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My experience with students of all ages as a teacher and coach has been interesting and very positive.

My time with students, teachers and others in the educational setting has presented the following.

The "teacher" in academics and athletics is the student.

The learner in the educational setting is the teacher.

The learner in the sports setting is the coach.

Each student has interests and potentials.

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Students develop when those who come to understand them develop ideas and practices that fit each students appropriately according to their unique dimensions and needs.

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Teachers and Coaches who study each student can discover potential, knowledge and growth.

The means for finding the interests can belong to each parent, teacher and coach.

All people need feedback and support from an “observer” - friend, colleague or parent.

   Time for learning is positive when interest, discovery and feedback is possible and shared.

When sharing and development happen "Growth Mindset" is working.

When the student is teaching / educating those who support her or him by expressing and demonstrating interests and abilities, then the parent, coach, observer (perhaps another student), teacher, department head and administrator all become the learners. They have become the "learners" by accepting responsibility for exploring and creating a process of learning with each student, 1:1. How do they work with their experience, discovery of the existing process of each student? It is unique for each person in the above diagram.

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The photos below provide examples of students working together. In each the decision to participate and explore is supported by those with experience who make suggestions and provide support. As two or more students work on a variety of balances, others are watching. Classes or workshops are places where students, when they express an interest in trying something - are supported when they want to work with each other. 

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 For some exploring comes after a chance to observe and decided.

At a Day Care Center in Philadelphia, a boy put his head in his hands when I asked at 8am,

 "would you like to try something?" 

 I asked again at 9am; No change.

At 11am I said, "you only do it when you want to."  

Then his head turned slightly to the side and he looked up.  

At 2pm I saw him looking directly at me. With a smile he responded to, "now are you ready?"

He got up, ran over & jumped - arms out."

For others exploring comes after a chance to observe and decide.

Some people observe and learn how others work and discover.

When feedback is desired, they interact and explore "possibilities".

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