Break on Through: Bringing Coaching Strategies into the Classroom
This past week, my madrigal group gave me a powerful reminder of how transformative student-led learning can be. I split the class into two groups to work on different songs. One group tackled a highly challenging piece—a 9-part harmony in a foreign language with complex rhythms and vocal extremes. The other group learned “The Lion Sleeps Tonight,” which is much simpler in comparison. Naturally, I spent most of my time with the group handling the difficult piece, guiding them through its intricacies.
By the end of the week, however, the “Lion Sleeps Tonight” group left me genuinely impressed. With just about 20 minutes of direct instruction, they returned with a performance that was not only musically solid but also rich in expressive choices and full of authentic engagement. They had clearly taken ownership of the process, showing an investment that was particularly remarkable given that many of them were deep in tech rehearsals for the fall play—a time when focus and energy are usually in short supply.
One of the core principles of coaching is the belief that individuals have their own best answers. In coaching, people are encouraged to set their own goals and chart their own path forward, which builds commitment and purpose. On the other hand, when we’re simply told what to do, it can be easy to feel disconnected or even to feel a sense of failure if we can’t meet someone else’s expectations.
This year, I’ve leaned into the idea that my students know what works best for them, and I’ve trusted them with even more voice and choice in the classroom. Here are a few of the key strategies I’ve integrated to support this shift.
Step 1: Invite Curiosity by Setting Weekly Intentions
To nurture ownership and curiosity, I start each Monday by asking my students what they’d like to focus on for the week. They know the semester’s major deadlines and test dates, but I let them set their weekly goals within that framework. Asking “What’s your priority for this week?” makes the learning process about their interests and objectives rather than a prescribed checklist. This kind of ownership taps into their natural curiosity and turns learning into a personal challenge, similar to a mystery they’re excited to solve.
This approach was reinforced in a recent conversation with my 15-year-old, who mentioned preferring open-ended video games, where the player chooses their own path and pace. They find joy in games where they can explore and set their own goals—a reflection of how students thrive when they get to direct their own learning journey.
Step 2: Encourage Accountability with Support and Structure
Once students have set their intentions, my role shifts from directing to coaching. I encourage them toward their goals and provide structure to keep them accountable, but I avoid dictating every step. This way, their focus isn’t on what I expect from them but on what they’ve committed to achieving for themselves. This shift in responsibility often leads to greater follow-through, as they’re not fulfilling an obligation to me but to their own ambitions.
In the madrigal group, this meant letting each ensemble take ownership of their progress throughout the week. For one group, this involved a lot of direct support. For the other, it meant trusting them to guide their own practice. Each group flourished because they owned the path they’d chosen.
Step 3: Reflect and Recognize Progress Together
At the end of the week, I set aside time for students to reflect on their progress and celebrate each other’s work. This time for reflection allows them to take pride in their achievements and consider where they can continue to grow. It reinforces the idea that learning is a journey—one they are actively shaping.
When the “Lion Sleeps Tonight” group performed, they presented not only a polished piece but one infused with creative choices that made it truly stand out. It was the most engaging rendition of the song I’d ever heard. Acknowledging this with them reinforced how their independent work had paid off, boosting their confidence and reinforcing the impact of their own commitment.
The group working on the more challenging piece shared that they appreciated the grace and patience they were given while tackling such a difficult song. They felt a sense of accomplishment for the progress they made, even though the piece wasn’t fully polished. The experience helped them see the value in patience and resilience, as well as the rewards that come from embracing a challenge.
Final Thoughts
When students are given the space to explore and make decisions, they take ownership of their education, transforming learning from a task to a discovery process. Imagine a classroom where students aren’t just meeting expectations but setting their own goals and finding joy in the pursuit. This coaching-inspired approach is a step toward creating that environment.
What might happen if you brought more of this coaching mindset into your own work, with students or colleagues? How might curiosity and choice foster deeper engagement in your environment?
