Use coaching tools and cognitive science to improve your teaching skills.

language coaching marcela harrisberger

Always learning and improving

We can learn how to make better use of the brain and put it to more efficient work, all it takes is some specific training that can be done online or face-to-face, in groups or individually.

Make your teaching stick

Our main goal as language teachers is to help students reach their fluency goals and be able to use their skills to achieve their personal objectives in life. However, not every teaching approach is capable of providing students with the tools to actually retain knowledge. Simply because having information doesn’t mean they acquired the knowledge. Let me give you an example: a student is required to match some words to their definitions. When he sees both the meaning and the words, he can easily accomplish the task. Later, the teacher asks him to explain the meaning of the words with his own words, and he struggles to do so. This happens because he had information about the words and definitions, but he hadn’t actually learned them, made them part of his own language repertoire, and therefore he wasn’t able to retrieve the knowledge in order to explain the idea himself.

This is a clear example of the illusion of knowing, or illusion of competence. The brain triggers us to believe something has already been internalized, but in fact, it was only available to us while it was being processed in the working memory (also known as short-term memory) and once it slipped away (because the working memory has limited space and is capable of dealing with only small amounts of information at a time) , it was not strong enough to be retrieved from the long-term memory, where it should have been stored.

The bottom line is, no matter how great your class is, and how qualified a teacher you are, if your teaching approach doesn’t cover the pitfalls of the mind, all your teaching will be vanished from your students’ brain, unless both of you do something to avoid it.

Learning is hard because of the theory of the Forgetting Curve. German psychologist Hermann Ebbinghaus studied the effects of memory loss in himself and found out that most of what we learn is exponentially forgotten. He also discovered that this memory loss can be combated by approaching learning and teaching from a different perspective.

There are more efficient ways we can teach and better ways students can learn. By joining recent neuroscience discoveries to better make use of the brain and coaching tools and techniques to make sure new study habits are sustained, we are able to ensure learning really sticks to the students’ minds.

This is my goal. To study and find out the best ways to help my students REALLY learn and become autonomous users of the language, and spread the word to help other teachers do so.

To change your results, change the way you do things.

Get in touch to find out what I can do for you.

Marcela Harrisberger
Contact: +49 (0) 157 8829-6932