We focus on each student’s unique gifts and strengths and assists the student in developing competencies towards self-identified and mutually agreed-upon goals.
An essential principle of Taking Charge® is the concept that learning and language are inextricably linked. Taking Charge® focuses on the roles of teachers and other professionals as Linguistic Coaches working in partnership with learners to observe (or “listen” to) the underlying assumptions that lead to effective and ineffective communication and learning. We support students in addressing their own human concerns and/or underlying assumptions and awareness through language and refection, tone of voice and positioning. Using questioning phrases like, “How can I support you?” “What do you need?” “What’s wrong?” in a neutral, accepting tone of voice, while sitting next to the student, enables the student to address their own personal concerns in a consistent, safe and nurturing environment.
Developed by Nancy J. Lavelle, Ph.D., Chair of the Board and Founder of the Institute for the Redesign of Learning, Taking Charge® focuses on each student’s unique gifts and strengths, and assists each individual in developing competency in self-identified goals.
- We are whole, able and complete
- Personality Responsibility
- Learning Environment
- Curriculum Design
- Concerns and Competencies
- Challenges to Learning
- Action for Learning
As educators, therapists, administrators, parents/ guardians, and as learners, the Taking Charge® approach empowers learners to experience themselves as learners whole, able and complete just as they are and just as they are not, and capable of developing competence in self-identified areas of concern.
By focusing on the small steps leading to learning competence, learners naturally shift their self-narratives from “I can’t do it” to “I’m learning how to learn!” becoming personally responsible for their own learning process.
To learn more about the Taking Charge® approach, please see our website: TakingCharge.com