Coaching can feel like walking a tightrope. On one side, you have students who need your knowledge and expertise. On the other, you know that the most powerful learning happens when students discover solutions themselves. This tension between sharing what you know and letting students find their own way is one of the biggest challenges new coaches face.
The truth is, effective coaching isn’t about choosing between being directive or non-directive. It’s about knowing when to use each approach. This article explores the spectrum of coaching interventions—from directive to non-directive—and introduces a guiding approach that bridges the gap. You’ll discover how to support self-determined learning while still providing the knowledge your students need to succeed.
Directive interventions place the service provider in the expert role. Think of consultants, mentors, teachers, and many therapy models like cognitive behavioral therapy or dialectical behavior therapy. These approaches involve telling, advising, and sharing opinions directly.
In directive coaching, you’re the one with the solutions. You assess the situation, determine what needs to happen, and guide the client toward specific outcomes. This approach works well when:
Pure coaching takes a non-directive stance—what we call “organic coaching.” Here, the client is seen as the expert in their own life. Your role shifts to listening, inquiring, reflecting, and supporting as students develop their own solutions.
This approach honors the principle that people learn best when they discover answers themselves. It builds self-efficacy, creativity, and critical thinking skills. Non-directive coaching works particularly well when:
Between directive and non-directive lies a third option: guiding. This approach combines the client-centered philosophy of coaching with strategic knowledge sharing. It’s exemplified in methods like Motivational Interviewing and evidence-based coaching.
Guiding uses the “ask-tell-ask” strategy:
This approach respects the student’s existing knowledge while filling gaps where needed. It’s particularly effective when working with adult learners who bring rich life experiences to their learning.
To understand when to use each approach, it helps to consider the broader educational continuum. This spectrum moves from pedagogy through andragogy to heutagogy—essentially a journey from dependence to independence.
Pedagogy is the science of teaching children or dependent learners. It’s characterized by:
This approach makes perfect sense when students are learning something entirely new. If someone knows nothing about a particular subject or skill, pedagogy fits. The teacher carries the load of sharing knowledge in a way that helps learners obtain the working knowledge needed to move forward.
Andragogy focuses on adult learning principles. It’s characterized by:
This approach works well when learners have knowledge to build upon or when they’re learning to apply existing knowledge. The teacher determines what needs to be learned, but the learner has input on how that learning happens.
Malcolm Knowles identified four key principles for adult learning:
Heutagogy represents learner-centered learning where students choose their own adventure. It’s characterized by:
This approach develops capability—the confidence to apply knowledge effectively in the real world. Students move from being competent (having knowledge and skills) to being capable (confidently applying them).
Understanding different types of learning helps determine which coaching approach to use:
Single-loop learning focuses on actions and outcomes. It’s behavior-oriented and asks: “What did I do that contributed to this outcome, and how can I adjust?”
Double-loop learning goes deeper, using metacognition to examine assumptions and thinking patterns. It asks: “How am I perceiving this, and how can I shift my perspective?”
Triple-loop learning considers context and values, asking: “How does the environment influence my thinking and behavior, and which values are driving my actions?”
Each type of learning may call for different levels of coaching support.
The key to balancing directive and non-directive coaching lies in using a “least-to-most prompting” approach. This strategy starts with minimal support and gradually increases assistance only as needed.
Start with the least intrusive support:
This graduated support system:
When working with students or clients, start by giving them space to work independently. Only move to the next level of support when they demonstrate a clear need. This might look like:
The level of support you provide should match your student’s or client’s developmental stage and learning needs:
When young people are encountering entirely new concepts, a more directive approach may be appropriate initially. Provide clear structure and foundational knowledge before moving toward self-directed exploration.
Young people with some background knowledge benefit from the guiding approach. They can build on existing knowledge while filling gaps through strategic information sharing.
Experienced students or clients often thrive with minimal direction. Focus on asking powerful questions and reflecting their insights back to them.
Your ultimate goal is helping young people become self-determined learners. This means creating conditions that support:
Respect students’ intrinsic desire to make choices and shape their own learning. Offer options and honor their preferences whenever possible.
Help students develop confidence in their ability to achieve their goals. Celebrate small wins and acknowledge their growing competence.
Encourage students to think creatively about challenges. Ask questions that prompt innovative thinking rather than seeking predetermined answers.
Build in time for students to think about their thinking. Ask questions like “What’s working for you?” and “What would you do differently next time?”
Mastering the balance between directive and non-directive coaching takes practice. Here are some ways to develop this skill:
Before each coaching session, consider: What does this student already know? What gaps exist? What’s their confidence level? This assessment helps determine your starting point on the support spectrum.
Try this three-step process in your next coaching conversation:
Strong questions are the foundation of effective coaching. Practice asking:
Notice when you feel the urge to jump in with advice or solutions. Pause and ask yourself: “Is this the least intrusive level of support right now?”
The art of coaching lies not in choosing between directive and non-directive approaches, but in skillfully moving between them based on the young person’s needs. By understanding the educational continuum and using least-to-most prompting, you can provide just enough support to help students succeed while preserving their autonomy and building their capability.
Remember that your role is to create conditions where students can discover their own solutions, while being ready to provide knowledge and guidance when truly needed. This balanced approach honors both your expertise and your students’ capacity for growth.
The goal isn’t to eliminate all directive moments—it’s to use them strategically and sparingly, always with the aim of returning to student-centered discovery. When you master this balance, you’ll find that your students or clients not only achieve their immediate goals but also develop the skills and confidence to tackle future challenges independently.
If you’re ready to take your coaching skills to the next level and master the art of balancing directive and non-directive techniques, consider enrolling in one of our coach training programs. These programs are designed to equip you with the skills, strategies, and confidence needed to empower students or clients effectively. Join today and start building a foundation for successful, impactful coaching!
