Working from the Heart

I’ve given a lot of thought recently to the leadership role of teachers. I’ve been both teacher and student many times. I’ve taught voice, dance, business workshops, and most recently I’ve been assistant teaching a college course. I’ve been a student of music, dance and graduate school (twice). I have some strong beliefs about teaching and leadership that I would like to share with you.

I believe in the Socratic Method for maximizing learning.
This is probably not a popular viewpoint in some areas of teaching. It certainly was not encouraged when I was a music student, with a few notable exceptions. The Socratic method involves debate, critical thinking,  and encouraging opposing viewpoints.

I’ve had conflict with teachers in the arts who expect mute absorption and automatic respect. Even when learning a physical skill, I think it’s crucial to put what you’re learning in the context of what you’ve learned before, what you hope to learn, and ultimately what kind of artist you’d like to be. There’s nothing wrong with questioning something that doesn’t appear serve you, or asking for clarification when instruction doesn’t make sense. As a teacher I’m there to serve the student. As a student, I’m paying for a service.

In the academic world, I’ve had teachers that excelled and encouraging active debate, and also some who seemed to view it as a personal threat. I was actually told once that I shouldn’t use the word “claims” to cite a source in an academic paper, because it was too presumptuous from a mere student. The teacher told me to use the word “shares” instead. Seriously? In graduate school? Luckily this was the exception, not the rule. But it’s telling that there are teachers at the graduate level who don’t understand the need for students to learn good critical thinking and writing skills.

I believe that real teaching is transformational for both the student and the teacher.
Learning doesn’t stop when we move from the role of student to teacher. Teaching and learning should be a shared experience – not one way. Good teachers ask for, consider, and act on feedback, whether through informal conversation or surveys. Some of my favorite teachers made a habit of soliciting feedback during class on a regular basis. This created an environment where students felt comfortable giving the teacher constructive criticism, a skill most people need at work and at home.

I believe that there is a transactional element that neither party should ignore: the teacher is the student’s employee.

I would have to say this is my number one criticism of ineffective teachers. As a teacher, I am hired by the student to provide a service for them. I may have more knowledge, experience, and capability in the area they choose to learn about – that’s why they pay me. The relationship is essentially transactional; it’s an exchange of money for services. The transformational element only exists as trust is built on both sides, and if the teacher has added something of value to the student’s life.

For example, some voice teachers are very exclusive – they charge high prices and students have to audition to be accepted into their studios. The automatic assumption is that the student is incredibly lucky to be studying with a renowned teacher. And while this is true, so is the converse. The teacher is also very lucky to have that talented student to represent and add perceived value to his studio.

I believe the teacher must earn trust and respect over time. It should never be expected or automatically bestowed.

Many ineffective teachers seem to assume that not only respect, but also reverence is required of the student. They should show gratitude and obedience automatically. This is not so. As with leadership, trust and respect are earned, not bestowed. I believe humility, compassion, and empathy are required skills for teachers and leaders, not optional qualities.  I encourage teachers to remember that it’s up to them to provide adequate value for students, and students to demand it or go elsewhere.

I believe that the student always has the right to question the teacher.

I may have already covered this. You pay for it; you have the right to question it. Teachers should welcome questions, as they can help them improve their ability to communicate difficult concepts effectively. When I teach workshops where I use my own research and mental models, I encourage my students to disagree with me. What is important is that they realize they have their own mental models, values, and perspective, and that they become as aware of them as possible. Whether or not they agree with mine is irrelevant.

I believe that both students and teachers should actively exercise critical thinking.

I’ve had too many teachers who espoused, “Leave your brain at the door.” Certainly there are times to open your mind and absorb, or think creatively rather than critically. But all education should involve helping students learn to be effective critical thinkers. Critical thinking, like creative thinking, is an indispensable skill in the adult world.

It was sad for me to realize that I wasn’t exposed to critical thinking theory and skills until I re-entered graduate school in my mid 30s. Until then I had been led to believe that my ability to recognize inconsistencies and willingness to ask questions was a detriment to my learning process, rather than a boon. It was amazing how much faster I was able to integrate and utilize my learning when I could use the full power of my intellect in an educational setting, rather than just memorization and repetition.

Essentially, my rather vehement beliefs boil down to this: all teachers are leaders; they have the same responsibility to use the power of leadership as ethically, compassionately, and wisely as a CEO or minister or senator. The consequences of misunderstanding or ignoring that responsibility comes with substantial risk: the dumbing-down of our greatest resource – our nation’s minds.