People are not equal! It may seem incorrect to say but we’re not. Adding to that all clients are also … not equal! Clients learn in different ways, and also have different motivations which have drastic impacts on their individual outcomes.
However in this case—client equality and their motivations really don’t matter, because in this post we’re really looking at when most learning occurs, not how!
Disclaimer: Some professional subject matter is subject to official academic requirements and certifications
“I’m just a regular person. I can’t be an instructor. I’m not formally qualified in this. I can’t be a teacher.”
Self doubt is something that every instructor goes through. But what if the doubt meant nothing? Do you need an education to be an instructor? Sure it’ll help. But what if you could transform yourself personally and professionally as an instructor? It can be done!
Whether you’re teaching for fun or for your business there are going to be times when as the expert of your subject matter you’re going to have the opportunity and also the obligation to introduce new concepts. But introducing new concepts can also be a dangerous time. So much so that there are serious chances that your new information can scare your audience.
In general Teaching is all about giving students a chance to learn new things, but it isn’t always that simple. No matter how much a students consciously wants to learn, subconsciously the student also wants to reject new ideas at the first available opportunity.
It’s a question that tends to get raised at all the wrong times, and not something that really gets thought about all that often, normally not until there is a problem. But when it comes to something as important as instructing within education and training of any person, whether it be school students or mature adult students, the ideal is where any student is taught by a ‘good teacher.’ But what exactly makes a good teacher?
Right or wrong this is a question that has many subjective answers. And this is a good thing. If the quality of an instructor was purely measured in hard objective indicators then there would be a convergence of instructional skills and techniques and the art (and skill) of teaching would take on a very linear, predictable pattern.