Cultivating potential: Coaching in the classroom

Traditionally, a teacher’s role is to transfer knowledge and help students to develop specific skills and abilities. In contrast, a coach supports and motivates his learners by actively listening, asking questions and challenging them to grow. At first, these roles may seem different—but what if alongside educating teachers they implement coaching in their classrooms, becoming also a motivator and guide?

This concept was fundamental during the new edition of the course “Emotional intelligence and coaching inside the school and educational context” that took place in Palermo from 27/04/2025 to 03/05/2025. The participants came from all across Europe, with Hilde Schotte, Magdalena Hedenborg, Sandra Imhäuser Reiman and Susan Jägerman from Ystad Gymnasium in Sweden, Zulfija Guzienė, Ramunė Januškienė and Irena Tamošaitienė from Šiaulių sporto gimnazija in Lithuania, Benedikt Weghorn and Philipp Stadelmann from Markgraf-Georg-Friedrich-Realschule Heilsbronn in Germany, Bernd Jankofsky from Landesinstitut Brandenburg für Schule und Lehrkräftebildung in Germany, Sarah Arnefur and Maria Larsson from Lillerudsgymnasiet AB in Sweden, Isabel Maria Umbría Rojas from IES FUENTE NUEVA in Spain and Sandra Brborović from Aspira University of Applied Sciences in Croatia. ​

​The first topic covered in the course was Emotional Intelligence. This concept refers to the ability to recognize and understand not only our own emotions but also those of others, creating greater self-awareness and social awareness. A teacher with strong emotional intelligence can perceive and respond to their students’ emotional states, build meaningful connections, and support them in managing their feelings effectively.

​Coaching includes having an influence on others and motivating them to become the best version of themselves. To improve our skills effectively, it is important to learn how to set clear and structured goals—specifically, SMART goals. During the course, participants were encouraged to set their own SMART goals, ensuring they were Specific, Measurable, Achievable, Realistic, and Time-bound.

​Another essential coaching skill—valuable in any workplace, including the classroom—is the ability to manage conflict effectively. In such situations, self-awareness and emotional regulation are crucial to prevent conflicts from escalating. While often seen as negative, conflicts can actually lead to personal growth and positive outcomes when handled in the proper way. A coach's role is to help students engage in dialogues and support them in finding their own solutions. It's important to remember that a coach doesn’t provide answers, instead, they guide students through analyzing the conflict, making decisions, and reflecting on their behavior.

​Another key topic explored in the course was the power of questions. Thoughtful questioning can stimulate critical thinking, encourage self-reflection, generate constructive responses, and inspire action and idea development. For this reason, participants were introduced to the concept of building learning-focused questions, beginning with an invitation to engage, presenting content to consider, and emphasizing a specific cognitive focus for deeper thinking and elaboration. The course also introduced the Solution-Focused Brief Coaching model, aimed at fostering a solution-oriented mindset in students.

During the week participants had the possibility to share their common experiences and to learn from their different cultural backgrounds. At the same time, they improved their coaching skills and found ways to apply them in their classrooms. ​

Discover more about this course here.
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