Category / teaching

by Nathan Coumbe

The real work of a teacher

Maybe your job isn’t to teach the class a mass of information.

Instead, your job may be to show students you believe in them. That they have value. That they are anything but average. 

Analyze a great piece of writing they submitted with the rest of the class.

Have them teach a math solution to a concept they’ve grasped.

Give them the opportunity, as my middle school teacher did, to stand up and lecture on a great moment in history on which they have become self-motivated experts.

Do your best to get them the information, but more importantly, help them understand their worth as human beings.

After that, the learning will take care of itself.

H/t to Ryan Holiday for this one.

by Nathan Coumbe

A trick to help you better enjoy work

There’s one tiny thing you can do to drastically increase the enjoyment and satisfaction you get from work.

When you learn something new – whether it’s related to the “job“ or not – share or teach it to someone you work with. 

I once learned that a tiny practice we did at the office wasn’t just for fun or recognition. It also had real financial benefits to the company. 

Scared as I was to speak up, I shared it with my small three-man team…and discovered that my boss didn’t know about it. I was able to teach him something new.

Don’t assume just because someone’s been working somewhere longer than you that they know everything about “how things are around here“.

Be generous with your knowledge. It will only pay you back. 

by Nathan Coumbe

Respect must come before respect

You can’t treat children as less than human, then expect them to give you respect in return. 

Just because they aren’t yet adults doesn’t mean they don’t deserve dignity and respect. 

“Children should be seen but not heard…” That was the mantra many adults from my parents’ generation lived by (though, thankfully, not mine).

They have tiny, yet insightful opinions. They possess creativity and vivid imaginations you’d kill to reclaim. 

And their questions are incisive enough to make even the wisest philosophers question their views.

The Golden Rule applies to our kids as well as our peers… 

by Nathan Coumbe

How to Make Revolutionary Change in Your Personal Life and Career

Dr. Covey taught me perhaps the most important and fundamental life lesson of all. It’s the idea of paradigms and the See-Do-Get formula.

What Are Paradigms?

Paradigms are our ways of seeing the world. As Dr. Covey describes it, they are maps of the territory we are navigating. As we know, maps are a representation of the world but not the world itself. These “maps” affect every aspect of our daily lives.

See-Do-Get

Our paradigms put us into a cycle known as “See-Do-Get”. How we see something (our paradigm) affects our behavior (what we do). Our behavior affects the results we get. These results then reinforce our viewpoint. They become a never-ending cycle that can only be short-circuited by changing how we “see”. We must examine the map.

A Story to Illustrate the Point

I once knew a teacher whose students approached him about putting on a short play for the school. They saw this as a way to put the English literature they were studying into a fun and creative context. But this teacher saw his students as an uncreative bunch of hooligans with no talent. He did not believe them capable of staging anything worthwhile.

Grudgingly, he let the students “try” to put something together. Because of his mindset, he failed to encourage them, coach them, or help them in any way. His only offering was scathing criticism because he saw no possible positive outcome. The students became increasingly frustrated and unhappy with their efforts. They began to believe their teacher correct in his views and quit the project after a few weeks. Their “failure” further reinforced the teacher’s own paradigm.

I felt devastated when I found out about the situation from the students. Why did it happen that way? Because he saw them as uncreative, incapable, and without talent, he treated them as such. He failed to help or encourage his students and did nothing but criticize and condemn. This behavior led to the results he expected all along.

The Root of Any Problem

How we see a problem (or person, political party, or random happenstance) is a problem itself. It affects our behavior and the results we get, leading to a self-fulfilling prophecy.

Design thinking teaches us to reframe problems in ways that allow us to take positive action on them. Only by changing how we see something can we get to the root of the issue. If you want to make positive change in any area of your life, first examine how you see the problem.

What would have happened had this teacher been aware of the way he saw his students? What if he had taken a step back and seen them as young, curious, and full of potential? Maybe he would have treated them as budding thespians and offered encouragement. This change in behavior might have led to a fun, engaging, and successful student project. And who knows? It might have had lasting effects on all the students, even the ones who came to watch.

Instead, his negative mindset destroyed all hope of having any success at all.

I’ll leave the final word on this subject to Dr. Covey himself:

“If you want to make minor improvements, change your behavior. But if you want to make quantum improvements, change your paradigm.”

—Dr. Stephen R. Covey

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by Nathan Coumbe

Creating Football Fans

There are two components to learning a subject:

  1. You must want to learn whatever the subject is.
  2. You must constantly engage with the subject until it becomes a part of you.

This is how die-hard football fans (and players) are made. We don’t give them a textbook and test them on all the information it contains – we create an environment where a person wants to learn about the sport, and then we expose them over and over again until it becomes a part of his or her identity.

How do we replicate this in a classroom? How can we create people, children and adults, obsessed with learning something other than sports?

We’ve gotten really good at creating a culture obsessed with football; we’ve done a poor job of creating a culture obsessed with history, literature, or science.

by Nathan Coumbe

Praise the good. Ignore the rest.

If you want to create lasting influence with others, or change for the better, there is really only one way to do it:

Praise the good.

“So long as a person did anything good, he would praise him and use him for the service in which he excelled, but to his other conduct he paid no attention…”

–Cassius Dio writing about Roman Emperor Marcus Aurelius

When Emperor Marcus Aurelius wanted to influence other people, to reinforce the behaviors and actions he wanted to see, he would praise the person who did the good deed. This is actually quite Pavlovian in its execution.

Conditioning good behavior

Remember Pavlov from your introductory psychology class? Pavlov would ring a bell before he gave his dogs food; the food caused the dogs to salivate. Eventually the dogs associated the ringing bell with food and would salivate when the bell rang, even when Pavlov did not give them food.

Marcus essentially did the same thing with those in his service: whenever they did something of which he approved, he praised it. This constant reinforcement of the good conditioned his people to do more good work in the future. But there is a second part to Dio’s observation above…

Pay no attention to the rest

Not only did Marcus praise the good, he ignored the behavior and actions he didn’t want to continue. Why did he do this?

There is a wonderful little book who’s first chapter discusses this at length:

“Don’t criticize, condemn, or complain.”

–Dale Carnegie, How to Win Friends and Influence People

How often have you had a positive outcome after you criticized someone for doing something? I would hazard a guess at 10%.

When you criticize someone, they get angry, defensive, and emotionally illogical. He or she will justify the action rather than accept that it was wrong. It’s a natural human response. We don’t like to be wrong, and we definitely don’t like other people pointing out our poor behavior.

Therefore, the only way to get the results you want from other people is to praise them when you seeing them do the good deeds you want done. Criticizing the bad doesn’t work: it only causes resentment.

“We are not dealing with creatures of logic. We are dealing with creatures of emotion, creatures brisling with prejudices and motivated by pride and vanity.”

–Dale Carnegie, How to Win Friends and Influence People

(Of course, there are some behaviors that are dangerous, illegal, immoral, or that might harm others; these behaviors must be stopped immediately. Those sorts of behaviors are not the topic of discussion here.)

Be a model

How do let others know what good actions or behaviors are? You must be a model. Do the things you want others to do; be the kind of person you want others to be.

Seth Godin likes to say, “people like us do things like this.” Invite people to be “people like us,” whoever you think “people like us” should be. Then, do the things you want others to do, and when they follow, praise them for it!

Model good behavior. Praise others when they perform good work. Ignore the rest.

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by Nathan Coumbe

How much is enough?

I asked myself this question a few days ago and elaborated on it in my journal. Specifically, I was asking myself, “How much money do I need to make to feel like I am making enough?”

Honestly, making more money right now would not bring me any more happiness. It’s not money that my conscience is crying out to gain: it is meaning, purpose, the ability to use my God-given talents and strengths to serve and help other people.

The income I make now is actually more than enough to satisfy my needs at this moment. So why am I not doing something that fills my cup?

Have you ever asked yourself what enough is? If you made $40,000 a year, could you live on that if it meant you were doing something you cared about so much and so thoroughly enjoyed you couldn’t dream of doing anything else?

My answer is yes. Yours may be different. At a certain point, making more money is just making more money. Studies tend to cap the increase in happiness that comes from money at about $75,000.

So what goal, idea, or passion is the quest for more money preventing you from pursuing?

Are you, perhaps, an artist who wants to paint? A musician who wants to play and teach? Or are you, like me, a teacher who simply wants to teach?

Ask yourself this question: could you, honestly, make a living knowing the starting or average income that job in your head receives? Could you survive, or even thrive, if it meant you were doing what you felt passionately called to do?

The irony is most of the time when you quit pursuing money and start pursuing passion in the service of others, more money than you imagined comes into your life.

How much is enough? Could you make it doing what you love?

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by Nathan Coumbe

This one is just for me

(These are simply thoughts I needed to work out yesterday. Feel free to skip today’s post, as it is rather selfish. However, if you, for whatever reason, read all the way through this post, think about where all the signs in your life are pointing; ask yourself why you are hesitating going down the road.)

What do you do when all the signs are telling you to go a certain way? Why don’t you just go?

All the aptitude tests, interest assessments, and personal inventories tell you to go do this one thing, but still you hesitate.

Is it because you don’t know the next step to take? No, because you know the next step – get a graduate degree.

Is it because you don’t know the field in which to get the degree? Maybe…you do have trouble choosing between your varied interests.

Is it because of what you read and hear? Perhaps so.

“Professors don’t make a lot of money.”

“Most professors are adjuct, so they have work at multiple schools without receiving benefits from any of them.”

“Colleges are slowly dying – it’s hard to get a job at one, and it isn’t the most secure form of employment anymore. The cost of college is keeping people away, and the student loan crisis is going to cause all of them to fail.”

“You may be teaching in a field you love, but the students might not care about the material.”

“Half of the Ph.Ds out there are working in fields unrelated to their studies.”

Or perhaps it’s internal. Students are borrowing small fortunes without thinking to study things (or party but still somehow get the grade) that won’t guarantee them a stable job and a livable wage. That is something in which I cannot, in good conscience, involve myself.

Is it because you might have to stop working, taking a severe pay cut in order to attend?

Are you afraid you’ll fail? Perhaps you are worried you might get the degree, but you won’t be good enough/smart enough/talented enough/hard-working enough to be the best, which means you might not be sought out by the people who need the expertise you went to obtain.

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by Nathan Coumbe

Getting the grade

Students are so driven to get the grade that they will cheat on tests and assignments. 

Why?

Because we’ve taught them that the grade, not the learning, is important. 

If all our emphasis is on the grade, then of course they are going to cheat. Or cram. Or do just enough to get by.

“Will this be on the test?”

What is the end goal of education? Is it getting good grades, or imparting knowledge, skills, and wisdom to students?

If it is the former, then don’t be surprised when students cheat, cram, and stumble their way through class. 

If it is the latter, if the “why” behind education is learning rather than grades; encouraging curiosity and leadership rather than compliance; expect to gain willing enrollment from those in your charge. 

What is school for?

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by Nathan Coumbe

Teach someone else

Do you want to know how to retain anything you, yourself, are trying to learn?

Teach someone else.

A teacher, after all, is nothing more than a professional learner. Any teacher worth her salt will tell you that the greatest learning comes when one knows one will have to teach the material being learned to someone else.

The next time you find yourself reading a book, taking a course, or watching a video lecture, imagine that the reason you are learning the material is so that you can teach it to a small group of people in 48 hours.

Better yet – actually teach it to a small group in 48 hours. If you can’t get a group together, then teach a few people individually. If that is impossible, then write a blog post, or record a quick video lesson, and publish it.

“To know, but not to do, is really not to know.”

–Stephen R. Covey

To know and to do, but not to teach? Well, that’s just not right.

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