A Co-active Coaching Approach to Social Emotional Learning in the Classroom

In today’s educational landscape, social-emotional learning (SEL) has emerged as a critical component of an educator’s daily academic routine. By adopting a co-active coaching approach, educators can create a supportive and inclusive classroom environment that nurtures the whole child. This collaborative approach empowers students to foster community building, self-discovery, and personal agency, thereby cultivating essential social-emotional skills such as self-awareness, self-expression, and relationship skills (CASEL, n.d.) Integrating co-active coaching principles into our teaching practices can bridge the gap between academic achievement and emotional aptitude, ultimately leading to holistic student development and wellbeing.  

A “Coaching” Perspective 

As a secondary school educator for over three decades, I’ve been both fascinated and perplexed by the complexities of teaching and learning. While I’ve encountered a multitude of innovative strategies for building strong relationships and fostering a sense of community in the classroom, I’ve often found myself searching for effective ways to empower students to develop a deeper understanding of their self within these learning environments.    

This quest for self-discovery led me to explore the realm of life coaching during my doctoral studies, where I delved into the concept of Finding the Self that Teaches: A Co-active Approach to Mindful Practice and Wellbeing (Adam, 2021). As I delved deeper, I became fascinated by the intriguing parallels between the principles of effective teaching and those of life coaching. It struck me that the qualities that define an exceptional life coach–empathy, active listening, and the ability to empower individuals–are remarkably similar to those of an outstanding teacher. 

I learned that coaching (and teaching) is not so much a methodology as it is a relationship, a particular kind of relationship. There are skills to learn and a wide variety of tools available, but the real value of effective teaching comes from the ability to work within the context of relationship. I discovered that when I modeled a co-active approach to teaching and learning in my classroom, both student and teacher actions and behaviours changed. Ownership of learning improved, confidence and relationships flourished and new understandings for self-development were embraced.  

A Co-active Approach to Teaching and Learning 

A co-active approach situates the student at the center of their learning where each student is viewed as naturally creative, resourceful and whole. Every student is unique, “with a unique set of circumstances, unique goals and desire for change, unique abilities, interests, even habits of self-sabotage” (Whitworth et al., 2007, p. 15). The teacher-student partnership is a symbiotic one, where both parties collaborate to foster a holistic, creative, and inclusive learning experience. This dynamic relationship prioritizes the quality and importance of mutual understanding, recognizing that the whole self is at the heart of meaningful learning.  

The co-active approach finds resonance in Ritchhart’s concept of Cultures of Thinking, where particular cultural forces such as routines, interactions, and expectations, among others, and specific mindsets for learning, converge to create a thinking-centered classroom (Project Zero, 2022). Several of these cultural forces and mindsets prevail when using a co-active approach, laying the groundwork for building strong, supportive relationships. Leveraging a co-active approach to teaching and learning facilitates an environment that celebrates thinking, creativity, and mutual growth. As students learn and grow, teachers, in turn, become better educators, fostering a virtuous cycle of self-discovery and improved performance. The ultimate goal is one of collective growth, where students and teachers alike deepen their understanding of themselves and the world around them. 

So, how does this co-active learning approach work and what does it look like in the classroom? What follows is one example of a co-active strategy for building SEL in a secondary classroom and increasing student voice and self-understanding. A similar approach may be used in an elementary classroom by modifying the strategies used by teachers and students to design an alliance and road map that is age appropriate.  

Designing an Alliance: “Voyageurs on a Learning Expedition” 

At the outset of a course, building strong, cohesive relationships is central to learning. I use the analogy of my students and I as “voyageurs setting forth on a five-month learning expedition.” As such, we immediately begin to design an alliance–a collective plan or road map to reach our destination. My introduction goes something like this:  

“So here we are, gathered together for 5 months of learning. You know little of me, nor do I know much of you. We stand ashore waiting to board our ship—to embark on a 5-month learning journey together. The journey, to be successful, requires a solid crew—a crew built on relationships. To build these relationships and foster a caring community of learners, we must begin by designing an alliance—our road map to success.”  

Gathered in a circle, we discuss how there isn’t just one teacher or captain on board, but many guides from whom we will learn and grow as we travel forward on our journey together. At the start our goal is to cultivate a united, collaborative crew while also embracing each other’s unique contributions to our collective journey. I reassure them, “No one should ever feel alone on this voyage as we are all navigating the trip together.” We talk about how our shared experiences can help us grow stronger and more knowledgeable as a crew, by developing a road map to success. I assure my students, “When we arrive at our destination, our academic, emotional and social selves will have evolved as a result of our collective adventure.” 

Creating a Road Map to Success  

The design of our road map to success requires the student and teacher to identify what is needed from each other in order for them to grow, learn, flourish, and feel safe as an individual and collective team. Through self-inquiry, students first investigate what is unique about them as an individual and what strengths they can bring to the learning relationship. Students also examine their challenges and where they may require support from their teacher and crew mates. It is important for the teacher and the student to consciously and deliberately design their working relationship and continue to redesign it as necessary to the completion of the voyage. I inform my students “to expect waves and turbulence—it’s not always going to be smooth sailing.” I describe our road map to them as follows: 

“Our road map can be flexible, subject to change, and re-visited throughout the semester for us to   move forward in a meaningful and purposeful way. The design of our road map will and should answer questions such as ‘What are the conditions that need to be in place for us to work together effectively? What do I need from my teacher to be successful? From myself? From my classmates? What are the obstacles or potential obstacles? What fundamental questions need to be answered in order to get the most out of the teaching and learning process?’ ” 

The road map to success, as a coactive approach to social emotional learning, integrates Ritchhart’s (2015) cultural forces of routine, expectations and interactions. The integration of the road map into learning is “a routine …or pattern of action, that is used repeatedly to manage and facilitate the accomplishment of specific goals or tasks.” (Thinking Pathwayz, n.d.). The road map to success makes learning visible. It clearly expresses the shared thinking and expectations we have for successful learning on our voyage through collaborative interactions with one another. Ritchhart also defines a culture of thinking by using a set of mindsets that represent the professional stance we take toward teaching and learning. Aligning with Ritchhart’s (2021) mindset of “learning is a consequence of thinking”, a co-active approach to learning gives students the opportunity to think and inquire into, what they think, why they think the way they do, and how their thinking forms an essential part of who they are in the teaching and learning interaction.  

Figure 1

Students are invited to individually complete a road map to success where they identify what they need from me–their teacher, their self, and their classmates to be successful (refer to Figure 1). In turn, I also share what I need–from both myself and them–to be effective in my role as their teacher. For example, I might say, “I want my students to show up on time, be prepared and ready to learn.” We discuss the importance of mutual respect and understanding, emphasizing the role of active listening. We explore what respect looks like, sounds like, and feels like in our classroom. An example of a Road Map to Success from my Grade 9 Physical and Health Education class is included below in Figure 2.  

Figure 2: Road Map to Success 

The Co-active Learning Process in Action 

Regularly, we revisit and refine our collective journey’s roadmap, be it monthly or when unanticipated teachable moments arise organically. For instance, when a student’s behavior contradicts our core value of mutual respect and acceptance, we seize the moment to reflect and grow as a team. In such cases, we pause the learning activity and engage in a thoughtful discussion, exploring how we can foster a more inclusive, harmonious and respectful environment. Through open-ended questions and collective inquiry, we delve deeper into the importance of acknowledging and honoring each other’s unique backgrounds, cultural perspectives, and lived experiences. This reflective process enables us to revise and enhance our road map, incorporating fresh insights and a more nuanced understanding of mutual respect. By doing so, we ensure that our learning journey is guided by a shared commitment to empathy, understanding, and personal growth. This co-active process of learning aligns with Ritchhart’s mindset of “learning and thinking are as much a collective enterprise as they are an individual endeavour.” Ritchhart (2021) states,  

If we engage students in learning from and with each other through active discussion and group exploration of content, then engagement will increase, students will become more self-directed learners, and a community of supporting learners will form. 

Another practical illustration of the learning process connected to the road map is revisiting the timeline for an assignment deadline. In a collaborative class discussion, we assess the feasibility of the timeline and identify potential obstacles from both the teacher’s and students’ perspectives. Through this exchange, we gain valuable insights and update our road map by incorporating a crucial step: “investigate deadlines before setting them.” In my experience, students thrive when they comprehend that individual schedules vary, necessitating negotiation, compromise, and adaptability to find a mutually beneficial solution that caters to the needs of the class as a whole.  

As our relationships grow and thinking evolves over the term, broader questions arise such as: What is working and what is not? What do we need to change? How do we make the teaching/learning relationship more effective or have more impact? Ultimately, the strength of the students’ and teacher’s ability to make changes in their learning and teaching is a measure of the strength in the teacher-student, and student-student, relationship.  

At the end of the term, we sit in a rectangular formation—a symbolic gesture that reflects how we’ve been reshaped and transformed by our journey. We’ve reached our destination, and now we share the insights we’ve gained about ourselves along the way. If I’ve fulfilled my role as their “captain,” they will have discovered something meaningful about themselves, their teacher, and their classmates—and will be all the richer for it. 

Benefits of a Co-active Coaching Approach 

In my teaching experience, when implementing a co-active approach, I’ve observed a remarkable transformation in students’ attitudes towards learning. They exhibit a willingness to take calculated risks, unhindered by fear of failure, because they feel secure and empowered in a learning environment that values their autonomy. By granting students a greater sense of agency and control over their educational journey, they develop a deeper sense of ownership and motivation. As a result, they look forward to attending classes, eager to engage in collaborative learning experiences that they’ve co-actively designed.  

This participatory approach not only fosters a sense of community but also enables students to hone their social-emotional skills. By learning to listen actively to their peers, they develop the ability to appreciate diverse perspectives, acknowledge the value in each other’s thoughts, and cultivate empathy. This, in turn, enables them to recognize their own strengths and weaknesses, leading to enhanced self-awareness and confidence. Ultimately, the co-active approach leads to a significant improvement in student engagement that can lead to enhanced academic achievement, as well as the development of essential life skills that extend beyond the classroom. 

Conclusion 

The co-active coaching approach provides teachers with a reflective journey into their practice, offers concrete strategies-such as a road map to success, and helps develop social emotional skills for all learners from the outset of their learning experience. When we foster community in this manner, we acknowledge students as both creative, resourceful individuals and vital members of a cohesive group that functions harmoniously. We create a culture of thinking as defined by Ritchhart, Church & Morrison (2011) as, “places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.” Students recognize their voice, ownership of their learning, and shared responsibility in guiding their collective journey. By seeing and hearing their unique contributions daily, they develop a stronger sense of self-identity, and purpose as part of the team. This process helps them understand how differing perspectives foster growth, understanding, and personal evolution. A strong co-active relationship between students and teachers enhances classroom community, which is essential for meaningful learning. Ultimately, successful learning hinges on strong relationships, with social emotional learning deepening students’ self-awareness and understanding of their role within the group. 

Reflection Questions 

• How might a more intentional co-active approach to teaching and learning enhance your practice?  

• What might a roadmap to success look like in your classroom? 

References 

Adam, M. (2021). Finding the self that teaches: A co-active coaching approach to mindful practice and wellbeing in education [PhD thesis, Ontario Institute for Studies in Education, University of Toronto]. https://tspace.library.utoronto.ca/bitstream/1807/106295/3/Adam_Margaret_E._202106_PhD_thesis.pdf 

Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ 

Project Zero. (2022). Cultures of thinking: Improving learning and collaboration by honing group and individual thinking. Harvard Graduate School of Education. https://pz.harvard.edu/projects/cultures-of-thinking 

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass. 

Ritchhart, R. (2015) Creating Cultures of Thinking: The 8 forces we must master to truly transform our schools. Jossey-Bass. 

Ritchhart, R. (2021). Cultures of thinking in action. Cultures of Thinking Project. https://www.cultures-of-thinking.org/6-collective-learning  

Thinking Pathwayz. (n.d.).Thinking routines. https://thinkingpathwayz.weebly.com/routines.html 

Whitworth, L. Kimsey-House, K. Kimsey-House, H. Sandahl, P. (2007). Co-active coaching: New skills for coaching people toward success in work and life. Nicholas Brealey. 

Meet the Expert(s)

Dr. Margaret E Adam

Educator/Sessional Lecturer/Researcher/Co-active Coach, University of Toronto & Brock University

Dr. Margaret Adam is a Sessional Instructor in the Master of Teaching program at the University of Toronto and a Sessional Instructor and Faculty Advisor in the Bachelor of Education Program at Brock University. She has over 30 years’ experience as a secondary school teacher and curriculum leader in the Peel District School Board.

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