining a confusing subject, etc. On the other hand, mentors are more likely to have ingrained beliefs in regard to their teaching styles (Langdon, 2017). In case a student learns more effectively visually, but the mentor is used to students taking notes and reading from the board, there is a chance that such styles will not change based on the pupil’s preferred way.
Based on the evidence, teachers contribute to students’ efficiency when they can combine the role of an instructor and a coach. Such a combination of support on a human level and direct instructions can create beneficial environments where pupils receive both academic and moral support through objective data and closeness to the teacher. Moreover, there is evidence that both roles work separately. However, instructors may forget about moral and emotional support, while coaches can be more focused on personal interactions in comparison to academic goals.
References
Baeten, M., Simons, M., Schelfhout, W., & Pinxten, R. (2018). Team teaching during field experiences in teacher education: Exploring the assistant teaching model. European Journal of Teacher Education, 41(3), 377–397.
Erdel, D., & Takkaa, M. (2020). Instructor leadership in EFL classrooms and the outcomes: The effects of transformational and transactional leadership styles. TEFLIN Journal, 31(1), 70-87., 31(1), 70–87.
Langdon, F. J. (2017). Learning to mentor: Unravelling routine practice to develop adaptive mentoring expertise. Teacher Development, 21(4), 528–546.
Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of Autism and Developmental Disorders, 47(6), 1696–1707.
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