The “3Es” - LCCL 3Es...of employee, and also high talent for creative innovation (The Economist Intelligence Unit, 2017; World Economic Forum, 2018). Furthermore, all companies

The “3Es” Coaching Model for Enhancing

the Learners’ Potential

Wichai Wongyai Marut Patphol

The “3Es” Coaching Model for Enhancing

the Learners’ Potential

Wichai Wongyai Marut Patphol

The “3Es”: Coaching Model for Enhancing the Learners’ Potential

Wichai Wongyai Marut Patphol First Edition January 2019 100 copies National Library of Thailand Cataloging in Publication Data

Copyright © 2019 by Innovative Leaders Centre of Curriculum and Learning: LCCL Thailand. All right reserved. Price 20 USD Published by Charansanitwong Printing Company Limited 233 Soi Petchkasem Bang Khae Nuea, Bang Khae Bangkok, Thailand 10160 Tel. 02-809-2281-3 Fax. 02-809-2284 www.fast-book.com e-mail: [email protected] Supporter by Graduate School of Srinakharinwirot University, Bangkok. College of Education, Illinois State University, USA Available for Free at www.curriculumandlearning.com

Wongyai, Wichai Patphol, Marut The “3Es”: Coaching Model for Enhancing the Learners’ Potential. – Bangkok: Charansanitwong Printing Company Limited, 2019. 197 Pages.

1. Coaching, Teaching, Learning, potential. I. Title ISBN XXX-XXX-XXX-XXX-X

Preface

The aim of this book is presenting my research findings in the topic of “Developing a Coaching Model for Encouraging the Learners’ Potential”, and also describing the details of the “3Es”, a coaching model that the author founded from this research. The author tries to forecast jobs phenomena in the future that the teachers have to prepare current learners about core skills before they graduate from schools. Some core skills that important for the learners composed of higher–order thinking skills, digital technology skills, and collaboration skills, and the teachers should encourage the learners to develop their own core skills by themselves continuously. The “3Es” is a coaching model for encouraging the learners’ potential composed of “Engage”, “Empower”, and “Enliven”. “Engage” focused on attracting and holding the learners’ interest, “Empower” focused on encouraging the learners’ abilities to learn, and “Enliven” focused on stimulating the learners’ passion & willpower, that the teachers can appropriately adjust for individual different of the learners. The author expects that this book will provide sufficiency useful for the teachers who interested in learners’ potential developing.

Acknowledgements (the second author)

I would like to thank Srinakharinwirot University, Bangkok for providing research funding to me that brought about the “3Es” model, and the College of Education, Illinois State University for providing academic resources, that also brought about successful writing this book. I would like to thank several individuals for their supporting in the creation of this book. Assistant Professor Dr. Chatchai Ekpanyaskul, M.D., Dean of Graduate School, Srinakharinwirot University for giving a chance of researching at Illinois State University. Associate Professor Dr. Barbara B. Meyer, College of Education, Illinois State University for supporting the ideas of writing this book. Professor Dr. Ellis Hurd, College of Education, Illinois State University for all helpful of researching the “3Es”. Finally, I would like to thank Mark W. Hodel & Pamela K. Hodel for language consulting and caring the author during I lived in the USA.

Contents

1. Introduction 1

1.1 Technology context in the future 1 1.2 Transform current teaching: readiness to the future 3 1.3 Coaching: tool for developing learners’ potential 6 1.4 Characteristics of coaching 8 1.5 Conclusion 10 Bibliography 11

2. The “3Es”: model of coaching 17 2.1 Fundamental of the “3Es” 17 2.2 Philosophical background of the “3Es” 19 2.3 Theoretical background of the “3Es” 21 2.4 Research background of the “3Es” 23 2.5 Academicians’ ideas: background of the “3Es” 26 2.6 Conclusion 38 Bibliography 39

3. “Engage” 47 3.1 Definition of “Engage” 47 3.2 Documentary synthesis to the “Engage” definition 49 3.3 Coaching roles for “Engage” 54 3.4 Conclusion 56 Bibliography 57

4. “Empower”

61 4.1 Definition of “Empower” 61 4.2 Documentary synthesis to the “Empower” definition 63 4.3 Coaching roles for “Empower” 85 4.4 Conclusion 87 Bibliography 88

5. “Enliven” 97 5.1 Definition of “Enliven” 97 5.2 Documentary synthesis to the “Enliven” definition 98 5.3 Coaching roles for “Enliven” 109 5.4 Conclusion 111 Bibliography 112

6. How to engage the learners 119 6.1 “Engage”: from coaching roles into practice 119 6.2 The 1st: Create the learners’ trust in teachers 120 6.3 The 2nd: Create relationship 121 6.4 The 3rd: Respect the learners’ dignity 122 6.5 The 4th: Attract, care, and scaffold the learners 123 6.6 The 5th: Listen carefully and positive response 124 6.7 Conclusion 125 Bibliography 127

7. How to empower the learners 131 7.1 “Engage”: from coaching roles into practice 131 7.2 The 1st: Encourage the learners to change

their mindset to growth mindset

132 7.3 The 2nd: Encourage the learners to set their own

learning goals

133 7.4 The 3rd: Encourage the learners to conduct

self–discipline

134 7.5 The 4th: Encourage the learners to design their own

learning processes

135 7.6 The 5th: Encourage the learners to think strategically 136 7.7 The 6th: Encourage the learners to make decision 137 7.8 The 7th: Encourage the learners to learn

with self–efficacy

138 7.9 The 8th: Encourage the learners to develop their own

higher–order thinking

139 7.10 The 9th: Encourage the learners to assess and improve

by themselves

140 7.11 The 10th: Evaluate and provide feedback creatively 141 7.12 Conclusion 142 Bibliography 145

8. How to enliven the learners 149

8.1 “Enliven”: from coaching roles into practice 149 8.2 The 1st: Promote the learners’ inspiration, passion

and willpower

150 8.3 The 2nd: Stimulate the learners’ intrinsic motivation 151 8.4 The 3rd: Create active learning atmosphere 152 8.5 The 4th: Boost the learners’ effort and commitment 153 8.6 The 5th: Express your enlivening and leaner personality 154 8.7 Conclusion 155 Bibliography 157

9. Conclusion of the “3Es” 159 All of Bibliography 167 Keywords index 185 Practical guidelines Index 193

Figures

1. Major factors affected the learning activities 4 2. Step by step for learners’ potential development 5 3. Characteristics of coaching 7 4. The coaching roles 9 5. Fundamental of the “3Es” 18 6. Philosophical background of the “3Es” 20 7. Theoretical background of the “3Es” 22 8. The “3Es” principles 25 9. Components of the “3Es” 34 10. The “3Es” model 36 11. Selecting or combining the “3Es” components into practice 37 12. The coaching roles in “Engage” 55 13. The coaching roles in “Empower” 86 14. The coaching roles in “Enliven” 110 15. Practical guidelines for engaging the learners trust in teachers 120 16. Practical guidelines for creating a relationship with the learners 121 17. Practical guidelines for respectful expression to the learners’ human dignity

122

18. Practical guidelines for attracting, caring, and scaffolding the learners 123 19. Practical guidelines for listening carefully and positive response 124 20. Practical guidelines for encouraging the learners to change their mindset to a growth mindset

132

21. Practical guidelines for encouraging the learners to set their own learning goals

133 22. Practical guidelines for encouraging the learners to conduct self–discipline

134

23. Practical guidelines for encouraging the learners to design their own learning processes

135

24. Practical guidelines for encouraging the learners to think strategically

136

25. Practical guidelines for encouraging the learners to make decision 137 26. Practical guidelines for encouraging the learners to high self–efficacy 138 27. Practical guidelines for encouraging the learners to strength in higher–order thinking

139

28. Practical guidelines for encouraging the learners to assess and improve by themselves

140

29. Practical guidelines for evaluating and providing feedback creatively 141 30. Practical guidelines for promoting inspiration, passion and willpower 150 31. Practical guidelines for stimulating the learners’ intrinsic motivation 151 32. Practical guidelines for creating a learning atmosphere 152 33. Practical guidelines for boosting the learners’ effort and commitment 153

Tables

1. Academicians’ ideas: background of the “3Es” 26 2. The definition of engage provide by Merriam–Webster dictionary and Oxford Learner’s Dictionary

47

3. Academicians ideas relevant to “engage” 49 4. The definition of empower provide by Merriam–Webster dictionary and Oxford Learner’s Dictionary

61

5. Academicians ideas relevant to “empower” 63 6. The definition of enliven provide by Merriam–Webster dictionary and Oxford Learner’s Dictionary

97

7. Academicians ideas relevant to “enliven” 98

The 3Es: Coaching Model for Encouraging the Learners’ Potential 1

1. Introduction

1.1 Technology context in the future

In 2022, most of companies in the world will operate nine jobs by machines more than the human such as 1) information and data processing 2) looking for and receiving job–related information 3) performing complex and technical activities 4) identifying and evaluating job–relevant information 5) performing physical and manual work activities 6) administering 7) communicating and interacting 8) coordinating, developing, managing and advising and 9) reasoning and decision–making (World Economic Forum, 2018). In addition, many companies embrace the learning as a core skill of employee, and also high talent for creative innovation (The Economist Intelligence Unit, 2017; World Economic Forum, 2018). Furthermore, all companies before 2030 will transform their business models through integrating technology especially the robotics and artificial intelligence into routine works (World Economic Forum, 2016). It seems that, digital technology will be a powerful factor that strongly affect human jobs in the future, also teacher profession will

2 The 3Es: Coaching Model for Encouraging the Learners’ Potential

replace by the teaching machine too, so we have to learn about how to prepare current learners for the future (Office of Educational Technology, 2016). Therefore, current learners should have core skills for their jobs in the future before they graduate, for example, social skill, and personal skill, literacy, numeracy, foreign–language skill, critical thinking, problem solving, digital literacy, leadership, team working, entrepreneurship, emotional intelligence, problem-solving, communication, collaboration, curiosity, initiative, persistence/grit, adaptability, leadership, social and cultural awareness (Redecker, & Punie, 2013; The Economist Intelligence Unit, 2015; World Economic Forum, 2015; Jones, & Doolittle, 2017). In addition, other important skills consist of examining issues skill, global and cultural significance, the capacity to understand and appreciate different perspectives and world views, the ability to establish positive interactions with people of different national, ethnic, religious, social or cultural background or gender and the capacity and disposition to take constructive action toward sustainable development and collective well-being (OECD, 2018a; OECD, 2018b). As the skills mentioned above, it certainly that current teaching should transform the teaching approaches from “providing approaches” to “encouraging approaches”. The “providing approaches” means that the teachers prepare everything relevant learning activities, and then provide it instantly to the learners, on the other hand, the “encouraging approaches” are opposite, teachers encourage learners to think about their own learning goals, learning processes, evaluation by themselves, and then the teachers stimulate self–discipline and scaffold them to achieve.


1.2 Transform current teaching: readiness to the future

For natural learning situations, the learners learn through doing and practice something that they want to learn by themselves, and the best methods of learning should appropriate to the learners’ individual differences. This idea, according to John Dewey indicated that individual's learning comes from his own experiences and can learn throughout life (Dewey. 1934). As mentioned above, current teachers should encourage the learners to have cognitive skills and learning skills, and promote them to create and practice their own learning process, also be able to improve it by themselves (Costa, & Garmston, 2015; Markham, 2016; Fogarty, 2016; Abdulla, 2017; Delaney, 2017; Fogarty, Kerns, & Pete,2018), this idea closely connect with the concept of “sage on the stage guide on the side”, and current we call “coaching” (Whitmore, 2009; Sweeney, 2013; Cox, Bachkirova, & Clutterbuck, 2014; Costa, & Garmston, 2015). Many research results in past years found that, after teachers developed the learners’ skills through individual practice, encouraged them to think systematically, motivated them to learn continuously, provided useful suggestions also positive feedback, then the learners’ skill increased very well. However, the major factors that affected to the learning activities for encouraging the learners’ potential consist of 1) learners’ interests, 2) learners’ ability, and 3) learners’ cognitive style, this idea indicated in figure 1 following.


Figure 1 Major factors affected the learning activities If the ultimate goal of education is to develop the learners to be able to learn by themselves, therefore, the effective teaching should strongly prepare current learners in learning skills and thinking skills (learners’ potential) before they graduate from schools. Although the teachers have to develop the learners to know and able to do many things as mentioned above through appropriate activities (Office of Educational Technology, 2016; OECD, 2017), but current learners can learn everything through digital technology devices by themselves (Pearson cooperation, 2017). In addition, the learners can develop their own analytical thinking, critical thinking, systematic thinking, creative thinking, and creative problem solving by self–learning through their interested activities (Erickson, Lanning, & French, 2017; Gill, & Thomson, 2017).

Learning activities Learning activities

Interest

Abilities

Cognitive styles

Learning activities Learners’ potential


However, contemporary issues of self–learning that leads to unsuccessful learning is unsystematically practice. Mostly learners unable to design their own learning processes, and they try to practice some skills again and again without guidance and suggestions of the teacher, and they waste time to success. Therefore, current effective teaching should develop the learners’ potential through the step-by-step approach, especially higher–order thinking, from simplicity to complexity with appropriate guidance and suggestions from teachers, and now it’s called “coaching” (OECD, 2018a; 2018b; UNESCO, 2018) following figure 2. Figure 2 Step by step for learners’ potential development

Step by step Analytical thinking

Critical thinking

Systematic thinking

Problem solving

Creative thinking

Creation


1.3 Coaching: tool for developing learners’ potential

Coaching consist of science and art of encouraging the learners' potential (Downey, 2003). Science means that the educational and coaching knowledge, and art means that the flexibility to apply knowledge appropriately in situations (Sweeney, 2013). The nature of coaching focuses on interaction between teachers and learners to promote desirable potential and sustainable change for the benefit of learners (Cox, Bachkirova, & Clutterbuck, 2014). The aims of coaching consist of encouraging learners' thinking skills, learning processes, self-reliance in learning, also stimulate the learners to learn by themselves (Nieuwerburgh, 2017). Many kinds of coaching that the academicians categorized according to the functions of it, for example, instructional coaching, literacy coaching, cognitive coaching, classroom management coaching, content coaching, differentiated coaching, and leadership coaching (Knight, 2009). For this book, coaching means that the teaching roles for encouraging the learners to be able to learn by themselves. The principles of coaching consist of non–directive, non-judgmental, action–oriented, and focuses on present and the future more than the past, also based on questioning and reflecting (Abdulla, 2017), in addition, the major characteristic of coaching is encouraging the learners to be able to learn by themselves (Whitmore, 2009). In addition, several usefulness of coaching that the academicians identified, for example, promote commitment to learning, perseverance,


resilience, self–efficacy, and growing performance (Sweeney, 2013; Abdulla, 2017), future more, past researches found that, coaching able to increase the learners' potential (Bettinger, & Baker, 2014; Palsma, 2018). Indeed, coaching able to encourage learners’ potential through scaffold them to behave passion, willpower, self-efficacy, intrinsic motivation, self-discipline, perseverance, commitment to learning, and higher-order thinking. Finally, all of this characteristics and abilities will synthesize to the potential, the author called “coaching structure”. This idea indicated in the figure 3 following. Figure 3 Characteristics of coaching

Learners’ potential

Commitment to learning

Perseverance / Effort

Self–efficacy

Higher-order thinking

Self–discipline

Passion and willpower

Intrinsic motivation

Coaching Synthesize to

Scaffold


1.4 Characteristics of coaching

Coaching characteristics focus on encouraging the learners to be able to learn by themselves through stimulating intrinsic motivation, asking the powerful questions, providing information for thinking, suggestion for improving, providing useful feedback, and also encouraging the learners to conduct their own learning processes. However, the author found that many characteristics of coaching, for example, encourage learners’ trust (Fogarty, Kerns, & Pete, 2018; Harris, Jones, & Huffman, 2018; Knight, 2018), respect learners’ human dignity (Abdulla, 2017; Patphol, 2018; Sweeney, & Mausbach, 2018), scaffold learners (Hildrew, 2018; Knight, 2018; McCrudden, & McNamara, 2018), encourage learner to be growth mindset (National Institute of Education. & Nanyang Technological University, 2018; Smith, & Firth, 2018; Truax, 2018; Weber, 2018), encourage the learners set their learning goals (Abdulla, 2017; Fogarty, Kerns & Pete, 2018), encourage learners’ self – discipline (Erickson, Lanning, & French, 2017; Abdulla, 2017; Bergin, 2018), encourage learners to apply a variety of learning processes (Crockett, & Churches, 2017; Gill, & Thomson, 2017; Abdulla, 2017; Hildrew, 2018; McCrudden, & McNamara, 2018; Smith, & Firth, 2018). All of coaching characteristics as mentioned above affected the learners’ potential, and the author named “coaching roles”. For stress-free to understand the coaching roles, the author synthesized various characteristics into three majors such as 1) “Engage” learners 2) “Empower” learners and 3) “Enliven” learners.


“Engage” focused on attracting and holding the learners’ interest, “Empower” focused on encouraging the learners’ abilities to learn, and “Enliven” focused on stimulating the learners’ passion & willpower. This concept indicated by figure 4 following. Figure 4 The coaching roles All of the coaching roles such as “Engage”, “Empower”, and “Enliven” related together as the holistic view, and encourage the learners’ potential through active learning activities. Therefore, the teachers who is the coach should criticize and decide that, which the coaching roles are suitable for individual learners. The best technique that promotes effectively criticize and decide as mentioned above is observation the learners’ behavior during they perform activities, then the teachers should coach them appropriately.

“Engage” attracting

and holding learners’ interest

“Empower” encouraging

learners’ abilities to learn

“Enliven” stimulating learners’ passion & willpower

Coaching roles


Finally, the learners will cumulate their potential from basic potential to strenuous potential through effective coaching.

1.5 Conclusion

In the future, digital technology will strongly influence to the learners’ jobs, that they must have various skills before they graduate form schools. The major potential that will be required in the future consist of higher-order thinking, technological skills, interpersonal skills, and it is the challenging work of teachers in every school. Current teaching should transform the teaching approaches from “providing knowledge” approaches to “encouraging learners” approaches. Encouraging approaches focus on promoting the learners to set their own learning goals, and conduct learning processes, also evaluate and improve their own potential by themselves. Coaching means that the teachers encourage learners to learn by themselves, also continuous coaching is the key of learners’ success. Many coaching roles that the teachers should appropriately apply in the classroom, however the author synthesized the coaching roles into three elements such as “Engage” focus on attracting and holding the learners’ interesting, “Empower” focus on encouraging the learners’ learning ability, and “Enliven” focus on stimulating the learners’ passion & willpower.


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Current teaching should transform the teaching approaches from

“providing knowledge” approaches to “encouraging learners” approaches


2. The “3Es”: model of coaching

2.1 Fundamental of the “3Es”

The “3Es” is a coaching model for developing the learners’ potential, that believe in “everyone can learn by themselves through practice and reflective thinking about their own experiences”. The author created the “3Es” by documentary synthesizing, the documents were synthesized by the author composed of educational philosophy, learning theory, coaching, teaching, learning, assessment. In addition, the author also synthesized many research results together with the documents for creating the “3Es”, and then implemented the “3Es” with primary and high school learners in Thailand. The results of implementing the “3Es” found that, the learners continuously increased in potential, the learners’ potential composed of 1) identify their own learning objectives 2) identify their own learning strategies 3) design their own learning processes 4) discover knowledge by themselves 5) apply a variety of learning processes 6) share their own ideas with the others 7) put effort and self–discipline to meet their goal 8) commitment to learn and keep self–reliance 9) reflection by themselves for improve learning 10) improve learning processes by themselves.


Finally, the major philosophy and learning theory that back up the “3Es” composed of progressivism educational philosophy and constructivism learning theory, the author will describe in the next topic. As the author mentioned above, fundamental of the “3Es” indicated in the figure 5 following.

Figure 5 Fundamental of the “3Es”

The “3Es” model

Everyone can learn by themselves

Educational philosophy (Progressivism)

Learning theory (Constructivism learning theory)

Research results, Books & documents (Coaching, teaching, learning, assessment)


2.2 Philosophical background of the “3Es”

Philosophical background of the “3Es” is progressivism educational philosophy, this philosophy based on pragmatism philosophy. Pragmatism philosophy focused on thinking about solving problems in a practical and sensible way rather than by having fixed ideas and theories (Kloppenberg, 2011; Oxford Learner’s Dictionary, 2018). The progressivism educational philosophy constituted a revolution in American education by John Dewey (RADU, 2011), and believed that the purpose of education is to prepare the learners to live in society, schools should develop them to confront the changing world (Arends, Winitzky, & Tannenbaum. 2001). In addition, progressivism educational philosophy is the foundation of child–centered education also (Labaree, 2005). Basic believe of the “3Es” is every learner can learn and develop their potential by themselves, and they desire to progress their potential through their own learning methods. The teachers should continuously develop the learners through encouraging them to be able to learn by themselves, and select the suitable techniques for individual differences of them. Therefore, the “3Es” in practical implementation focused on encouraging learners’ passion and willpower first, and then stimulate intrinsic motivation and effort, this is the key point of the “3Es”. Although the “3Es” focused on self-learning of the learners, but the teachers still provide scaffolding to the learners who cannot learn


by themselves through appropriate methods as long as they achieve because basic skills and prior knowledge of individual learners are not equal, therefore the teachers should discover learners’ information about basic skills and prior knowledge before coach them. As the author mentioned above, philosophical background of the “3Es” indicated in the figure 6 following.

Figure 6 Philosophical background of the “3Es”

Teachers scaffold the learners during they perform activities

Teachers provide opportunities to the learners to learn by themselves

Progressivism educational philosophy

The purpose of education is to prepare learners to live in society

Everyone can learn by themselves through practice and reflective thinking


2.3 Theoretical background of the “3Es”

Constructivism learning theory was applied to the fundamental of the “3Es”, this theory refers to the ideas that the learners construct knowledge for themselves, and focused on the learners thinking about learning, also no knowledge independent of the meaning attributed to experience by the learners, or community of learners (Hein, 1991). The principles of constructivism learning theory composed of 1) learning is an active process in which the learners use sensory input and constructs meaning out of it, 2) learners learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning, 3) the crucial action of constructing meaning is mental: it happens in the mind, 4) learning involves language: the language we use influences learning 5) learning is a social activity, 6) learning is contextual 7) one needs knowledge to learn, 8) it takes time to learn: learning is not instantaneous, and 10) motivation is a key component in learning (Hein, 1991). The author applied a key concept of “the learners able to construct knowledge by themselves through an encouraging them appropriately” following constructivism learning theory for the “3Es” fundamental. Therefore, the “3Es” in practical implementation focus on encouraging the learners to perform activities and reflective thinking to generating their knowledge. As the author mentioned above, indicated in the figure 7 following.


Figure 7 Theoretical background of the “3Es”

Teachers encourage the learners to construct knowledge by themselves

Knowledge constructed by the learners

Constructivism learning theory

Learners construct knowledge for themselves

The learners reflect about their learning through reflective thinking


2.4 Research background of the “3Es”

In addition, the “3Es” model was developed by research synthesizing. The research results during 2000–2018 in coaching, teaching, learners development, teacher development, and co–teaching were synthesized, and the conclusions are following. Key principle of the “3Es” is a concept–based learning approach, it means that the objective of coaching is to encourage the learners to understand the “concept of learning” clearly, and able to apply the concepts for creating innovation. The concept–based approach is an important for the learners because it is the foundation of higher-order thinking and create innovation, according to Praveen (2018) identified that, the concept attainment model can enrich the learners on specific concepts and by the nature of concepts, and also provide practice in inductive reasoning and opportunities for altering and improving learners’ concept building strategies. In addition, support teachers to design learning activities that encourage the learners can learn anywhere as Albalawi (2018) found that using the flip classroom affected learners’ achievement through teacher’s coaching. Effective coaching promotes learners’ achievement and skills, many researches after 2010 applied the coaching concept to develop learners’ knowledge, skills, also characteristics. For examples, Elish-Piper (2010) found that the literacy coaching affected learners’ reading achievement, Hrastinski, Edman, Anderson, Kawnine, & Soames (2012) found that informal math coaching by instant messaging can generate and answer questions are important in the process of understanding and learning.


In addition, Bettinger, & Baker found that learners coaching proved a more cost–effective method of achieving retention and completion gains (Bettinger, & Baker. 2014), also Godskesen, & Kobayashi (2015) found that coaching affected the learning process, and Tim, Beersma, & Vianen (2015) found that solution–focused questioning (questioning is the component of coaching) help the learners to attain higher positive outcomes. In 2017, Eill, & Weilbacher (2017) found that co–teaching promoted professional competencies, and Frazier (2018) found that instructional coaching affected teaching competency and positively impacted to the learners’ growth. Furthermore, after 2018 many the researchers applied coaching concept to develop learners’ abilities, for examples, Capstick (2018) found that the academic coaching for excellence program affected academic performance, persistence in course completion, and retention of learners. In addition, Kraft, Blazar, & Hogan (2018 ) found that instructional coaching practice affected to the learners’ academic achievement, and Palsma (2018) found that mathematical coaching influenced mathematics achievement, as Roux (2018) found that coaching can be used as a method to support learners’ learning, and Lee, Nugent, Kunz, Houston, & DeChenne-Peters (2018) found that distance–based instructional coaching on science teachers’ inquiry instruction affected learning outcomes of learners. Additionally, Eccles, & Renaud (2018) found that placement coaching and mentoring supported learners’ development of emotional resilience, and Davis, Partland, Pryseski, & Kim (2018) found that coaching methods promoted teachers’ skills in providing suggestions for the learners to developing their literacy practices, and after that it affected


reading achievement of learners, also Lech, Nieuwerburgh, & Jalloul (2018) found that coaching affected feeling motivated, self-confidence, thinking skills, and resourcefulness of learners, and finally Boyatzis, & Jack (2018) found that coaching associated with big–picture thinking, engagement, motivation, stress regulation, and parasympathetic modulation. As the author mentioned above indicated that the concept of coaching clearly affects to the learners’ potential, and the author synthesized the basic principles of the “3Es” composed of 1) humanization and respect 2) encouraging self–confidence 3) learn through practice & reflective thinking, indicated in figure 8 following.

Figure 8 The “3Es” principles

Humanization and respect

Encouraging self–confidence

Learn through practice & reflective thinking

Research findings Research findings

The “3Es” principles


2.5 Academicians’ ideas: background of the “3Es”

The academicians’ ideas relevant the concept of coaching such as students coaching, teaching, learning, and assessment were synthesized by the author for generating the “3Es” model. The author provides examples of academicians’ ideas and the key concepts that brought to synthesizing the “3Es” indicated in table 1 following. Table 1 Academicians’ ideas: background of the “3Es”

No. Academicians Key concepts

1 Berger. (2003) Effective feedback composed of 1) be kind 2) be specific, and 3) be helpful.

2 Downey. (2003) Coaching is as the art of facilitating the performance, learning and development of another.

3 Bossidy & Charan. (2004) Coaching skills composed of questioning, asking incisive questions stimulate people to think, to discover, to search.

4 Kauffman. (2006) Using positive psychology when coaching.

5 Stix, Andi & Hrbex. (2006)

Trusting, relationship, and creating an environment affected students’ success.

6 Stotzfus. (2008) Positive conversation is essential for coaching. 7 Ellison & Hayes. (2009)

Coaching develops thoughtful professional who are self-directed.


Table 1 (continue)


8 Whitmore. (2009)

Unlocking people’s potential to maximize their own performance. It is helping them to learn rather than teaching them.

9 Dickson. (2011) Humility is an important attribute for coaching. 10 Knight. (2011)

Every coaching interaction should be underpinned by a certain set of partnership principles, such as equality, choice, dialogue, and reflection.

11 Duhigg. (2012)

Coaches can improve their conversations skills by reading and applying the beliefs and habits.

12 Morel & Cushman. (2012)

Coaches must embrace their roles as facilitators of change rather than guardians of mediocrity.

13 Sweeney. (2013)

Coaching can be designed to directly impact students learning.

14 Marquardt. (2014)

Coaching strategies 1. Respond without judging the thoughts, feeling, or situations of other people 2. Consider yourself a beginner, regardless of experience 3. Avoid focusing on your own role 4. Look at the situation from multiple perspectives, especially your respondents. 5. Look for win – win solutions. 6. Ask clarifying questions. 7. Accept change as constant, and embrace.


Table 1 (continue)


15 Costa & Garmston. (2015)

The stage of mind related questions that prompt reflection. 1. Efficacy involves having an internal focus of control and knowing that you can make a different. 2. Flexibility involves thinking outside the box, choosing to look at things from a different perspective. 3. Craftsmanship is a focus on continuous improvement and use of data, a desire to always get better at what you do. 4. Consciousness is being aware of your own process of thinking; the contexts or the environment around you; and the relationships among various though, actions, and circumstances. 5. Interdependent recognizes that you are never working alone.

16 Gregory & Kaufeldt. (2015)

Drive and willpower generating. 1. Autonomy – people want to have control over their work. 2. Mastery – people want to get better at what they do. 3. Purpose – people want to be part of something that is bigger than they are.


Table 1 (continue)


17 Stone & Heen. (2015)

Three kinds of feedback. 1. Appreciation: is we receive when someone sees what we are doing well and express gratitude for our effort. 2. Coaching: is feedback intended to help us get better at what we do 3. Evaluation: is feedback that tells us how we are doing compared to others or some standard.

18 Campbell. (2016)

GROWTH model / Relationship building the trust. G: Goals What do you need to achieve? R: Reality What is happening now? O: Options What could you do? W: Will What will you do? T: Tactics How and when will you do it? H: Habits How will you sustain your success?

19 Fogarty. (2016)

Spark the passion 1. Inspire 2. Invigorate 3. Instill


Table 1 (continue)


20 Goldberg. (2016)

Growth mindset of teacher composed of 1. All students are worthy of study and to be regarded with wonder 2. All students are readers, yet their processes may look different 3. All students can learn to make purposeful choices about their reading 4. All students can develop ownership of their reading lives

21 Markham. (2016)

The power of caring, heart and brain are intimately linked and partnership.

22 Gill & Thomson. (2017)

Human – centered approach composed of 1. Value – based approach 2. Flexible approach 3. Holistic approach

23 Kise. (2017)

Coaching is the art of identifying and developing person’s strengths.

24 Nieuwerburgh. (2017)

Approaches of coaching 1. instructional coaching 2. literacy coaching 3. cognitive coaching 4. coaching classroom management 5. content coaching 6. differentiated coaching 7. leadership coaching


Table 1 (continue)


25 Poliner & Benson. (2017)

Coach rather than lecture. Even while your non-negotiable family rules are still holding strong, teenager’s need for autonomy may make them bristle when lectured. Try coaching with succinct and straightforward questions and suggestions. Your teen rapidly changing brains are often too disorganized to pick out the main message inside a long parent lecture.

26 Sweeney & Harris. (2017)

Getting ready for coaching in the classroom includes developing a shared vision for what the students will know and be able to do.

27 York – Barr & others. (2017)

Reflection for learning. 1. Reflecting on one’s own work enhances meaning. 2. Reflecting on one’s experience results in insights and complex learning 3. Learning by reflection on experience

28 Abdulla. (2017)

Some major benefit of coaching. 1. Commitment 2. Perseverance 3. Resilience 4. Perceived self – efficacy 5. Well – being 6. Performance


Table 1 (continue)


29 Fogarty, Kerns & Pete. (2018)

Trusting the learner to learn is not just the best way to approach the teaching – learning equation, but it is the only way that leads to self-directed, self-reliant, independent, and uniquely educated youngers.

30 Knight. (2018)

Approaches of coaching 1. Instructional coaching 2. Literacy coaching 3. Cognitive coaching 4. Coaching classroom management 5. Content coaching 6. Differentiated coaching 7. Leadership coaching

31 Maiers. & Sandvold. (2018). Take note of this change in mindset from “Sage on the state” to a teacher as the expert learner.

32 Sweeney. & Mausbach. (2018). The role of coach is responsibility to achieved.

33 Bergin. (2018). Some professional behaviors 1. Standing up for others 2. Providing emotional support to others 3. Helping others develop skills 4. Complimenting and encourage others 5. Physically helping others 6. Making others smile and laugh 7. Making peace 8. Keeping confidence 9. Being honest


Table 1 (continue)


34 Antonetti. & Stice. (2018). At any given moment in a school, the activity within a classroom might be to listen, or watch, or participate in a discussion. Certainly, learning can occur by listening and watching, but we cannot ascertain learning until the students has the “forced opportunity” to mimic, repeat, react, analyze, or respond to that which she has heard or seen. In other words, until there is an articulated task completed by each individual student, there is no guarantee of thinking or learning.

35 Hildrew. (2018). Growth mindset is believing that the abilities and qualities you are born with can be developed and cultivated through effort, application, experience, and practice. In the growth mindset, we will see a challenging task as an opportunity to test ourselves and to learn and grow from the experience.

36 Harris. Jones. & Huffman. (2018).

Assessment for learning as the means to develop learner agency and engagement.

37 Boyatzis. & Jack. (2018). Neuroscience can shed light on the underlying mechanisms of coaching and provide important insights to facilitate development.


Form table 1, the author synthesized key concepts that provided by academicians, and then categorized it into 3 relative components of the “3Es” such as “Engage”, “Empower”, and “Enliven”. “Engage” means that attracting and keeping somebody’s attention and interest. “Empower” means that to give somebody the power or authority to do something, and to give somebody more control over their own life or the situation they are in. “Enliven” means that to make something more interesting or more fun.

Figure 9 Components of the “3Es”

Components of the “3Es”

“Engage” (Attract learners’ interest

and hold learners’ engagement)

“Empower” (Encourage learners

to learn by themselves)

“Enliven” (Create passion, willpower

and actively learning)


According to documentary synthesizing in the table 1, for example, Berger, 2003 ; Downey, 2003; Bossidy, & Charan, 2004 ; Kauffman, 2006 ; Stix, Andi, & Hrbex, 2006; Stotzfus, 2008; Ellison, & Hayes, 2009; Whitmore, 2009; Dickson, 2011; Knight, 2011; Duhigg, 2012; Morel, & Cushman, 2012; Sweeney, 2013; Marquardt, 2014 ; Costa, & Gramston, 2015; Gregory, & Kaufeldt, 2015 ; Stone, & Heen, 2015; Campbell, 2016 ; Fogarty, 2016 ; Goldberg, 2 0 1 6 ; Markham, 2016; Gill, & Thomson, 2 0 1 7 ; Kise, 2017; Nieuwerburgh, 2017 ; Poliner, & Benson, 2017 ; Sweeney, & Harris, 2017 ; York–Barr, & other, 2017; Abdulla, 2018; Fogarty, Kerns, & Pete, 2018; and Knight, 2018 the author found that many coaching roles, that the teacher should express during coaching the learners. For examples, create trust, create learning atmosphere, create relationship, empower to think, allow to making decision, inspire, motivate intrinsic motivation, guide, stimulate self–confidence self–efficacy and self–discipline, provide opportunity to choose, asking, stimulate growth mindset, give feedback and feed – forward. Hence, the author categorized the coaching roles into three categories such as “Engage”, “Empower”, and “Enliven” as mentioned above. Finally, the “3Es” model was generated, it was a coaching model for developing learners’ potential. The components of the “3Es” composed of Engage, Empower, and Enliven, and indicated by figure 10 following.


Figure 10 The “3Es” model

Enliven

Engage

Empower

Learners’ potentials


For practical coaching follow the “3Es”, teacher should select or combine the “3Es” components such as “Engage”, “Empower”, and “Enliven” appropriate to the learning situations. Some factors that affect decision making for selecting or combining composed of 1) type of learning concepts 2) the nature of learners, 3) learning styles of learners, 4) ability of learners, 5) cultural context, 6) learners’ emotion. However, each of learning situations will have different conditions, the teacher can use only one component of the “3Es” or combine 2 or 3 components for other situations that be able to stimulating learner effectively. This idea can indicate by figure 11.

Figure 11 Selecting or combining the “3Es” components into practice

Situation A Engage or Empower or Enliven

Situation B

Engage + Empower

Situation D

Empower + Enliven

Situation C

Engage + Enliven

Situation E

Engage + Empower + Enliven


2.6 Conclusion The “3Es” is a coaching model for developing learners’ potential, based on believing that “everyone can learn by themselves through practice and reflective thinking on their own experiences”. The philosophical background of the “3Es” is progressivism educational philosophy, believe that the purpose of education is to prepare the learners to live in society, school should prepare learners to confront the changing world. Theoretical background of the “3Es” is constructivism learning theory refers to the idea that learners construct knowledge for themselves. The “3Es” model was developed by research synthesizing, also academicians’ ideas, and the “3Es” principles composed of 1) humanization and respect 2) encouraging self–confidence and 3) learn through practice & reflective thinking. The “3Es” composed of “Engage”, “Empower”, and “Enliven”. The “Engage” means that attract learners’ interest and hold learners’ engagement. The “Empower” means that encourage learners to learn by themselves. The “Enliven” means that create passion, willpower and actively learning.


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The “3Es” components

“Engage”, “Empower” “Enliven”


3. “Engage”

3.1 Definition of “Engage”

The definition of “engage” provided by Merriam–Webster dictionary and Oxford Learner’s Dictionary can conclude that engage is attracting and keeping somebody’s attention and interest, indicated in table 2. The author applied the “engage” definition for generating the definition of “Engage” in coaching context, and then concluded that “Engage” means that the coaching roles for attracting and keeping the learner’s attention and interest. Table 2 The definition of engage provide by Merriam–Webster dictionary

and Oxford Learner’s Dictionary Word Dictionary Definition

engage Merriam–Webster 1. to offer (something, such as one's life or word) as backing to a cause or aim: to expose to risk for the attainment or support of some end engaged his all in the king's cause


Table 2 (Continue) Word Dictionary Definition

2. a: obsolete: to entangle or entrap in or as if in a snare or bog b: to attract and hold by influence or power c: to interlock with: mesh; also: to cause (mechanical parts) to mesh engage the clutch 3. to bind (someone, such as oneself) to do something; especially: to bind by a pledge to marry 4. a: to provide occupation for: involve engage him in a new project b: to arrange to obtain the use or services of: hire engage a lawyer 5. a: to hold the attention of: engross her work engages her completely b: to induce to participate engaged the shy boy in conversation 6. a: to enter into contest or battle with engage the enemy b: to bring together or interlock (weapons) 7. to deal with especially at length

Oxford Learner’s Dictionary

1. with object occupy or attract (someone's interest or attention) 2. engage with no object Participate or become involved in. 3. with object Arrange to employ or hire (someone) 4. (with reference to a part of a machine or engine) move into position so as to come into operation.


Table 2 (Continue) Word Dictionary Meaning

5. with object (of fencers or swordsmen) bring (weapons) together preparatory to fighting.

Conclusion Attracting and keeping somebody’s attention and interest.

As mentioned table 2 above, the “engage” have various definitions, however, the author concluded the definition of “engage” is attracting and keeping somebody’s attention and interest. This definition used for fundamental synthesizing to the definition of “Engage”.

3.2 Documentary synthesis to the “Engage” definition

The author synthesized relevant key ideas of academicians about the “engage” that is necessary for attracting and keeping learners’ attention and interest, and indicated in table 5 following.

Table 3 Academicians ideas relevant to “engage”

No. Academicians Key ideas

1. Anderson. (2000) Feedback can be more effective when it targets and provides exactly what a student needs and is ready to listen.


Table 3 (Continue)


2. Wilson. & Corbett. (2001) Students respond to the personal qualities of caring and commitment that teachers express toward them.

3. Costa. & Garmston. (2002) To be students’ developing, it needs to listening the students’ needs.

4. Scott. (2002) Let silence develop students’ potential.

5. Deiro. (2004) Once students are confident that they are in a caring environment, then they can learn smoothly.

6. Deiro. (2004) Once Students are confident that they are in a caring environment, then they can begin to trust teachers and take learning.

7. Shepard. (2005) Formative assessment linked to the concept of scaffolding and zone of proximal development because it is a dynamic process in which supportive learner move from what already know to what they are able to do next.

8. Brower. & Kellr. (2006) Students will learn better when their teachers hearing them more than listening only.

9. Stix. Andi. & Hrbex. (2006) Positive response supports student thinking. 10. Ellison. & Hayes. (2009) The coach should build students’ trust by being

nonjudgmental, and create an environment of rapport.

11. Hattie. (2009) Positive relationship between the teacher and students have a strong impact on student learning.

12. Scott. (2009) Listening to students’ thinking is desirable behavior of coaching.


Table 3 (Continue)


13. Clarke. (2013) Scaffolding students’ learning is essential for self–development.

14. Dove. Honigsfeld. & Cohan. (2014) Teaching roles composed of 1) students guidance 2) information providing 3) reinforcement and 4) scaffolding.

15. Mellanby. & Theobald. (2014) Understanding students’ needs be fundamental of encouraging them.

16. Middleton. & Perks. (2014) Teacher caring and commitment to develop students be essential for students’ learning.

17. Middleton. & Perks. (2014) Scaffolding methods composed of 1. Being clear about the objectives 2. Emphasize competence 3. Encourage a growth mindset 4. Provide consistent support

18. Sanzo. Myran. & Caggiano. (2014) Scaffolding support students’ thinking and learning processes.

19. Ginsberg. (2015) Making initial learning activities appealing and collaborations are useful for students.

20. Ginsberg. (2015) Scaffolding giving students’ information, prompt, reminders, and encouragement.

21. Ginsberg. (2015) Scaffolding giving information, and encouragement at the appropriate time and in the appropriate way, this gradually supports independent learning.

22. Gregory. & Kaufeldt. (2015) Offer appropriate challenge and scaffold steps with resources, prompts, and encouragement is support students’ development.


Table 3 (Continue)


23. Gregory. & Kaufeldt. (2015)

Integrity for trusting in what students say and do, be necessary for stimulating students’ learning.

24. Gregory. & Kaufeldt. (2015) Personal scaffolding and caring of teachers be necessary for coaching.

25. Blackburn. (2016) Scaffolding individually helps students be able to learn by themselves.

26. Blackburn. (2016) Key motivating struggling learners is to provide them with support and scaffolding.

27. Campbell. (2016) Relationship building the effective learning.

28. Duckworth. (2016) Close relationship with students links to the students’ learning participation.

29. Fogarty. (2016) Trusting the learner to learn is not just the best way to approach the teaching, learning equation, but it is the only way that leads to self-directed, self-reliant, independent, and uniquely educated students.

30. Fogarty. (2016) Scaffolding is the assurance of students’ learning and skills.

31. Garrison. (2016) Caring for their students, connect with them, and help them learn and grow.

32. Hazel. (2016) Caring and compassion are essential for students’ learning.

33. Abdulla. (2017) Rapport–building and listening support students’ learning.

34. Gill. & Thomson. (2017) Learning community needs to be trust between all the members.


Table 3 (Continue)


35. Nieuwerburgh. (2017) Listening is necessary for encouraging students’ thinking.

36. Nieuwerburgh. (2017) Coaching way is being listen to students.

37. Antonetti. & Stice. (2018) Listening students’ need support students’ learning effectively.

38. Antonetti. & Stice. (2018) Thinking strategies are the required visible evidence of personal response.

39. Bergin. (2018) Factors that create positive classroom climate is positive teacher and students relationship.

40. Hildrew. (2018) Listen carefully support students’ confidence and self–esteem, that affected to learning.

41. Knight. (2018) Building trust is necessary for coaching.

42. Knight. (2018)

When we choose to learn and get better, on our own or with a coach, we open ourselves to a better success.

43. Knight. (2018) Empathetically listening to encourage trust is essential of coaching.

Conclusion attracting and keeping learners’ interests, also hold learners’ participation in learning activities

As mentioned table 3 above, “Engage” is the coaching roles for engage the learner defined that attracting and keeping learners’ interests, also hold learners’ participation in learning activities.


3.3 Coaching roles for “Engage”

According to the author synthesized academicians’ ideas that relevant to the engage definition, the author found that the coaching roles for attracting and keeping learners’ interests, also hold learners’ participation in learning activities composed of 5 roles following. 1. Create the learners’ trust in teachers 2. Create relationship 3. Respect the learners’ dignity 4. Attract, care, and scaffold the learners 5. Listen carefully and positive response The coaching roles in “Engage” indicated in figure 12 following.


Figure 12 The coaching roles in “Engage”

Enliven

Engage

Empower


5. Listen carefully and positive response

4. Attract, care, and scaffold the learners

3. Respect the learners’ dignity

2. Create relationship

1. Create the learners’ trust in teacher


3.4 Conclusion

The “engage” is attracting and keeping somebody’s attention and interest to do something successfully. The “Engage” defined that, the coaching roles for attracting and keeping learners’ interests, also hold learners’ participation in learning activities The coaching roles in “Engage” composed of 1) create the learners’ trust in teacher 2) create relationship 3) respect the learners’ dignity 4) attract, care, and scaffold the learners 5) listen carefully and positive response.


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“Engage” is attracting and keeping

learners’ interests, also hold learners’ participation in

learning activities.


4. “Empower”

4.1 Definition of “Empower”

The definition of “empower” provided by Merriam–Webster dictionary and Oxford Learner’s Dictionary can conclude that empower is to provide authority to do something, provide opportunity to develop by themselves, to give power, promote self-actualization and lead to be able to learn and develop, indicated in table 4. The author applied the definition of “empower” for generating the definition of “Empower” in coaching context, and then the author concluded that the “Empower” means that the encouraging learners able to learn by themselves.

Table 4 The definition of empower provide by Merriam–Webster

dictionary and Oxford Learner’s Dictionary Word Dictionary Definition empower Merriam–Webster 1. to give official authority or legal power to

empowered her attorney to act on her behalf


Table 4 (Continue) Word Dictionary Definition

2. a: to provide with the means or opportunity training that enables people to earn a living b: to make possible, practical, or easy a deal that would enable passage of a new law c: to cause to operate software that enables the keyboard 3. to give legal power, capacity, or sanction to 4. to promote the self-actualization or influence of


with object and infinitive Give (someone) the authority or power to do something.

Conclusion Empower is to provide authority to do something, provide opportunity to develop by themselves, to give power, promote self-actualization and lead to be able to learn and develop.

As mentioned table 4 above, “empower” be meaningful definitions, however, the author concluded the definition of the “empower” is to provide authority to do something, provide opportunity to develop by themselves, to give power, promote self-actualization and lead to be able to learn and develop. This definition used for fundamental synthesizing the definition of “Empower”.


4.2 Documentary synthesis to the “Empower” definition

The author synthesized relevant key ideas of academicians about the “empower” that is necessary for developing the learners can learn by themselves, and indicated in table 5 following. Table 5 Academicians ideas relevant to “empower”


1. Anderson. (2000) Feedback is one of the most effective strategies for supporting student motivation and achievement. However, feedback can be more effective when it targets and provides exactly what a student needs and is ready to listen.

2. Hale. & City. (2000) Learn and practice discipline specific ways of thinking.

3. Hale & City. (2000) Use self–assessment to monitor and evaluate their own understanding.

4. Hale. & City. (2000) Learning and practice discipline specific ways of thinking.

5. Moss. (2001) Critical reflection that is honest, systematic, and intentional is vital for talking formative assessment.


Table 5 (Continue)

No. Academicians Key ideas 6. Starko. (2001) Students should be actively involved in lessons

in ways that allow them to learn important content while using critical and creative thinking. They should be taught to understand their own thinking and the habits of mind that are necessary for professionals in various disciplines. They should have the opportunity to use information in significant ways that include solving problems. Teaching that supports creativity also support good content teaching.

7. Starko. (2001) Students should be actively involved in lessons in ways that allow them to learn important content while using critical and creative thinking.

8. Tomlinson. (2001) Element to be considered in the differentiation instruction 1) content 2) process 3) product 4) learning environment.

9. Costa. & Garmston. (2002) Self–modifying an individual must evaluate his or her actions and decisions against intentions and goals.

10. Costa. & Garmston. (2002) Students’ self-discipline composed of 1. Self-directed 2. Self-monitoring 3. Self-modifying


Table 5 (Continue)


11. Costa. & Garmston. (2002) Cognitive coaching is a model that guides a students’ actions and provides a process for working from the following mission.

12. Kaplan., Middleton., Urdan. & Midgley. (2002)

Mastery goal associated with many beneficial educational beliefs and behaviors such as self–efficacy, self–regulation and positive toward school.

13. Berger. (2003) Effective feedback 1. be kind 2. be specific 3. be helpful

14. Berger. (2003) Focusing on teaching and learning 1. Developing growth mindset 2. Leadership skills 3. Coaching 4. Lesson observation 5. Facilitation 6. Sharing best practice

15. Pintrich. (2003) The intentional learner, which integrates a number of key learning behaviors that include motivation, self–regulation, and self–efficacy.

16. Gholar. & Riggs. (2004) The need to teach students to want to learn and succeed, and that making the content interesting will make the material relevant, which will motivate students to persist in the learning process.


Table 5 (Continue)


17. Tileston. (2005) Students need to learn to set personal goals so they are motivated to achieve and learn and to act positively in class.

18. Brookhart. (2006) Self–efficacy: a learner’s belief in his ability to succeed in a particular situation.

19. Brower. & Keller. (2006) Powerful for students’ development composed of 1) making critical distinctions 2) building strong and resilient relationships 3) avoiding negative attention 4) positive body language 5) positive behaviors and actions.

20. Dweck. (2006) Learners that harbor a growth mindset understand the need to keep trying over and over again until they get it right.

21. Popham. (2006) The aim of formative assessment is to empower students to monitor their own progress toward clearly understood goals.

22. Stix. & Hrbex. (2006) Teacher – Coach behaviors 1. Reflective response 2. Self-assessment 3. Keeping the focus on students

23. Costa. & Kallick. (2008) With reflection and metacognitive reflection, students build self–monitoring skills and become more self–directed.

24. Pritscher. (2008) Thinking will not be driven by answers but by questions.


Table 5 (Continue)


25. Chappuis. (2009) Teaching and feedback have to focused. 26. Ellison. & Hayes. (2009) Cognitive coaching is a constructivist model

of learning. It rejects behaviorist notions that ignore the capacity of the human mind to create knowledge, examine the meaning of knowledge, and make decisions about how to act on knowledge.

27. Ellison. & Hayes. (2009) The cognitive coach is intentional in providing assistance in finding resources to balance and manage the tensions.

28. Ellison. & Hayes. (2009) Cognitive coaching supports individuals and workplace cultures that value reflection, complex thinking, and transformational learning.

29. Riggs. & Gholar. (2009) Increasing student self-efficacy with choice (Student must choose to learn).

30. Whitmore. (2009) Unlocking students’ potential to maximize their own performance, it is helping them to learn rather than teaching them.

31. Heritage. (2010) Effective feedback 1. Feedback should provide information to the students relating to the task or process of learning 2. Feedback to students should be about the particular qualities of their work, with advice on what they can do to improve


Table 5 (Continue)


3. Feedback should be specific and clear and be related to learning goals. 4. Feedback should provide the learner with suggestions, hints, or cues for how to improve rather than correct answer 5. Feedback should match the student’s cognitive needs, not too complex and too vague 6. Feedback should include both verification and elaboration. 7. Feedback should be given after students has responded to initial instruction

32.. Besser. (2011) Helping students understand their own learning and develop appropriate strategies for learning.

33. Knight. (2011) Every coaching interaction should be underpinned by a certain set of partnership principles, such as equality, choice, dialogue, praxis, voice, reciprocity and reflection.

34. Ritchhart., Church. & Morrision. (2011)

The concept of combining, or stringing together, a series of skills to create a higher order more complex practice of drill skills parallels a similar innovation.

35. Sindelar. (2011) Give students opportunities for self-assessment and improve their work.

36. Brown. (2012) Feedback is essential for learning and engagement.


Table 5 (Continue)


37. Hattie. (2012) Students who receive higher–order thinking task and believe they can successfully engage in them are far more likely to be interested and engage in learning experience and to push themselves toward more learning.

38. Johnson. (2012) Formative assessment is characterized by purpose, collaboration, its dynamic nature, and descriptive feedback.

39. Johnson. (2012) Language impacts Growth mindset.

40. Marzano., Pickering. & Pollack. (2012)

Setting objectives and providing feedback as the instructional strategy that has the highest potential to impact teaching and learning.

41. Pollock. (2012) Feedback as assessment of progress toward a goal. As such feedback must not only include useful information to determine how well one is progressing toward a goal, but it must also it must also be timely.

42. Schwartx. (2012) While having a number of choices can be empowering, too many choices can be counterproductive.

43. Wylie. & Other. (2012) Formative assessment should be empowering tools for students.

44. Aguilar. (2013) Change is initiated by teachers, through empowerment the outcomes of students.


Table 5 (Continue)


45. Hattie. & Yates. (2013) Continuous feedback loops are one of the most important drivers of student growth.

46. Kidd. Palmeri., & Aslin. (2013)

Students use information from the environment to decide whether to control their impulses to take resources when they are available.

47. Kidd., Palmeri. & Aslin. (2013)

Children use information from the environment to decide whether to control their impulse to take resources when they are available.

48. McTighe. & Wiggins. (2013) Essential questions necessary to call for higher–order thinking.

49. Schaffer. (2013) Learning flow is a mental state that is achieved when a person performing an activity is immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity.

50. Erickson. & Lanning. (2014) The structure of process illustrates the relationships of skills, strategies, processes, concepts, generalizations, and principles.

51. Erickson. & Lanning. (2014) Integration is a cognitive process rather than how we organize subjects in a curriculum unit.

52. Manfra., Davis., Ducenne., & Winsler. (2014)

Self–talk can be a helpful reminder, especially when children need to demonstrate self–control.

53. Middleton. & Perks. (2014) Empowering students 1. Being clear about what success look like 2. Emphasize competence


Table 5 (Continue)


3. Encourage a growth mindset 4. Provide consistent support

54. Middleton. & Perks. (2014) A positive sense of self – efficacy. One individual quality that has been positively related to motivation is a sense of self-efficacy or the belief that you can succeed at a task.

55. Middleton. & Perks. (2014) Feedback 1. Positive information about progress toward specific goals 2. Information about challenges or obstacles that are impeding about potentially impeding progress 3. Information about strategies or approaches to continue forward progress and overcome any challenge

56. Quinn. & others. (2014) Way to accelerate composed of 1) opening the mind 2) opening the heart 3) empowering the soul.

57. Sanzo., Myran. & Caggiano. (2014)

The teacher should stimulate active involvement of students in their own learning.

58. Sanzo., Myran. & Caggiano. (2014).

A recognition of the profound influence assessment has on the engagement and self-efficacy.


Self–assessment for student means being active agents in their own learning.


Table 5 (Continue)



Formative assessment provides critical feedback to students while still working toward a learning goal.

61. Truebridge. (2014) Teacher’s belief and perceptions about education, teaching, learning, and student achievement affect not only their pedagogical practices but also student efficacy and success.

62. Costa. & Garmston. (2015) Flexibility involves thinking outside the box, choosing to look at things from a different perspective.

63. Costa. & Garmston. (2015) Efficacy involves having an internal locus of control and knowing that you can make a different.

64. Costa. & Garmston. (2015) The stage of mind related questions that prompt reflection. 1. Efficacy 2. Flexibility 3. Craftsmanship 4. Consciousness 5. Interdependent

65. Ferlazzo. (2015) Feedback can keep students to help them all develop needed skills and feelings of competence and confidence.

66. Gregory. & Kaufeldt. (2015) Students with a growth mindset will be more motivated to keep on working despite setbacks.


Table 5 (Continue)


67. Gregory. & Kaufeldt. (2015) Autonomy–students want to have control over their learning.

68. Gregory. & Kaufeldt. (2015) When teachers create curriculum and strategies that help students develop an awareness of their thinking processes and opportunities to reflect on their tasks, students can improve their cognitive skills while gaining subject-matter content.

69. Gregory. & Kaufeldt. (2015) The role of the teacher is stimulate students’ thinking through guiding the group process.

70. Gregory. & Kaufeldt. (2015) Roles of teacher for engage thinking 1. guide the group process 2. encourage participation 3. ask more questions 4. insist on evidence 5. model good reasoning 6. provide access to resource

71. Gregory. & Kaufeldt. (2015) Students will need to have practice making thoughtful, important decisions. They will have to learn techniques for critical thinking, problem–solving strategies, and research skills, as well as skills for working and communicating with others.

72. Marz. & Hertz. (2015) Students with growth mindset were happier, more successful, more apt to create lasting change in themselves and in the world.


Table 5 (Continue)


73. Stone, D., & Heen, S. (2015) Three kinds of feedback. 1. Appreciation: is we receive when someone sees what we are doing well and express gratitude for our effort. 2. Coaching: is feedback intended to help us get better at what we do 3. Evaluation: is feedback that tells us how we are doing compared to others or some standard.

74. Wood. (2015) Students undertake more complex forms of inquiry, using processes that naturally stimulate their higher–order thinking and reasoning skills. In addition to gaining knowledge and practicing the learning process, all students have numerous and meaningful opportunities through authentic investigations to practice their reading, writing, and computational skills in their unit investigations.

75. Wood. (2015) Students undertake more complex forms of inquiry, using processes that naturally stimulate their higher–order thinking and reasoning skills.

76. Wood. (2015) Students undertake more complex forms of inquiry, using process that naturally stimulate their higher–order thinking and reasoning skills. In addition to gaining knowledge and practicing the learning process, all students have numerous


Table 5 (Continue)


and meaningful opportunities through authentic investigations to practice their reading, writing, and computational skills in their unit investigations.

77. Blackburn. (2016) Empowerment strategies 1. Choice 2. Decision–making 3. Scaffolding for Independent 4. Leadership

78. Blackburn. (2016) Strategies to develop Growth mindset in classroom composed of 1) build a learning – oriented mindset 2) focus on process as well as product 3) emphasize mastery and learning 4) reinforce effort 5) decrease learned helplessness 6) provide multiple opportunities for success.

79. Blackburn. (2016) Strategies to develop the Growth mindset in the classroom is focused on the process as well as product.

80. Blackburn. (2016) One of the empowerment strategies is provided to decision–making.

81. Blackburn. (2016) Questions promote reflection 1. Why do you think? 2. How would you explain it to someone else?

82. Boyle. & Charles. (2016) Language not only manifests thinking but also structures it and speech shapes the higher mental processes necessary for so much learning.


Table 5 (Continue)


83. Cain. & others. (2016) Self-efficacy refers to an innate belief in oneself and one’s ability to achieve. This belief, based on past experience, frees learners, to a larger degree, from self-doubt and allows them to believe that they will succeed at what they do.

84. Cain. & others. (2016) Encourage peer coaching, students study group, time for reflection, and dialogue using parts practiced in order sharing.

85. Cain. & others. (2016) Empower means to give power or receive power from another, indicated in part by showing real respect.

86. Calfee. & Wilson. (2016) An especially important correlate of this practice is that students have emerged as collaborators in self–and peer assessment, supporting the development of traits such as independence and efficacy that are called for in the standards.

87. Dirksen, J. (2016) Design for skills 1. Practice 2. Feedback

88. Duckworth. (2016) Close relationship with students links to the strategy for building a growth mindset through specific, immediate, actionable feedback for students.


Table 5 (Continue)


89. Fogarty. (2016) Growth mindset is perceived self-concepts, understanding that they can grow and develop.

90. Fogarty. (2016) Activating students as the owners of their own learning.

91. Fogarty. (2016) Empower with feedback for stimulating students’ responsible is necessary.

92. Fogarty. (2016) The teacher, who finds the right words to encourage, empower, and inspire students, they will be successful in teaching.

93. Fogarty. (2016) Coaching elements composed of 1) instruct with clarity 2) encourage genuine engagement 3) empower with self-confidence 4) inspire in lasting ways.

94. Fogarty. (2016) Thinking is the ultimate goal of a learner soul. Challenge students want to know because the brain is by nature a meaning – making machine.

95. Fogarty. (2016) Empower with feedback for responsible action, Feedback: Providing feedback that moves learners forward

96. Fogarty. (2016) In each instance, the teacher assesses as he or she instruct, which provides ongoing feedback 1. Revisit the learning 2. Review the learning 3. Reflect on the learning


Table 5 (Continue)


4. Reteach the learning 5. Revise the learning

97. Goldberg. (2016) Feedback to growth mindset 1. Specific 2. asset – based 3. growth mindset – based 4. nonjudgmental

98. Goldberg. (2016) Growth mindset of teacher 1. All students are worthy of study and to be regarded with wonder 2. All students are readers, yet their processes may look different 3. All students can learn to make purposeful choices about their reading 4. All students can develop ownership of their reading lives

99. Goldberg. (2016) All students are readers, yet their processes may look different.

100. Hazel. (2016) A master teacher, sometimes referred to as an academic coach.

101. Renninger, A. K., & Hidi, E. S. (2016).

Self–efficacy is a belief and, as such, is based on cognitive evaluation, and influence of the feeling and valuing that accompany developing competence.

102. Abdulla. (2017) Performance and progress feedback.


Table 5 (Continue)

No. Academicians Key ideas 103. Abdulla. (2017) Students who attribute their progress to

factors they control are more likely to feel a sense of self-efficacy than students who attribute their success to luck.

104. Abdulla. (2017) Many different factors make coaching effective. These include: self-determination, expand awareness, optimized decision– making and improved time management.

105. Abdulla. (2017) Affirming is an important way to boost the students’ sense of self-efficacy. Students with high levels of perceived self-efficacy work harder, are more engaged, show greater persistence and achieve higher levels of performance.

106. Blackburn. (2017) Enhance the effectiveness of your grading system and feedback.

107. Bloomberg. & Pitchford. (2017)

Having teachers and students engaged in continuous learning. Teachers work together to clarify and increase their impact on students learning while, in the same time, using formative assessment to help students engage in accurate self – reflection, learn to give quality feedback, set learning goals, and monitor their own progress toward mastery.


Table 5 (Continue)



Using formative assessment to help students engage in accurate self–reflection, learn to give quality feedback, set learning goals, and monitor their own progress toward mastery.


The teacher should continuously monitor students’ progress toward mastery.

110. Collins. (2017) Teaching students to develop the skills of self– regulation is critical for living and working with others. Students should investigate the long –term benefits of self–control and practice strategies for self–control as they work on projects in school.

111. Collins. (2017) Reflecting involves looking back to determine what one could have done better and thinking about what skills and strategies one should work to improve.

112. Crockett. & Churches. (2017) Diagnostic assessment provides understanding of a student’s current situation and prior knowledge, skills, processes, and attitudes leading to suitable teaching and learning effective planning leading to better learning outcomes.

113. Delaney. (2017) Type of feedback. 1. Feedback on the task 2. Feedback on the process 3. Feedback to promote self – regulation


Table 5 (Continue)

No. Academicians Key ideas 114. Erickson., Lanning. & French.

(2017) Thinking ability for currently students 1. Creative thinking 2. Critical thinking 3. Reflective thinking 4. Conceptual thinking

115. Erickson., Lanning. & French. (2017)

Using the essential concepts of a discipline to organize and prioritize information enables teachers to chart a pathway for students’ thinking.

116. Fletcher. & Speirs Neumeister. (2017)

The academic context represents a fundamental and overcharging life domain for children, Moreover, national and community initiatives to promote life-long learning and professional development requirements in many careers also indicate that the process of learning and education continues throughout the lifespan.

117. Gill. & Thomson. (2017) Cognitive coach focus on enabling students to strengthen their cognitive abilities and devoted to critical thinking, reasoning, self- conscious understanding of how one directs one’s attention and use one’s cognitive abilities.

118. Gill. & Thomson. (2017) Reviewing students’ learning progress, provide feedback and helping them determine the next step in their learning journey.


Table 5 (Continue)


119. Nieuwerburgh. (2017) Positive feedback is also very important in coaching conversations.

120. Nieuwerburgh. (2017) Aims to support sustainable change to behaviors or ways of thinking.

121. Yeh. (2017) The relationship between academic self– efficacy and achievement is reciprocal: gains with respect to one factor lead to gains in the other, in a virtuous, self–reinforcing cycle.

122. York–Barr. & other. (2017) Learning by reflection on experience.

123. Antonetti. & Stice. (2018) Learners who thrive in a connected world control their depth of understanding as well as the cognitive complexity.

124. Antonetti. & Stice. (2018) Thinking strategies, the required visible evidence of personal response.

125. Bergin. (2018) Principles of effective discipline 1. Get compliance 2. Keep power minimal 3. Keep the encounter as emotionally positive as possible 4. Allow negotiation whenever possible

126. Boyatzis. & Jack. (2018) Coaching to the positive emotional associated with big–picture thinking.

127. Harris., Jones. & Huffman. (2018)

Provide opportunities for reflection.


Table 5 (Continue)


128. Hildrew. (2018) Constructive feedback is the essential ingredient that helps all learners move forward. Any kind of helpful feedback requires an accurate assessment.

129. Hildrew. (2018) The process helps students to improve.

130. Hildrew. (2018) When a teacher asks a question, we think about it, and we are happy to explore it together with our classmates to help refine and develop our thinking, leading to greater and deeper understanding.

131. Hildrew. (2018) Growth mindset is believing that the abilities and qualities you are born with can be developed and cultivated through effort, application, experience, and practice. With the growth mindset in place, we see challenging situations as opportunities to learn and grow.

132. Knight. (2018) The partnership principles is reflection. 133. McCrudden. & McNamara.

(2018) Cognition is cognitive processes or mental actions that affect hoe our minds function.

134. Smith. & Firth. (2018) Growth mindset concerned with mastery than with performance, and view intelligence as something that can be worked on and improved.


Table 5 (Continue)


135. Smith. & Firth. (2018) Cognition can be define as thinking and reasoning and relevant to a wide range of learning processes.

136. Smith. & Firth. (2018) Cognition can be defined as thinking and reasoning and relevant to a wide range of learning processes.

Conclusion encouraging learners can learn by themselves

As mentioned table 5 above, “Empower” is the coaching roles for empowering the learners defined that encouraging the learners can learn by themselves.


4.3 Coaching roles for “Empower”

According to the author synthesized academicians’ ideas that relevant to the empower definitions, the author found that the coaching roles for encouraging the learners can learn by themselves composed of 10 roles following. Empower component, the coaching roles are following. 1. Encourage the learners to change their mindset to growth

mindset 2. Encourage the learners to set their own learning goals 3. Encourage the learners to conduct self–discipline 4. Encourage the learners to design their own learning processes 5. Encourage the learners to think strategically 6. Encourage the learners to make decision 7. Encourage the learners to learn with self–efficacy 8. Encourage the learners to develop their own higher–order thinking 9. Encourage the learners to assess and improve by themselves 10. Evaluate and provide feedback creatively The coaching roles in “Empower” indicated in figure 13 following.


Figure 13 The coaching roles in “Empower”

Engage

Empower

Enliven


1. Encourage the learners to change their mindset to growth mindset

2. Encourage the learners to set their own learning goals

3. Encourage the learners to conduct self–discipline

4. Encourage the learners to design their own learning processes

5. Encourage the learners to think strategically

6. Encourage the learners to make decision

7. Encourage the learners to learn with self–efficacy

9. Encourage the learners to assess and improve by themselves

8. Encourage the learners to develop their own higher–order thinking

10. Evaluate and provide feedback creatively


4.4 Conclusion

The “empower” is to provide authority to do something, provide

opportunity to develop by themselves, to give power, promote self-actualization and lead to be able to learn and develop.

The “Empower” defined that, it is the coaching roles for encouraging the learners can learn by themselves.

The coaching roles in “Empower” composed of 1) encourage the learners to change their mindset to growth mindset 2) encourage the learners to set their own learning goals 3) encourage the learners to conduct self–discipline 4) encourage the learners to design their own learning processes 5) encourage the learners to think strategically 6) encourage the learners to make decision 7) encourage the learners to learn with self–efficacy 8) encourage the learners to develop their own higher–order thinking 9) encourage the learners to assess and improve by themselves 10) evaluate and provide feedback creatively.


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“Empower” is encouraging the learners can learn by themselves.


5. “Enliven”

5.1 Definition of “enliven”

The definition of “enliven” provided by Merriam–Webster dictionary and Oxford Learner’s Dictionary can conclude that to give or stimulate lively, action, spirit, soul, indicated in table 6. The author applied the definition of “enliven” for generating the definition of “Enliven” in coaching context, and then the author concluded that the “Enliven” means that give lively and actively learning to the learners. Table 6 The definition of enliven provide by Merriam–Webster dictionary

and Oxford Learner’s Dictionary Word Dictionary Definition

enliven Merriam–Webster to give life, action, or spirit to


To give life to; to bring or restore to life; to animate (as the soul the body).

Conclusion to give or stimulate lively, action, spirit, soul


As mentioned table 6 above, the author concluded the definition of the “enliven” is to give or stimulate lively, action, spirit, soul. This definition used for fundamental synthesizing the definition of “Enliven”.

5.2 Documentary synthesis to the “Enliven” definition

The author synthesized relevant key ideas of academicians about the “enliven” that is necessary for creating actively and lively learning, and indicated in table 5 following. Table 7 Academicians ideas relevant to “enliven”


1. Kolb. (1984) Since learners may exhibit different patterns of learning, the best learning environment to engage students depends on balancing these modes of thinking.

2. Hein. (1991) Learning is an active process in which the learner uses sensory input and constructs meaning out of it.

3. Hein. (1991) Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning.


Table 7 (Continue)


4. Anderson. (2000) Feedback is one of the most effective strategies for supporting student motivation and achievement.

5. Ryan. & Deci. (2000) Feeling of competence and autonomy are powerful motivators to productive action for all of us.

6. Starko. (2001) Students should be actively involved in lessons in ways that allow them to learn important content while using critical and creative thinking. They should be taught to understand their own thinking and the habits of mind that are necessary for professionals in various disciplines. They should have the opportunity to use information in significant ways that include solving problems. Teaching

that supports creativity also support good content teaching.

7. Tomlinson. (2001) Element to be considered in the differentiation instruction composed of 1) content 2) process 3) product 4) learning environment.

8. Wilson. & Corbett. (2001) Students respond to the personal qualities of caring and commitment that teachers exhibit toward them.


Table 7 (Continue)


9. Costa. & Garmston. (2002) Self-modifying an individual must evaluate his or her actions and decisions against intentions and goals. Self-modification requires reflection and introspection. Self-modification draws from the self-monitoring process to focus forward and deliberate on future actions.

10. Wigfield. & Eccles. (2002) Student might engage in learning activities is if they perceive them to be valuable.

11. Pintrich. (2003) The intentional learner, which integrates a number of key learning behaviors that include motivation, self–regulation, and self–efficacy.



14. Csikszentmihalyi. (2005) Students will be motivated when they have success or believe they will be successful on tasks that have an appropriate or optimal level of challenge.


Table 7 (Continue)


15. John., Rice., Edginton. & Williams. (2005)

Behavior management must involve a proactive rather than a reactive approach.

Meece., Anderman. & Anderman. (2006)

The instructional and psychology environments of classroom have been consistently related to the motivation.

16. Ericsson., Prietula. & Cokely. (2007)

Deliberate practice is very different from “playful interaction”. It entails considerable, specific, and sustained efforts to do something you can’t do well–or even at all.

17. Fisher. & Frey. (2008) Move away from the deliverer of knowledge in a passive environment to one where all learners are actively engaged in the construction of their knowledge.

18. Fisher. & Frey. (2008) Move away from the deliverer of knowledge in a passive environment to one where all learners are actively engaged in the construction of their knowledge.

19. Ellison. & Hayes. (2009) The coaching environment frees the person who takes risks and examine long-held assumptions without fear.

20. Dumont., Istance. & Benavides. (2010)

Learning is highly attuned to learner’s motivations and the importance of emotions, and sensitive to individual differences including prior knowledge.


Table 7 (Continue)


21. McCombs. (2010) Students’ perceptions about the amount or level of support for an activity or task will also shape their motivation to learn.

22. Besser. (2011) Formative assessment builds student’s learning to learn a skill by placing emphasis on the process of teaching and learning and actively involving students in that process.

23. Johnson. (2012) Fixed mindset can undermine motivation and effort.

24. Morel. & Cushman. (2012) Coaches must embrace their roles as facilitators of change rather than guardians of mediocrity.

25. Thompson. & Mazer. (2012) Students are more energized and engaged towards a subject when their teacher exhibits verbal and nonverbal communication, and vocal emphasis as well as clearly presenting subject matter.

26. Kidd., Palmeri. & Aslin. (2013)

Children use information from the environment to decide whether to control their impulse to take resources when they are available.

27. Dove., Honigsfeld. & Cohan. (2014)

Cognitively and linguistically stimulating learning environment are essential for coaching.

28. Dove., Honigsfeld. and Cohan. (2014)

Role of teacher composed of 1) students guidance 2) information 3) reinforcement 4) scaffolding


Table 7 (Continue)


29. Fredrick. (2014) Emotional engagement entails students’ emotional reaction to their environment.

30. Mellanby. & Theobald. (2014)

If we want all of our most creative pupils to be supported and encouraged, not just those who also have high attainment, teachers may need more formal support to identify them and understand their needs.

31. Middleton. & Perks. (2014) Although often used interchangeably, motivation is the energy that can lead to activity or engagement.

32. Middleton. & Perks. (2014) A positive sense of self–efficacy. One individual quality that has been positively related to motivation is a sense of self–efficacy or the belief that you can succeed at a task.

33. Middleton. & Perks. (2014) The belief that success follows proper effort. Beyond believing that you can be successful in a learning activities, another quality of individual motivation is the belief that success comes from proper effort.


Teachers role in students’ development 1. Learners must be active and deliberative agents in their own effort 2. The teacher’s role is to facilitate the development of these increasingly independent learning behaviors.


Table 7 (Continue)



Without any scaffolding to get you to that ultimate vision, you are undermining your own purpose for the effort.

36. Costa. & Garmston. (2015) Craftsmanship is a focus on continuous improvement and use of data, a desire to always get better at what you do.

37. Ginsberg. (2015) Motivation is the energy that human beings direct toward achieving a goal. Motivating learning opportunities for diverse students include relevant learning experiences, multiway for students to access and demonstrate knowledge, and opportunities for genuine choice.

38. Gregory. & Kaufeldt. (2015) Emotional intelligence composed of 1) self-awareness 2) managing emotions 3) self–motivation 4) empathy 5) social skills.

39. Gregory & Kaufeldt. (2015) Brain growth and development are shaped by three factors 1. the interaction among genes 2. the environment 3. our experiences

40. Gregory. & Kaufeldt. (2015) As teachers, we can start with ourselves and change our mindset from “fixed” to “growth” as we view our students. Praising effort rather than focusing only on success.


Table 7 (Continue)


41. Stone. & Heen. (2015) Appreciation is we receive when someone sees what we are doing well and express gratitude for our effort.

42. Blackburn. (2016) Strategies to develop Growth mindset in classroom: 1. Build a learning – oriented mindset 2. Focus on process as well as product 3. Emphasize mastery and learning 4. Reinforce effort 5. Decrease learned helplessness 6. Provide multiple opportunities for success

43. Blackburn. (2016) High motivation 1. Show interest 2. Engaged 3. Focused 4. Connected to teacher 5. Makes connections 6. Safe and secure 7. Confident 8. Puts forth effort

44. Cain. & others. (2016) Opportunities for Growth is support students in any effort to express how they think or feel in a nonjudgmental way.

45. Duckworth. (2016) Instilling a passion for goal setting and goal getting.


Table 7 (Continue)


46. Fogarty. (2016) Coaching ways: 1. Instruct well, with the end of mind 2. Encourage improvement with formative assessment 3. Empower with feedback for responsible action 4. Inspire with unstoppable passion and belief in the talent

47. Fogarty. (2016) Motivation is a vital component, worthy of enormous attention because of its ultimate impact on student success and fulfillment.

48.2 Fogarty. (2016) Clarifying and sharing learning intentions and criteria for success are essential for coaching.

49. Garrison. (2016) Spirituality of teaching is born of passion, guided by imagination, and sustained by intelligent faith in possibility.

50. Garrison. (2016) Spirituality of teaching is born of passion, guided by imagination, and sustained by intelligent faith in possibility.

51. Hazel. (2016) Caring and compassion is sympathy and empathy for other.

52. Markham. (2016) Honoring the inner life, starting with strengths, focusing on deeper learning, and coaching students to think and reflect constitute a set of best practices for helping students find and express their roots of inspiration.


Table 7 (Continue)


53. Abdulla. (2017) Affirming mean making positive, encourage statement for progress, effort, action, commitment and so on, and is an important way to boost the coachee’s sense of self-efficacy. Students with high levels of perceived self-efficacy work harder, are more engaged, show greater persistence and achieve higher levels of performance.

54. Blackburn. (2017) Create an environment where students are expected to learn at high levels.

55. Delaney. (2017) Being inspired and inspiring students.

56. Fogarty. & Pete. (2017) Teaching / Coaching Roles; 1) instruct 2) encourage 3) empower 4) inspire.

57. Gill & Thomson. (2017) Creating environment or space of learning feel safe, cared for, motivates and free from coercion.

58. Gill. & Thomson. (2017) Cultivating student’s thirst for understanding.

59. Boyatzis. & Jack. (2018). Neuroscience can shed light on the underlying mechanisms of coaching and provide important insights to facilitate development. These insights provide guideposts for a more effective, interactive coaching process that is most successful when it remains fluid, responsive, and centered on the client.


Table 7 (Continue)


60. Boyatzis. & Jack. (2018) Coaching to the positive emotional associated with big-picture thinking, engagement, motivation, stress regulation.

61. Hildrew. (2018) In growth mindset, we recognize that effort is necessary in order to grow.

62. Hildrew. (2018) In growth mindset, we can find lessons and inspiration in the achievement of students. We want to learn from them.

63. Knight. (2018) Create welcome environment, and do everything you can create a welcoming setting for coaching.

64. Maiers. & Sandvold. (2018). Passion driven, take note of this change in mindset from “Sage on the state” to a teacher as the expert learner.

65. McGuire. (2018) Effective learning composed of 1) set specific goals 2) do active tasks 3) take a beak / have a reward 4) review

66. Sweeney. & Mausbach. (2018)

The role of coach is responsibility to achieved.

Conclusion to give lively and actively learning to the learners.

As mentioned table 7 above, “Enliven” is the coaching roles for enlivening the learners defined that give lively and actively learning to the learners.


5.3 Coaching roles for “Enliven”

According to the author synthesized academicians’ ideas that relevant to the enliven definitions, the author found that the coaching roles for give lively and actively learning to the learners composed of 5 roles following. “Enliven” component, the coaching roles are following. 1. Promote the learners’ inspiration, passion and willpower 2. Stimulate the learners’ intrinsic motivation 3. Create active learning atmosphere 4. Boost the learners’ effort and commitment 5. Express your enlivening and leaner personality The coaching roles in “Enliven” indicated in figure 14 following.


Figure 14 The coaching roles in “Enliven”

Empower

Enliven

Engage


5. Express yours enlivening and leaner personality

4. Boost the learners’ effort and commitment 3. Create active learning

atmosphere 2. Stimulate the learners’

intrinsic motivation 1. Promote the learners’ inspiration, passion

and willpower


5.4 Conclusion

The “enliven” is to give or stimulate lively, action, spirit, soul. The “Enliven” defined that, it is the coaching roles for give lively

and actively learning to the learners. The coaching roles in “Enliven” composed of 1) promote the

learners’ inspiration, passion and willpower 2) stimulate the learners’ intrinsic motivation 3) create active learning atmosphere 4) boost the learners’ effort and commitment 5) express your enlivening and leaner personality


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“Enliven” is give lively and actively learning to the learners.


The “3Es” model 6. How to engage the learners

6.1 “Engage”: from coaching roles into practice

The “Engage” means that the coaching roles for attracting and keeping the learner’s attention and interest, and the coaching roles in “Engage” composed of 1. Create the learners’ trust in teacher 2. Create relationship 3. Respect the learners’ dignity 4. Attract, care, and scaffold the learners 5. Listen carefully and positive response The teachers should appropriately apply the practical guidelines following to develop the learners’ potential.


6.2 The 1st: Create the learners’ trust in teachers Trust is belief that somebody is sincere and honest. If the learners trust in their teacher, they will fully participate in learning activities. Practical guidelines for engaging the learners trust in teachers composed of 1) tell the trust 2) follow through on your promise 3) behave polite and gentle 4) behave consistently behavior 5) behave emotionally stable (Clarke. 2013; Gregory, & Kaufeldt. 2015; Campbell. 2016; Fogarty. 2016; Gill. & Thomson. 2017; Knight. 2018), and indicated in figure 12 following. Figure 15 Practical guidelines for engaging the learners trust in teachers

1. Tell the truth

How to encourage

learners trust in teachers

2. Follow through on your promise

3. Behave polite and gentle

4. Behave consistently behavior

5. Behave emotionally stable


6.3 The 2nd: Create relationship The relationship means that connecting or binding the learners with teachers. In addition, positive relationship also supports the learners can learn effectively. Practical guidelines for creating a relationship with the learners composed of 1) say hello 2) talk creatively 3) listen carefully 4) thanks / apologize 5) accept different views (Brookhart. 2006; Brower. & Kellr. 2006; Tomlison. 2001; Ellison. & Hayes. 2009; Hattie. 2009; Duckor. 2014; Erickson. & Lanning. 2014; Costa. & Garmston. 2015; Campbell. 2016; Duckworth. 2016; Erickson., Lanning. & French. 2017; Gill. & Thomson. 2017; Yeh. 2017; Bergin. 2018; Knight. 2018), and indicated in figure 13 following. Figure 16 Practical guidelines for creating a relationship with the learners

1. Say hello

How to create relationship

2. Talk creativity

3. Listen carefully

4. Thanks / apologize

5. Accept different views


6.4 The 3rd: Respect the learners’ dignity Respect is an act of giving particular attention, expressions of high or special regard, to consider worthy. Respectfully expression of teachers to the learners’ human dignity is directly affected to self-esteem and self-worth. Practical guidelines for respectful expression composed of 1) honour the learners 2) provide the justice to learners 3) provide the equality to learners 4) provide the most benefit to learners 5) provide the opportunities to think and decision (Hare. 2006; Whitmore. 2009; Gregory. & Kaufeldt. 2015; Cain. & others. 2016; Gill. & Thomson. 2017; Yeh. 2017), and indicated in figure 14 following.

Figure 17 Practical guidelines for respectful expression to the learners’ human dignity

1. Honour the learns

How to express respectfully

2. Provide the justice to learners

3. Provide the equality to learners

5. Provide the opportunities to think and decision

4. Provide the most benefit to learners


6.5 The 4th: Attract, care, and scaffold the learners Attractive learning means that to hold the learners participate in learning. Caring is nurturing the learners, and providing something for their needs. Scaffold refers to helping and supporting the learners to learn by themselves. Practical guidelines for attracting, caring, and scaffolding the learners composed of 1) provide the challenged activities to learners 2) provide the appropriate activities follow individual differences 3) monitor the learners’ processes 4) nurture the learners’ feeling 5) support the learners to learn by themselves (Clarke. 2013; Dove., Honigsfeld., & Cohan. 2014; Middleton. & Perks. 2014; Sanzo., Myran., & Caggiano. 2014; Blackburn. 2016; Ginsberg. 2015; Gregory. & Kaufeldt. 2015; Fogarty. 2016; Garrison. 2016; Hazel. 2016; Markham. 2016; Gill. & Thomson. 2017; Abdulla. 2017; Fogarty., Kerns., & Pete. 2018; Smith. & Firth. 2018), and indicated in figure 15 following.

Figure 18 Practical guidelines for attracting, caring, and scaffolding the learners

1. Provide the challenged activities to learners

How to attract, care, and scaffold

learners

2. Provide the appropriate activities follow individual differences

3. Monitor the learners’ processes

4. Nurture the learners’ feeling

5. Support the learners to learn by themselves


6.6 The 5th: Listen carefully and positive response Listen carefully means that listening with much attention or thought, and try to understand the learners need, thought and intention. Practical guidelines for listening carefully and positive response composed of 1) peace of your mind first 2) pay attention to the learners 3) detect the learners’ intentions from body language 4) listen to the learners with empathy and understanding 5) behave gentle response (Ellison. & Hayes. 2009; Clarke. 2013; Abdulla. 2017; Antonetti. & Stice. 2018; Hildrew. 2018; Knight. 2018; Nieuwerburgh. 2017), and indicated in figure 16 following.

Figure 19 Practical guidelines for listening carefully and positive response

4. Listen to the learner with empathy and understanding

How to listen carefully and positive

response

3. Detect the learners’ intentions from body language

2. Pay attention to the learners

5. Behave gentle response

1. Peace of your mind first


6.7 Conclusion As the coaching roles in “Engage” concluded following.

1. Create the learners’ trust in teachers 1. Tell the trust 2. Follow through on your promise 3. Behave polite and gentle 4. Behave consistently behavior 5. Be emotionally stable 2.. Create relationship 1. Say hello 2. Talk creatively 3. Listen carefully 4. Thanks / apologize 5. Accept different views 3. Respect the learners’ dignity 1. Honour the learners 2. Provide the justice to learners 3. Provide the equality to learners 4. Provide the most benefit to learners 5. Provide the opportunities to think and decision


4. Attract, care, and scaffold the learners 1. Provide the challenged activities to learners 2. Provide the appropriate activities follow individual differences 3. Monitor the learners’ processes 4. Nurture the learners’ feeling 5. Support the learners to learn by themselves 5. Listen carefully and positive response 1. Peace of your mind first 2. Pay attention to the learners 3. Detect the learners’ intentions from body language 4. Listen to the learners with empathy and understanding 5. Behave gentle response















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7. How to empower the learners

7.1 “Engage”: from coaching roles into practice

The “Empower” means that the encouraging learners able to learn by themselves, and the coaching roles in “Empower” composed of 1. Encourage the learners to change their mindset to growth mindset 2. Encourage the learners to set their own learning goals 3. Encourage the learners to conduct self–discipline 4. Encourage the learners to design their own learning processes 5. Encourage the learners to think strategically 6. Encourage the learners to make decision 7. Encourage the learners to learn with self–efficacy 8. Encourage the learners to develop their own higher–order thinking 9. Encourage the learners to assess and improve by themselves 10. Evaluate and provide feedback creatively The teachers should appropriately apply the practical guidelines following to develop the learners’ potential.


7.2 The 1st: Encourage the learners to change their mindset to growth mindset The learners with growth mindset will attempt to develop their abilities through hard work. Practical guidelines for encouraging the learners to change their mindset to a growth mindset composed of 1) stimulate the learners’ perception in “everyone can learn” 2) stimulate the learners to put effort in learning 3) stimulate the learners to share ideas with others 4) stimulate the learners to reflect on their success 5) provide the feedback focuses on learning processes (Clarke. 2013; Gregory. & Kaufeldt. 2015; Marz. & Hertz. 2015; Brock. & Hundley. 2016; Fogarty. 2016; Goldberg. 2016; Hildrew. 2018; Smith. & Firth. 2018), and indicated in figure 17 following.

Figure 20 Practical guidelines for encouraging the learners to change their mindset to a growth mindset

1. Stimulate the learners’ perception in “everyone can learn”

How to encourage

growth mindset

2. Stimulate the learners to put effort in learning 3. Stimulate the learners to share ideas with others

4. Stimulate the learners to reflect on their success

5. Provide the feedback focuses on learning processes


7.3 The 2nd: Encourage the learners to set their own learning goals The learners will be engaged and keep attention as far as they participated in setting the learning goal. Hence, the teachers should provide opportunities to the learners for setting their own learning goal. Practical guidelines for encouraging the learners to set their own learning goals composed of 1) ask the learners what they want to learn 2) ask the learners what they want to achieve in learning 3) promote the learners’ interested in learning 4) provide the opportunities for sharing their own learning goals with others 5) motivate the learners to reflect on their learning goals (Bloomberg. & Pitchford. 2017; Elickson., Lanning. & French. 2017; Gill. & Thomson. 2017; Nieuwerburgh. 2017; Abdulla. 2017; Knight. 2018; McGuire. 2018), and indicated in figure 18 following.

Figure 21 Practical guidelines for encouraging the learners to set their own learning goals

1. Ask the learners what they want to learn

How to encourage learners

set their own learning goals

2. Ask the learners what they want to achieve in learning

3. Promote the learners’ interested in learning

4. Provide the opportunities for sharing their own learning goals with others

5. Motivate the learners to reflect on their learning goals


7.4 The 3rd: Encourage the learners to conduct self–discipline

Self–discipline means that ability to make yourself to do complexity things. Learners with highly self-disciplined will success in learning and possible to create innovation. Practical guidelines for encouraging the learners to conduct self–discipline composed of 1) stimulate the learners to create their own study plan 2) monitor the learning progressions of the learners 3) appreciate self–discipline actions when the learners behave 4) share your experience with self–disciplined with learners 5) provide the opportunities to the learners for reflection on their own self–discipline (Elickson., Lanning. & French. 2017; Gill. & Thomson. 2017; Abdulla. 2017; Bergin. 2018; Knight. 2018), and indicated in figure 19 following.

Figure 22 Practical guidelines for encouraging the learners to conduct self–discipline

1. Stimulate the learners to create their own study plan

How to encourage

self-disciplined

2. Monitor the learning progressions of the learners

5. Provide the opportunities to the learners for reflection on their own self–discipline

3. Appreciate self–discipline actions when the learners behave

4. Share your experience with self - disciplined with learners


7.5 The 4th: Encourage the learners to design their own learning processes The learning processes is the essential cause of learners’ achievement, and the learners must have their own learning processes to learn by themselves. Practical guidelines for encouraging the learners to design their own learning processes composed of 1) provide the opportunities to the learners for design their own learning process 2) stimulate the learners to share their own learning process with others 3) monitor the earning process of the learners 4) stimulate the learners to reflection on their own learning process 5) provide feedback to the learners for improving their learning process (Gill. & Thomson. 2017; Nieuwerburgh. 2017; Abdulla. 2018; McCrudden. & McNamara. 2018; Smith. & Firth. 2018), and indicated in figure 20 following.

Figure 23 Practical guidelines for encouraging the learners to design their own learning processes

1. Provide the opportunities to the learners for design their own learning process

How to encourage

learning process

2. Stimulate the learners to share their own learning process with others

3. Monitor the earning process of the learners

4. Stimulate the learners to reflection on their own learning process

5. Provide feedback to the learners for improving their learning process


7.6 The 5th: Encourage the learners to think strategically Thinking strategies is the skill to use the mind to consider something or to try to solve problems, or to do something based on a plan that is intended to achieve a particular purpose. Practical guidelines for encouraging the learners to think strategically composed of 1) ask the learners “What do you think?” and “What makes you think so?” 2) stimulate the learners to think systematically 3) promote the learners create something that suitable to their capacity 4) suggest the learners to share their own thinking strategies with others 5) recommended the learners to reflection on their own thinking strategies (Costa. & Garmston. 2015; Boyle. & Charles. 2016; Cain. & others. 2016; Fogarty. 2016; Collins. 2017; Elickson., Lanning. & French. 2017; Gill. & Thomson. 2017; Nieuwerburgh. 2017; Antonetti. & Stice. 2018; Boyatzis. & Jack. 2018; Hildrew. 2018; Smith. & Firth. 2018), and indicated in figure 21 following.

Figure 24 Practical guidelines for encouraging the learners to think strategically

1. Ask the learners “What do you think?” and “What makes you think so?”

How to encourage

thinking strategies

2. Stimulate the learners to think systematically

3. Promote the learners create something that suitable to their capacity 4. Suggest the learners to share their own thinking strategies with others

5. Recommended the learners to reflection on their own thinking strategies


7.7 The 6th: Encourage the learners to make decision Effective decision making is an important for learners because it leads to success. Teachers should encourage the learners to develop their own decision making skill through learning activities. Practical guidelines for encouraging the learners to make decision composed of 1) ask the learners by question “How do you decide?” 2) provide the opportunities to the learners for deciding by themselves 3) provide information to the learners for deciding by themselves 4) stimulate the learners to describe the supporting reasons of decision making 5) stimulate the learners to reflection on their own decision making processes (Costa. & Garmston. 2015; Abdulla. 2017; Antonetti. & Stice. 2018; Fogarty., Kerns., & Pete. 2018., Hildrew. 2018), and indicated in figure 22 following.

Figure 25 Practical guidelines for encouraging the learners to make decision

1. Ask the learners by question “How do you decide?” to the

How to encourage

decisions making

2. Provide the opportunities to the learners for deciding by themselves 3. Provide information to the learners for deciding by themselves

4. Stimulate the learners to describe the supporting reasons of decision making

5. Stimulate the learners to reflection on their own decision making processes


7.8 The 7th: Encourage the learners to learn with self–efficacy Self–efficacy is the basic factor of successful learning. Learners with high self–efficacy will success more than the learner who lower self-efficacy. Teachers should encourage the learners to high self–efficacy. Practical guidelines for encouraging the learners to high self–efficacy composed of 1) stimulate the learners to review their own successful experience in the past 2) stimulate the learners to review their own current capacity and compare with the past 3) provide various success that appropriate to the learners’ need 4) provide several pathways to success that appropriate to the learners’ ability 5) stimulate the learners to reflection on their own self–efficacy behavior (Blackburn. 2016; Fogarty. 2016; Renninger. & Hidi. 2016; Bloomberg. & Pitchford. 2017; Yeh. 2017; Abdulla. 2017; Boyatzis. & Jack. 2018), and indicated in figure 23 following.

Figure 26 Practical guidelines for encouraging the learners to high self–efficacy

2. Stimulate the learners to review their own current capacity and compare with the past

1. Stimulate the learners to review their own successful experience in the past

How to encourage self-efficacy

3. Provide various success that appropriate to the learners’ need

4. Provide several pathways to success that appropriate to the learners’ ability

5. Stimulate the learners to reflection on their own self–efficacy behavior


7.9 The 8th: Encourage the learners to develop their own

higher–order thinking Higher–order thinking is a necessary of learners' capacity for living in digital technology and innovative society. Teachers should encourage the learners to strength in higher–order thinking through learning activities continuously. Practical guidelines for encouraging the learners to strength in higher-order thinking composed of 1) use the open ended questions 2) ask the questions that appropriate to the learners’ ability 3) provide complex activities to the learners that relevant the concepts of learning 4) appreciate the learners after they try to think and reinforce them 5) provide useful feedback to the learners for improving their thinking process (Costa. and Garmston. 2015; Abdulla. 2018; Antonetti. & Stice. 2018; Fogarty., Kerns., & Pete. 2018; Hildrew. 2018), and indicated in figure 24 following.

Figure 27 Practical guidelines for encouraging the learners to strength in higher–order thinking

2. Ask the questions that appropriate to the learners’ ability

1. Use the open ended questions

How to encourage

higher-order thinking

3. Provide complex activities to the learners that relevant the concepts of learning

4. Appreciate the learners after they try to think and reinforce them

5. Provide useful feedback to the learners for improving their thinking process


7.10 The 9th: Encourage the learners to assess and improve by themselves Self–assessment is an effective assessment method for improving the learners’ achievement. Learners with capable of self-assessment will improve their own learning process continuously. Practical guidelines for encouraging the learners to assess and improve by themselves composed of 1) stimulate the learners to assess their learning processes 2) stimulate the learners to assess their product and identify the strengthen & weakness of it 3) stimulate the learners to assess their progress and identify how to improve 4) stimulate the learners to monitor themselves and improve continuously 5) stimulate the learners to improve their learning process by themselves (Bloomberg. & Pitchford. 2017 ; Nieuwerburgh. 2017; York–Barr. & other. 2017; Abdulla. 2017; Harris., Jones., & Huffman. 2018 ; Knight. 2018), and indicated in figure 25 following.

Figure 28 Practical guidelines for encouraging the learners to assess and improve by themselves

2. Stimulate the learners to assess their product and identify the strengthen & weakness of it

1. Stimulate the learners to assess their learning processes

How to encourage

self-assessment 3. Stimulate the learners to assess their progress and identify how to improve

4. Stimulate the learners to monitor themselves and improve continuously

5. Stimulate the learners to improve their learning process by themselves


7.11 The 10th: Evaluate and provide feedback creatively Feedback means that providing suggestions, recommendations or information to the learners about their learning processes or learning outcomes. Creative feedback supports the learners to improve their learning. Practical guidelines for evaluating and providing feedback creatively composed of 1) provide feedback to the learners through various methods 2) provide feedback to the learners based on information 3) provide feedback to the learners continuously 4) provide useful feedback to the learners for improving their learning process 5) provide feedback to the learners with honour them (Blackburn. 2017; Crockett. & Churches. 2017; Delaney. 2017; Gill. & Thomson. 2017; Nieuwerburgh. 2017; Abdulla. 2017; Fogarty., Kerns., & Pete. 2018., Hildrew. 2018), and indicated in figure 26 following.

Figure 29 Practical guidelines for evaluating and providing feedback creatively

2. Provide feedback to the learners based on information

1. Provide feedback to the learners through various methods

How to provide creative

feedback

3. Provide feedback to the learners continuously

4. Provide useful feedback to the learners for improving their learning process

5. Provide feedback to the learners with honour them


7.12 Conclusion As the coaching roles in “Empower” concluded following.

1. Encourage the learners to change their mindset to growth mindset 1. Stimulate the learners’ perception in “everyone can learn” 2. Stimulate the learners to put effort in learning 3. Stimulate the learners to share ideas with others 4. Stimulate the learners to reflect on their success 5. Provide the feedback focuses on learning processes 2. Encourage the learners to set their own learning goals 1. Ask the learners what they want to learn 2. Ask the learners what they want to achieve in learning 3. Promote the learners’ interested in learning 4. Provide the opportunities for sharing their own learning goals with others 5. Motivate the learners to reflect on their learning goals 3. Encourage the learners to conduct self–discipline 1. Stimulate the learners to create their own study plan 2. Monitor the learning progressions of the learners 3. Appreciate self–discipline actions when the learners behave 4. Share your experience with self–disciplined with learners 5. Provide the opportunities to the learners for reflection on their own self–discipline


4. Encourage the learners to design their own learning processes 1. Provide the opportunities to the learners for design their own learning process 2. Stimulate the learners to share their own learning process with others 3. Monitor the earning process of the learners 4. Stimulate the learners to reflection on their own learning process 5. Provide feedback to the learners for improving their learning process

5. Encourage the learners to think strategically 1. Ask the learners “What do you think?” and “What makes you think so?” 2. Stimulate the learners to think systematically 3. Promote the learners create something that suitable to their capacity 4. Suggest the learners to share their own thinking strategies with others 5. Recommended the learners to reflection on their own thinking strategies

6. Encourage the learners to make decision 1. Ask the learners by question “How do you decide?” 2. Provide the opportunities to the learners for deciding by themselves 3. Provide information to the learners for deciding by themselves 4. Stimulate the learners to describe the supporting reasons of decision making 5. Stimulate the learners to reflection on their own decision making processes

7. Encourage the learners to learn with self–efficacy 1. Stimulate the learners to review their own successful experience in the past 2. Stimulate the learners to review their own current capacity and compare with the past 3. Provide various success that appropriate to the learners’ need 4. Provide several pathways to success that appropriate to the learners’ ability 5. Stimulate the learners to reflection on their own self–efficacy behavior


8. Encourage the learners to develop their own higher–order thinking 1. Use the open ended questions 2. Ask the questions that appropriate to the learners’ ability 3. Provide complex activities to the learners that relevant the concepts of learning 4. Appreciate the learners after they try to think and reinforce them 5. Provide useful feedback to the learners for improving their thinking process 9. Encourage the learners to assess and improve by themselves 1. Stimulate the learners to assess their learning processes 2. Stimulate the learners to assess their product and identify the strengthen & weakness of it 3. Stimulate the learners to assess their progress and identify how to improve 4. Stimulate the learners to monitor themselves and improve continuously 5. Stimulate the learners to improve their learning process by themselves 10. Evaluate and provide feedback creatively 1. Provide feedback to the learners through various methods 2. Provide feedback to the learners based on information 3. Provide feedback to the learners continuously 4. Provide useful feedback to the learners for improving their learning process 5. Provide feedback to the learners with honour them











Brock, A. & Hundley, H. (2016). The Growth Mindset Coach: A Teacher’s Month–by–Month Handbook for Empowering Students to Achieve. Berkeley, CA: Ulysses Press.

































” 8. How to enliven the learners

8.1 “Enliven”: from coaching roles into practice

The “Enliven” means that give lively and actively learning to the learners, and the coaching roles in “Enliven” composed of 1. Promote the learners’ inspiration, passion and willpower 2. Stimulate the learners’ intrinsic motivation 3. Create active learning atmosphere 4. Boost the learners’ effort and commitment 5. Express your enlivening and leaner personality The teachers should appropriately apply the practical guidelines following to develop the learners’ potential.


8.2 The 1st: Promote the learners’ inspiration, passion and willpower Inspiration, passion and willpower support the learners’ achievement. Learners with a passion and willpower try to practice and solve the problems, also happy in learning. Teachers should encourage inspiration, passion and willpower of the learners continuously. Practical guidelines for promoting inspiration, passion and willpower of the learners composed of 1) boost the learners’ positive thinking 2) boost the learners’ self-esteem 3) inspire the learners’ creative thinking 4) stimulate the learners to review their life goals 5) stimulate the learners to share their passion & willpower with others (Delaney. 2017; Nieuwerburgh. 2017; Boyatzis. & Jack. 2018; Fogarty., Kerns., & Pete. 2018; Maiers. & Sandvold. 2018), and indicated in figure 27 following.

Figure 30 Practical guidelines for promoting inspiration, passion and willpower

1. Boost the learners’ positive thinking

How to encourage passion and willpower

2. Boost the learners’ self-esteem

3. Inspire the learners’ creative thinking

4. Stimulate the learners to review their life goals

5. Stimulate the learners to share their passion & willpower with others


8.3 The 2nd: Stimulate the learners’ intrinsic motivation

Intrinsic motivation affects the learners’ behaviors that promote self-learning. Teachers should encourage learners’ intrinsic motivation continuously. Practical guidelines for stimulating the learners’ intrinsic motivation composed of 1) inform the learning benefits to the learners 2) stimulate the learners to review their own intrinsic motivator 3) encourage the learners to share their own intrinsic motivation with others 4) share your intrinsic motivation to the learners 5) stimulate the learners to share their intrinsic motivation with others (Ginsberg. 2015; Gregory. & Kaufeldt. 2015; Fogarty. 2016; Gill. & Thomson. 2017; Abdulla. 2017; Antonetti. & Stice. 2018), and indicated in figure 28 following. Figure 31 Practical guidelines for stimulating the learners’ intrinsic motivation

1. Inform the learning benefits to the learners

How to encourage intrinsic

motivation

2. Stimulate the learners to review their own intrinsic motivator 3. Encourage the learners to share their own intrinsic motivation with others

4. Share your intrinsic motivation to the learners

5. Stimulate the learners to share their intrinsic motivation with others


8.4 The 3rd: Create active learning atmosphere Learning atmosphere like our environment, a pleasant environment affects working productivity, as well creative learning atmosphere affect learning productivity. Teachers should create a learning atmosphere to support the learners learn with happiness. Practical guidelines for creating a learning atmosphere composed of 1) be friendly and smile 2) provide comfortable feeling to the learners 3) motivate the learners more than command them 4) provide opportunities to thinking and creation 5) seek for the learners’ strength and appreciate them (Gill. & Thomson. 2017; Antonetti. & Stice. 2018; Boyatzis. & Jack. 2018; Hildrew. 2018; Knight. 2018; McGuire. 2018), and indicated in figure 29 following. Figure 32 Practical guidelines for creating a learning atmosphere

1. Be friendly and smile

How to create learning

atmosphere

2. Provide comfortable feeling to the learners

3. Motivate the learners more than command them

4. Provide opportunities to thinking and creation

5. Seek for the learners’ strength and appreciate them


8.5 The 4th: Boost the learners’ effort and commitment Effort and commitment are necessary for learning something that challenges learners’ capacity. The learners with highly effort and commitment be likely successful in creating innovation also. Teachers should encourage learners’ effort and commitment through interested activities continuously. Practical guidelines for boosting the learners’ effort and commitment composed of 1) guide the learners to understand that some cause of the success is effort 2) guide the learners to realize their own progress after they put effort to learn 3) provide suitable activities for learners’ capacity and interested 4) appreciate & reinforce the learners after they put effort to learn 5) let the learners reflect on their own effort (Markham. 2016; Gill. & Thomson. 2017; Antonetti. & Stice. 2018; Hildrew. 2018), and indicated in figure 30 following.

Figure 33 Practical guidelines for boosting the learners’ effort and commitment

1. Guide the learners to understand that some cause of the success is effort

How to encourage

learners’ effort

2. Guide the learners to realize their own progress after they put effort to learn

4. Appreciate & reinforce the learners after they put effort to learn

3. Provide suitable activities for learners’ capacity and interested

5. Let the learners reflect on their own effort


8.6 The 5th: Express your enlivening and leaner personality Alive learning assists the learners be active to participate in learning activities. Teachers should enliven the learners through creating activities that relevant the concepts of learning and individual differences of the learners. Practical guidelines for expressing your enlivening and leaner personality composed of 1) share your ideas toward current issues with the learners 2) share your current knowledge with the learners 3) link the concepts of learning with the current issues together 4) integrate learners’ interested with learning activities 5) provide various learning activities through active learning (Gregory. & Kaufeldt. 2015; Cain. & others. 2016; Boyatzis. & Jack. 2018), and indicated in figure 31 following.

Figure 31 Practical guidelines for expressing your enlivening and leaner personality

1. Share your ideas toward current issues with the learners

How to express your enlivening

2. Share your current knowledge with the learners

3. Link the concepts of learning with the current issues together

4. Integrate learners’ interested with learning activities

5. Provide various learning activities through active learning


8.7 Conclusion As the coaching roles in “Enliven” concluded following.

1. Promote the learners’ inspiration, passion and willpower 1. Boost the learners’ positive thinking 2. Boost the learners’ self-esteem 3. Inspire the learners’ creative thinking 4. Stimulate the learners to review their life goals 5. Stimulate the learners to share their passion & willpower with others 2. Stimulate the learners’ intrinsic motivation 1. Inform the learning benefits to the learners 2. Stimulate the learners to review their own intrinsic motivator 3. Encourage the learners to share their own intrinsic motivation with others 4. Share your intrinsic motivation to the learners 5. Stimulate the learners to share their intrinsic motivation with others 3. Create active learning atmosphere 1. Be friendly and smile 2. Provide comfortable feeling to the learners 3. Motivate the learners more than command them 4. Provide opportunities to thinking and creation 5. Seek for the learners’ strength and appreciate them


4. Boost the learners’ effort and commitment 1. Guide the learners to understand that some cause of the success is effort 2. Guide the learners to realize their own progress after they put effort to learn 3. Provide suitable activities for learners’ capacity and interested 4. Appreciate & reinforce the learners after they put effort to learn 5. Let the learners reflect on their own effort 5. Express your enlivening and leaner personality 1. Share your ideas toward current issues with the learners 2. Share your current knowledge with the learners 3. Link the concepts of learning with the current issues together 4. Integrate learners’ interested with learning activities 5. Provide various learning activities through active learning







Cain, N. R. & others. (2016). 12 Brain/Mind Learning Principles in Action: Teach for the Development of Higher–Order Thinking and Executive Function (3rd ed.). Thousand Oaks, CA: Corwin.















9. Conclusion of the “3Es”

As the coaching roles in “Engage”, “Empower”, and “Enliven” mentioned in chapters 6 – 8, can conclude following.

“Engage” 1. Create the learners’ trust in teachers 1. Tell the trust 2. Follow through on your promise 3. Behave polite and gentle 4. Behave consistently behavior 5. Be emotionally stable 2.. Create relationship 1. Say hello 2. Talk creatively 3. Listen carefully 4. Thanks / apologize 5. Accept different views


3. Respect the learners’ dignity 1. Honour the learners 2. Provide the justice to learners 3. Provide the equality to learners 4. Provide the most benefit to learners 5. Provide the opportunities to think and decision 4. Attract, care, and scaffold the learners 1. Provide the challenged activities to learners 2. Provide the appropriate activities follow individual differences 3. Monitor the learners’ processes 4. Nurture the learners’ feeling 5. Support the learners to learn by themselves 5. Listen carefully and positive response 1. Peace of your mind first 2. Pay attention to the learners 3. Detect the learners’ intentions from body language 4. Listen to the learners with empathy and understanding 5. Behave gentle response


“Empower” 1. Encourage the learners to change their mindset to growth mindset 1. Stimulate the learners’ perception in “everyone can learn” 2. Stimulate the learners to put effort in learning 3. Stimulate the learners to share ideas with others 4. Stimulate the learners to reflect on their success 5. Provide the feedback focuses on learning processes 2. Encourage the learners to set their own learning goals 1. Ask the learners what they want to learn 2. Ask the learners what they want to achieve in learning 3. Promote the learners’ interested in learning 4. Provide the opportunities for sharing their own learning goals with others 5. Motivate the learners to reflect on their learning goals 3. Encourage the learners to conduct self–discipline 1. Stimulate the learners to create their own study plan 2. Monitor the learning progressions of the learners 3. Appreciate self–discipline actions when the learners behave 4. Share your experience with self–disciplined with learners 5. Provide the opportunities to the learners for reflection on their own self–discipline


4. Encourage the learners to design their own learning processes 1. Provide the opportunities to the learners for design their own learning process 2. Stimulate the learners to share their own learning process with others 3. Monitor the earning process of the learners 4. Stimulate the learners to reflection on their own learning process 5. Provide feedback to the learners for improving their learning process

5. Encourage the learners to think strategically 1. Ask the learners “What do you think?” and “What makes you think so?” 2. Stimulate the learners to think systematically 3. Promote the learners create something that suitable to their capacity 4. Suggest the learners to share their own thinking strategies with others 5. Recommended the learners to reflection on their own thinking strategies

6. Encourage the learners to make decision 1. Ask the learners by question “How do you decide?” 2. Provide the opportunities to the learners for deciding by themselves 3. Provide information to the learners for deciding by themselves 4. Stimulate the learners to describe the supporting reasons of decision making 5. Stimulate the learners to reflection on their own decision making processes

7. Encourage the learners to learn with self–efficacy 1. Stimulate the learners to review their own successful experience in the past 2. Stimulate the learners to review their own current capacity and compare with the past 3. Provide various success that appropriate to the learners’ need 4. Provide several pathways to success that appropriate to the learners’ ability 5. Stimulate the learners to reflection on their own self–efficacy behavior


8. Encourage the learners to develop their own higher–order thinking 1. Use the open ended questions 2. Ask the questions that appropriate to the learners’ ability 3. Provide complex activities to the learners that relevant the concepts of learning 4. Appreciate the learners after they try to think and reinforce them 5. Provide useful feedback to the learners for improving their thinking process 9. Encourage the learners to assess and improve by themselves 1. Stimulate the learners to assess their learning processes 2. Stimulate the learners to assess their product and identify the strengthen & weakness of it 3. Stimulate the learners to assess their progress and identify how to improve 4. Stimulate the learners to monitor themselves and improve continuously 5. Stimulate the learners to improve their learning process by themselves 10. Evaluate and provide feedback creatively 1. Provide feedback to the learners through various methods 2. Provide feedback to the learners based on information 3. Provide feedback to the learners continuously 4. Provide useful feedback to the learners for improving their learning process 5. Provide feedback to the learners with honour them


“Enliven”

1. Promote the learners’ inspiration, passion and willpower 1. Boost the learners’ positive thinking 2. Boost the learners’ self-esteem 3. Inspire the learners’ creative thinking 4. Stimulate the learners to review their life goals 5. Stimulate the learners to share their passion & willpower with others 2. Stimulate the learners’ intrinsic motivation 1. Inform the learning benefits to the learners 2. Stimulate the learners to review their own intrinsic motivator 3. Encourage the learners to share their own intrinsic motivation with others 4. Share your intrinsic motivation to the learners 5. Stimulate the learners to share their intrinsic motivation with others 3. Create active learning atmosphere 1. Be friendly and smile 2. Provide comfortable feeling to the learners 3. Motivate the learners more than command them 4. Provide opportunities to thinking and creation 5. Seek for the learners’ strength and appreciate them


4. Boost the learners’ effort and commitment 1. Guide the learners to understand that some cause of the success is effort 2. Guide the learners to realize their own progress after they put effort to learn 3. Provide suitable activities for learners’ capacity and interested 4. Appreciate & reinforce the learners after they put effort to learn 5. Let the learners reflect on their own effort 5. Express your enlivening and leaner personality 1. Share your ideas toward current issues with the learners 2. Share your current knowledge with the learners 3. Link the concepts of learning with the current issues together 4. Integrate learners’ interested with learning activities 5. Provide various learning activities through active learning


Enliven

Engage

Empower

Learners’ potentials


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Keywords Index

ability of learners 37 achieve 136 achievement 135 action–oriented 6 active learning activities 9 adaptability 2 aims of coaching 6 alive 154 analytical thinking 4 apply a variety of learning processes 17 appropriate 3 artificial intelligence 1 assess and improve 140,144,163 assessment 26 attract 123,126,160 attracting 9 attraction 123 authority 34 basic principles of the “3Es” 25 basic skills 20 belief 120 benefit of learners 6 binding 121 business models 1 capacity 153 care 123,126,160 caring 123 challenge 153 child–centered education 19 classroom management coaching 6 coaching 3 coaching model 17


coaching roles 8 coaching structure 7 cognitive coaching 6 collaboration 2 combining 37 commitment 153,156,165 commitment to learn and keep self–reliance 17 communication 2 community of learners 21 complex 1 complexity 134 components of the “3Es” 34 concept attainment model 23 concept of learning 23 concept–based learning 23 concept–based learning approach 23 conduct 8 connecting 121 consider 136 construct knowledge 21 constructivism learning theory 21 content coaching 6 core skills 2 co–teaching 23 create innovation 134 creating innovation 23 creative feedback 141 creative problem solving 4 creative thinking 4 critical thinking 2,4 criticize 9 cultural context 37 cumulate 10 curiosity 2 decide 9


decision making 137 design their own learning processes 17,135,143,162 differentiated coaching 6 digital literacy 2 digital technology 1,4 dignity 122,125,160 discover knowledge by themselves 17 discover learners’ information 20 effective assessment 140 effective coaching 23 effort 153,156,165 emotional intelligence 2 Empower 8,34,35,37,61,84,85,86,131 encourage 2 encouraging approaches 2 encouraging self–confidence 25 Engage 8,34,35,37,47,53,54,55,119 Enliven 8,34,35,37,97,108,109,110,149 enrich 23 entrepreneurship 2 environment 152 examining issues skill 2 feedback creatively 141,144,163 fixed ideas 19 focuses on present and the future 6 foreign–language skill 2 fundamental of the “3Es” 18 fundamental of the “3Es” 18 graduate 2 growing performance 7 growth mindset 132,142,161 happy 150 hard work 132 high self-efficacy 138 higher–order thinking 139,144,163


highly self-discipline 134 holding 9 holistic view 9 honest 120 human jobs 1 humanization and respect 25 identify their own learning objectives 17 identify their own learning strategies 17 improve 140 improve learning processes by themselves 17 individual practice 3 inductive reasoning 23 information 141 information and data processing 1 initiative 2 innovative society 139 inspiration 150, 155,164 inspiration 150 instructional coaching 6 integrating 1 integrating technology 1 intention 124 intrinsic motivation 151, 155,164 keep attention 133 key concepts 26 key point of the “3Es”. 19 key principle of the “3Es” 23 leadership 2 leadership coaching 6 leaner personality 154,156,165 learn by themselves 6 learn through practice & reflective thinking 25 learners development 23 learners' potential 7 learners’ achievement 23


learners’ behavior 10 learners’ emotion 37 learning atmosphere 152, 155,164 learning goals 133,142,161 learning goals 133 learning processes 5 learning situations 37 learning skills 4 learning styles of learners 37 listen carefully 124,126,160 literacy 2 literacy coaching 6 low self-efficacy 138 make decision 137,143,162 methods of learning 3 mind 136 mindset 132,142,161 motivation 151 natural learning situations 3 nature of concepts 23 non–directive 6 non-judgmental 6 numeracy 2 nurture 123 observation 10 opportunity 61 participation 54 passion 150, 155,164 perform 10 perseverance 6 persistence 2 personal skill 2 pleasant environment 152 positive response 124,126,160 power 34


powerful 1 powerful questions 8 pragmatism philosophy 19 prepare 2 principles of constructivism learning theory 21 prior knowledge 20 problem-solving 2 productivity 152 progressivism educational philosophy 19 promote commitment to learning 6 providing approaches 2 providing useful feedback 8 purpose 136 put effort and self–discipline to meet their goal 17 recommendations 141 reflection by themselves for improve learning 17 regard 122 related together 9 relationship 121,125,159 research synthesizing 23 resilience 7 respect 122 revolution 19 robotics 1 routine works 1 sage on the stage guide on the side 3 scaffold 123,126,160 science and art 6 self-actualization 61,62 self-assessment 140 self–discipline 134,142,161 self–efficacy 138,143,162 self-esteem 122 self-reliance in learning 6 self-worth 122


share their own ideas with the others 17 simplicity 5 sincere 120 social and cultural awareness 2 social skill 2 society 19 solve problems 136 soul 97 spirit 97 step-by-step approach 5 stimulate 6 stimulate lively 97 stimulate self–discipline 2 strength 139 strenuous potential 10 successful learning 138 suggestion for improving 8 suggestions 141 sustainable change 6 synthesize to the potential 7 systematic thinking 4 systematically 136 teacher development 23 teacher profession 1 teaching approaches 2 teaching machine 1 teaching roles 6 team working 2 technology 1 the nature of learners 37 think strategically 136,143,162 think systematically 136 thinking 136 thinking about learning 21 thinking about solving problems 19


transform 1,2 trust 120,125,159 type of learning concepts 37 ultimate goal of education 4 unsuccessful learning 5 unsystematically practice 5 usefulness of coaching 6 waste time 5 willpower 150, 155,164


Practical guidelines Index

Coaching roles in “Engage” 119 The 1st: Create the learners’ trust in teachers 120 Tell the trust 120 Follow through on your promise 120 Behave polite and gentle 120 Behave consistently behavior 120 Behave emotionally stable 120 The 2nd: Create relationship 121 Say hello 121 Talk creatively 121 Listen carefully 121 Thanks / apologize 121 Accept different views 121 The 3rd: Respect the learners’ dignity 122 Honour the learners 122 Provide the justice to learners 122 Provide the equality to learners 122 Provide the most benefit to learners 122 Provide the opportunities to think and decision 122 The 4th: Attract, care, and scaffold the learners 123 Provide the challenged activities to learners 123 Provide the appropriate activities follow individual differences 123 Monitor the learners’ processes 123 Nurture the learners’ feeling 123 Support the learners to learn by themselves 123 The 5th: Listen carefully and positive response 124 Peace of your mind first 124 Pay attention to the learners 124 Detect the learners’ intentions from body language 124 Listen to the learners with empathy and understanding 124 Behave gentle response 124


Coaching roles in “Empower” 132 The 1st: Encourage the learners to change their mindset to growth mindset 132 Stimulate the learners’ perception in “everyone can learn” 132 Stimulate the learners to put effort in learning 132 Stimulate the learners to share ideas with others 132 Stimulate the learners to reflect on their success 132 Provide the feedback focuses on learning processes 132 The 2nd: Encourage the learners to set their own learning goals 133 Ask the learners what they want to learn 133 Ask the learners what they want to achieve in learning 133 Promote the learners’ interested in learning 133 Provide the opportunities for sharing their own learning goals with others 133 Motivate the learners to reflect on their learning goals 133 The 3rd: Encourage the learners to conduct self–discipline 134 Stimulate the learners to create their own study plan 134 Monitor the learning progressions of the learners 134 Appreciate self–discipline actions when the learners behave 134 Share your experience with self–disciplined with learners 134 Provide the opportunities to the learners for reflection on their own self–discipline 134 The 4th: Encourage the learners to design their own learning processes 135 Provide the opportunities to the learners for design their own learning process 135 Stimulate the learners to share their own learning process with others 135 Monitor the earning process of the learners 135 Stimulate the learners to reflection on their own learning process 135 Provide feedback to the learners for improving their learning process 135 The 5th: Encourage the learners to think strategically 136 Ask the learners “What do you think?” and “What makes you think so?” 136 Stimulate the learners to think systematically 136 Promote the learners create something that suitable to their capacity 136 Suggest the learners to share their own thinking strategies with others 136 Recommended the learners to reflection on their own thinking strategies 136


The 6th: Encourage the learners to make decision 137 Ask the learners by question “How do you decide?” 137 Provide the opportunities to the learners for deciding by themselves 137 Provide information to the learners for deciding by themselves 137 Stimulate the learners to describe the supporting reasons of decision making 137 Stimulate the learners to reflection on their own decision making processes 137 The 7th: Encourage the learners to learn with self–efficacy 138 Stimulate the learners to review their own successful experience in the past 138 Stimulate the learners to review their own current capacity and compare with the past 138 Provide various success that appropriate to the learners’ need 138 Provide several pathways to success that appropriate to the learners’ ability 138 Stimulate the learners to reflection on their own self–efficacy behavior 138 The 8th: Encourage the learners to develop their own higher–order thinking 139 Use the open ended questions 139 Ask the questions that appropriate to the learners’ ability 139 Provide complex activities to the learners that relevant the concepts of learning 139 Appreciate the learners after they try to think and reinforce them 139 Provide useful feedback to the learners for improving their thinking process 139 The 9th: Encourage the learners to assess and improve by themselves 140 Stimulate the learners to assess their learning processes 140 Stimulate the learners to assess their product and identify the strengthen & weakness of it 140 Stimulate the learners to assess their progress and identify how to improve 140 Stimulate the learners to monitor themselves and improve continuously 140 Stimulate the learners to improve their learning process by themselves 140 The 10th: Evaluate and provide feedback creatively 141 Provide feedback to the learners through various methods 141 Provide feedback to the learners based on information 141 Provide feedback to the learners continuously 141 Provide useful feedback to the learners for improving their learning process 141 Provide feedback to the learners with honour them 141


Coaching roles in “Enliven” 150 The 1st: Promote the learners’ inspiration, passion and willpower 150 Boost the learners’ positive thinking 150 Boost the learners’ self-esteem 150 Inspire the learners’ creative thinking 150 Stimulate the learners to review their life goals 150 Stimulate the learners to share their passion & willpower with others 150 The 2nd: Stimulate the learners’ intrinsic motivation 151 Inform the learning benefits to the learners 151 Stimulate the learners to review their own intrinsic motivator 151 Encourage the learners to share their own intrinsic motivation with others 151 Share your intrinsic motivation to the learners 151 Stimulate the learners to share their intrinsic motivation with others 151 The 3rd: Create active learning atmosphere 152 Be friendly and smile 152 Provide comfortable feeling to the learners 152 Motivate the learners more than command them 152 Provide opportunities to thinking and creation 152 Seek for the learners’ strength and appreciate them 152 The 4th: Boost the learners’ effort and commitment 153 Guide the learners to understand that some cause of the success is effort 153 Guide the learners to realize their own progress after they put effort to learn 153 Provide suitable activities for learners’ capacity and interested 153 Appreciate & reinforce the learners after they put effort to learn 153 Let the learners reflect on their own effort 153 The 5th: Express your enlivening and leaner personality 154 Share your ideas toward current issues with the learners 154 Share your current knowledge with the learners 154 Link the concepts of learning with the current issues together 154 Integrate learners’ interested with learning activities 154 Provide various learning activities through active learning 154

Coach current learners for their future through “Engage”, “Empower”, and “Enliven”

Documents

The “3Es” - LCCL 3Es...of employee, and also high talent for creative innovation (The Economist Intelligence Unit, 2017; World Economic Forum, 2018). Furthermore, all companies