A proactive teacher would likely to change his/her approach in teaching which can be done

through coaching. Through coaching, classroom observation, which is a part of coaching

practices
takes place when teachers require help to deal with their instructional problem (Sullivan&
Glanz,
2000) and that the teacher-coach relationship is collegial (Knight, 2011). However, since
teachers
vary widely personally and professionally, not everyone would be able to identify their own
instructional needs or are willing to accept support from others (Knight, 2011). However, a
coach
can help teachers to overcome this problem if the teachers are willing to share. The question
is
whether coaches are able to implement the elements of coaching e.g. collaboration, trust,
support,
feedback and reflect