| We can shape the leaders of tomorrow by teaching | | | | 8) Teach with A Heart of Passion |
| them today. | | | | The best form of teaching is not data-crunching. |
| People who are effective in influencing others have | | | | Effective teaching should be personal and with |
| the ability to communicate effectively and have the | | | | passion. The things you can share with your own heart |
| ability to teach effectively. This essentially means that | | | | will mean so much more to your students than |
| good leaders have the ability to communicate and | | | | anything out of an ordinary textbook. Everyone can |
| teach. There is a chance that a person may be able | | | | read and "teach" from a textbook - but is that |
| to teach yet not lead, but a person who leads | | | | teaching?! |
| successfully also teaches successfully. | | | | 9) Repeat The Process |
| In order to ensure that people at every level | | | | In order for your students to remember the things you |
| understand the priorities of the moment, you need to | | | | have taught them, the best way is to give it to them |
| simply teach them. In this way, they can be developed | | | | more than once. It can be through summary, additional |
| into leaders of tomorrow. | | | | notes, mini tests, or simply by asking them questions |
| Following are some tips that will help us to become | | | | over and over again in during different time of the |
| better leaders, as such better teachers: | | | | class. |
| 1) It is not about You; It is about Them | | | | 10) Ask Good Questions |
| When you are going to communicate, always | | | | Effective trainers understand that learning is about |
| understand you are not the star. It is not about you. It is | | | | exploring the unknown and that it begins with questions. |
| about the people with whom you are trying to | | | | It should be questions that actually seek thoughtful |
| communicate. They are the one that matters most. | | | | answers from your students. |
| 2) Study your Students well | | | | 11) Stop sending them data but teach them how to |
| Great trainers know their material as well as their | | | | think |
| students well. To know your material and not your | | | | Data does not make your students become much |
| students, it simply means that you have something to | | | | better. The best way for them to learn something is to |
| give, but no effective method to deliver it. | | | | think about it. Once they picked up the skills of |
| 3) Teachers should create a safe environment so that | | | | effective thinking, learning will become easier and on a |
| students dare to take risks | | | | long-term basis. |
| It is important for you as a leader to create such an | | | | 12) Stop Talking & Start Listening |
| environment where there's a sense of security for the | | | | Effective learning should be a two-way process. It |
| person you want to develop. Learning requires the | | | | should be a dialogue between the students and the |
| room for mistakes to be made. When the atmosphere | | | | trainer. In order for the students to learn effectively, it is |
| and the environment allow room for vulnerability and | | | | therefore very important to listen to them to find out |
| mistakes, material is absorbed very quickly and | | | | about their learning progress. Remember it is not what |
| effectively. If students are not allowed to make | | | | we the trainers want to teach, it should be what the |
| mistakes during the training period, then when?! | | | | students want and need to learn that matters. |
| 4) Great teachers radiate Passion as well as Purpose | | | | 13) Let your students teach each other |
| The difference between a mediocre teacher and a | | | | Great trainers and coaches understand that their |
| great coach / trainer is not expertise. It comes down | | | | students have the ability to communicate and teach |
| to passion - passion for the material and passion for | | | | each other, many times more effectively than they |
| sharing information and experience with the students. | | | | can. Peers normally relate to one another better than |
| 5) Students learn more when teachers share | | | | students do to teachers. Partner-Sharing and |
| Goal-Setting with them | | | | Class-Sharing are good activities to conduct. Many |
| Most students fail to see the gap between where | | | | Train The Trainer programs available always highlight |
| they are and where they need to be. Teachers need | | | | this as a very important factor for effective coaching, |
| to conduct and inculcate Goal-Setting activities with the | | | | but many do not practice it as they fear that others |
| students. This is because if you lose you fail to see | | | | may say that they are not doing their job in "teaching". |
| that gap, you cannot gauge and will lose your incentive | | | | 14) Different student require different approach |
| for learning. | | | | To be an effective trainer, we need to understand that |
| 6) Communicate Clearly & Simply | | | | different students learn differently. Some are visual, |
| The essence of teaching and learning is essentially | | | | some are audio while others are kin static. We need to |
| communication, and the biggest challenge that leaders | | | | engage the class of students in as many ways as you |
| face is whether student understand them. Always | | | | can. We should include a mixture of white-board |
| remember, Context is more important than content. | | | | presentation, reading aloud by students, power-points |
| This meaning having more energy in the class is more | | | | and class participation in order to be effective in |
| important than having great amount of data, because | | | | coaching them. |
| the level of energy will easily convert effectively the | | | | 15) Never stop coaching |
| data to become valuable information for the students. | | | | Effective teaching is about the quality of the |
| 7) Practice Vulnerability without Loosing Credibility | | | | relationship between the teacher and the student, and |
| To many people, being a teacher or a leader means | | | | it does not stop there when the class is over. It should |
| appearing as though they are invincible and knows all | | | | be an on-going process. Great trainers should be |
| the answers. Any sign of vulnerability or ignorance is | | | | leaders that are always passionate about what they |
| seen as a sign of weakness. These people can make | | | | are doing, imparting what they are learning and passing |
| the worst leaders, as such the worst teachers. We | | | | it on to others as quickly as they possible can. The |
| see a lot in Top Schools where the teachers are | | | | goal of a great leader is to impact his students by |
| usually scholars in their higher education. They are | | | | learning how to communicate effectively. Even if you |
| taught with a mindset to not to fail. Be honest about | | | | data is good, their ability to receive it and turn them into |
| what you know and what you don't know with your | | | | valuable information is based upon your ability to |
| students. Do not try to give them a false answer as | | | | communicate it effectively across to them. |
| you will lose even more credibility that way. We do | | | | For current teachers, tutors and trainers, I hope the |
| have to emphasize the things that we know very well | | | | above tips will help you to become better coaches for |
| and the things that we can actually teach. | | | | your students. |