Why coaching instead of teaching?
When attending school we learn various subjects such as mathematics, grammar, history etc. After having passed the tests at school we are busy in our jobs as waiter, accountant, journalist etc. Our motivation to apply in our jobs as exactly as possible, what we have learned at school is always 100%. Nobody would ever have the idea to change mathematical or grammatical rules and then invent their own rules, because it would be of no advantage for the individual.
When attending driving school all students learn the rules about safety margin, seatbelt use, speed regulations, alcohol restrictions etc. But after having passed the driving test and after we have become a driver, the motivation to apply exactly what we have learned at driving school is by far not 100% – as practice shows. Now, as a driver we are generous in inventing our own rules about speed, safety margin, seat belt use, sometimes about alcohol, etc., because we are convinced that we can also drive safely with less safety margin, at higher speed, without a belt, drunken, tired etc.
Inventing our own rules appears to be of advantage for us. Our only trouble seems not to be detected by the police.
Exactly here coaching shall help to support the right believes and conviction and to correct wrong ones. Coaching shall support the right motivation to apply the safe behaviour. In this sense coaching is a contribution to traffic safety. But important: Coaching shall not replace pedagogical teaching methods, they shall supplement each other.
Further, coaching is the method on how to realise the findings of the GDE-matrix. With coaching techniques the right column on self-evaluation of skills, motives and believes can be put into everyday practice and especially for issues on the higher levels coaching techniques are ahead of teaching methods.
Coaching stands for leading the communication by asking not by telling. And in this sense the big challenge of coaching is to lead the student out of the role of passive consuming into the role of active producing. Because the student shall acquire the understanding not from the coach but from his own awareness, stimulated by the coach! It may appear that coaching takes longer than just telling the contents.
But the main advantage is, the more active we are involved in the learning process the better we recognise the learning opportunities and act upon them. In this way believes and convictions can be set up stable. And the more stable believes and convictions are the more people act upon them even under negative influences.
Typical negative influences are friends in a car who try to affect the driver to speed up when driving home from the discotheque. The more stable the young driver’s believes are concerning risks the safer he will behave and the better he can resist such dangerous temptations.
Other such peer-pressures can be a feature of some Television programmes or news items, featuring the rich and famous. usually seated in an expensive performance car, thus making the link between fame/wealth and fast driving, in a high-end speed machine.