This module focuses on practical coaching techniques to help learners think critically, solve problems independently, and develop confidence.
Listen attentively and show interest through verbal and non-verbal cues.
Ask open-ended questions to encourage reflection, such as:
"How might you approach this challenge?"
"What do you think would happen if you tried this?"
Encourage learners to explore solutions and think critically.
Validate the learner’s thinking before offering guidance.
“Your reasoning makes sense, you’re checking the variable first to see if it changes. That’s a good starting point. Now let’s look at what happens after that step.”
“I can see why you approached it that way. It’s a logical way to break the problem down. Let’s explore what the program is doing with that approach.”
“You’re on the right track by looking at the loop condition. That’s exactly the part that controls when it stops. Want to walk through it together?”
“Great thinking, using print statements is a solid debugging technique. Let’s check what each one is telling us.”
“I can see the strategy you’re using here. Before we try something new, let’s build on what you’ve already figured out.”
Provide feedback that is specific, actionable, and positive.
Use the SBI model: Situation-Behaviour-Impact:
Use the SBI model (Situation–Behaviour–Impact) to structure feedback clearly:
Situation: The context of the behaviour
Behaviour: What the learner did
Impact: The result or effect of that action
Balance praise with areas for improvement.
Reinforce progress to build confidence.
Offer guidance when learners are stuck, step back when they can explore on their own.
Avoid micromanaging, your goal is to build autonomy.
Foster autonomy by allowing learners to lead problem-solving.
Allow learners to try their own ideas, even if they are unsure.
Guide learners through challenges without providing answers directly.
Use questions to help learners break down problems.
Suggest resources instead of solutions to encourage critical thinking.
Avoid taking over the keyboard.
Remember, active listening involves full attention and thoughtful responses.
Nod, affirm verbally, and paraphrase to demonstrate understanding.
Ask open-ended questions to stimulate deeper thinking.
“What do you think is happening in this part of the code?”
“If you tried a different approach, what do you think would happen?”
“How would you explain the problem in your own words?”
Good questions spark insight and guide learners toward their own solutions.
“What pattern do you notice in the error message, and how might that help you narrow down the issue?”
“If the code isn’t doing what you expect, what small part could you test first to learn more about the problem?”
Feedback should focus on the task, provide actionable suggestions, and reinforce progress.
Effective feedback strengthens confidence and supports growth.
Using the SBI model:
Situation: “When we were debugging earlier…”
Behaviour: “…you tried several fixes quickly without checking the output each time…”
Impact: “…which made it harder to identify what was causing the issue.”
Follow with encouragement: “Your persistence is great—slowing down a bit will make your debugging even more effective.”
Celebrate small wins to boost learner confidence.
A skilled coach knows when to step in and when to step back.
Guide learners only when necessary.
Step back to allow learners to try solutions independently.
“So you’re expecting the loop to stop, but it just keeps going—does that capture what’s happening?” “Tell me a bit more about what you expected the loop to do at the end.”
Provide enough support to stay on track while promoting self-directed learning.
Use guiding questions to help learners approach problems logically.
Offer resources or reference materials rather than direct answers.
Encourage experimentation and independent thinking.
1. What is the primary purpose of asking open-ended questions?
A. To test whether the learner knows the answer
B. To encourage learners to reflect and think independently
C. To speed up the session
D. To avoid giving guidance
2. Which statement best reflects constructive feedback using the SBI model?
A. “You need to stop making that mistake.”
B. “You’re doing fine—just keep trying.”
C. “Earlier today (Situation), you skipped testing your function (Behaviour), which made debugging harder (Impact).”
D. “You should test more often.”
3. Balancing guidance and independence means: A. Giving the learner the answer when they get frustrated B. Letting the learner struggle without support C. Helping only when necessary and stepping back when possible D. Telling the learner exactly what to do
4. Problem-solving without taking over involves: A. Solving the problem quickly to save time B. Asking guiding questions to help learners break down challenges C. Avoiding questions and leaving them to figure it out alone D. Providing the full solution to avoid confusion
Scenario: A learner, feeling stuck, says: “Can you just tell me what to type?”
Task: Write 3–4 sentences demonstrating how you would:
Use active listening
Encourage independence
Guide problem-solving without taking over