ABSTRACT
It is not solely by satisfactory arguments that one learns how to teach or coach; it is by building up experience through continuous experimentation. In their classrooms, teachers are constantly experimenting with different ways of interacting with pupils or with methods and teaching styles that could affect student learning in a positive way. Although this type of real-life experimentation does not meet all of the criteria of a ‘true’ research experiment, as will be explained further in this chapter, it is by no means less valuable.
