The Secret to Being a Really Good Teacher or Life Coach

A basic and key element of interest in learning and skill execution is the idea of what dialog our mind is entertaining inwardly during the learning process itself. What are we saying inwardly to ourselves? This inward mind chatter is going to be influencing how our outer actions and skills will be functioning. I like how the INNER GAMEbook series makes this point.

I address such issues because I've come to understand that learning is the key, and it trumps teaching. It strikes at the heart of Rahul's question in a Mastery Coach Exchange post about the correct progression of teaching sequences.

I think sequence is valid. In light of these considerations, I place the onus upon the skill set mastery of the teacher/coach as the priority consideration. How we get to a skill is generally via a sequence of steps, including practice and eventual delivery.

However, with learning itself as the driving pivotal force being considered, is it not wise to give more weight to our instructor's actualization of their skills? Isn't it in our best interest for teachers to have masterful possession of what they teach, making them truly able to impart untainted value, sparing learners the time consuming and costly task of unlearning later?¹

What Integrity Level Do You and Your Students/Clients Deserve?

Since observation, a key element in the quality of learning, is principally an absorbing actvity, shouldn't it be a minimum requirement that whatever we observe be rich in clean "emulation data" so as to support our ease of self replication as we integrate our learning?

Thus, in my mind, the teaching correctness is organic, making it less about progression and more about how skills are embodied in the teacher. This implies a large response+ability* on those desiring to help/teach others, doesn't it?

I see this as being an integrity of the heart in communicating honestly what we have, wish to have, and clarity on what we don't (yet) have when offering to teach or assist others with our help. It makes us consider the quality of our training and the real nature of our mantle, too.

It doesn't get much better than this:

WHO is the learner?

Teacher: "I am!"

Student: "I am!"

* I choose to break the word, responsibility, down to its core components and spell it as "response" and "ability" to emphasize the importance of both words within the context of this article. Using this technique I am able to hone a more pointed meaning into the consciousness of the reader without departing from the article. Also, it serves the purpose of strengthening the implication of obligating oneself to higher personal standards of what they will not impart, because it would create a need for costly unlearning later.

¹ For more thoughts on unlearning discussed from the teaching side of this equation see Will's Classroom Practice & On My Mind Blog (Will Richardson) for his post on Feb.07, 2007, "The Steep "Unlearning Curve" at http://weblogg-ed.com/2007/the-steep-unlearning-curve/