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Why is LernCoaching needed?

Starting with the 10th year of school, pupils are regarded as young adults who have to take responsibility for their own actions and consequently for their studying. They are expected to have well-functioning learning strategies, as well as a knowledge of how to best use their strengths. After all, they have already gone to school for at least nine years, and have learned the necessary techniques and strategies for self-management.

The school from the 10th year on is however a predominantly static system, which offers little flexibility. This is particularly evident at the upper level, where there is little room for creative learning, where pupils have little time to develop their own system of learning or to look for individual solutions to a problem. The learning rhythm and tempo are given.

At the same time, young adults are intensively engaged in life. They ask questions about their future, discover sexuality, look for their own identity, and thus also detach themselves from parents and teachers. Young adults have to cope with a lot of emotions and overcome love problems and conflicts in their circle of friends and they often lack the necessary "emotional brake" during puberty. 


More About the Method

Now, LernCoaching targets the conflict of the emotional and cognitive challenges of young adults.

Taking into account the emotional state of the adolescent, the cognitive process of learning is examined. For the success of LernCoaching, it is essential to consider learning in the context of the emotions involved. Although learning is basically a cognitive process, it is accompanied by many emotions, and these must be considered if one wishes to optimise the learning process. The positive effect is that young adults learn to perceive their emotions and use them constructively. The feeling of being "at the mercy of others" can be remedied and confidence in one's own abilities is made possible again.

My approach in LernCoaching is an indirect one. I believe that every person has sufficient resources in themselves to find a solution to a problem. Therefore, I encourage young people to look at their own learning behaviour and strategies, so they can make the experience to control and influence their own learning process.

In my role as a LernCoach, I support and direct young adults by assisting them in finding their own strengths and weaknesses, critically assessing their own learning processes, formulating goals and trying out various solutions. I recognise the resources of the student even before they have perceived them and can thus control the direction of the support. The goal is always to develop the strengths and steer away from the weaknesses. Doing that, I always take into consideration the student's subjective life consciousness, i.e. his or her environment, motivation, peers, etc.


What are the Advantages?

Advantage 1: Current situations and personal needs of the young adult are taken into account

Advantage 2: Highly individualised support, which is consistent in its goal orientation

Advantage 3: Not simply a teaching technique, but a sustainable process


The Role of Parents in LernCoaching

LernCoaching can be especially rewarding for adolescents who are going through the process of gradually separating themselves from their parents. Well-meant advice, suggestions and offers from parents are no longer as easily accepted without question or appreciated, which means that conflicts are bound to happen. There is often a tense atmosphere which can affect other family members as well.

As indirect LernCoaching principles focus on the individual responsibility of the young adults, any cooperation with parents will only happen with the young adults' consent.

For example, parents could be informed about the status of the LernCoaching progress, or they could offer support when it comes to implementing strategies of LernCoaching at home. They may also be a valuable source of information for the LernCoach.

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