INSTRUCTION:: Communication: Analysis

In this posting I will talk about the way we should consider approaching a student – teacher relationship, in general.


When dealing with someone of lesser informational endowments, you must take some particular things in to consideration. In this posting I will list and expand on these things.

  • Instructor’s Seeing

In this you, you should find the following:

  1. You should see the History of the student.

Having an understanding of the historical references of the student is very important. How has the art you are instruction played in the students past life span?

2. You should take up how they see the task at hand.

Understanding their history will give you a good start to seeing how they see the current task you are instructing. Many factors play into a students experience in a session, these are usually clouded by past events that bleed into the present moment. Take this into consideration, as it can only aid you both.

3. You should see them at their current ability level.

Try not to employ things on them that are either, way out of their league or not challenging enough. This balancing act is of great importance! As an instructor, this is a large part of your job. Based on your knowledge base, you can gauge where the student should be by approaching them at their current ability level.

4. You should see their prospective on the activity.

Try to put yourself in their shoes. Keeping a constant flow of information may not work for everyone. Some students respond better to image or sound based learning. Try things out to in order see their prospective of the activity. If something doesn’t work, then move on and try something that does. This doesn’t mean that what you tried previously wont work again. So, don’t discard the things that don’t work presently.

  • Enforcement

You should gently enforce the following:

  1. Positiveness – Enhance the positive things that happen! **Important**
  2. Correctness – Enhance the things that they do that are correct! **Important**
  3. Non-judgement(both, on the student or by the student on their self.) – Strive to come across as a non-judgmental teacher. If you set the example of being non-judgmental they will follow thereafter, over time, at not being judgmental on themselves.
  • Self-Impositions

You shouldn’t impose the following:

  1.  What you believe they need to learn. – Sometimes what they “need” to learn is not the same as what you think it should be. Sometimes what they “need” to learn is actually something they “want” to learn. We can all agree that when starting something new or different, it is viably important that interested is generated and kept. Therefore, we should sometimes come down from our all knowing seats and allow the student to choose the activity in some cases.
  2. Where you think they are. – Making sure that you don’t assume their level of ability.
  3. Thinking, you know the best for them – regardless. – Sometimes, thinking that you know the best for them can be your single fall out. As instructors, we are gifted with the knowledge we worked so hard for. But, when thought of, you realize that what got you to that point of knowledge is ignorance to begin with. Therefore, by placing yourself in the “knowledge seat” you are exciting yourself from further education. Allow yourself to be open to their current educational state. For each student is different, and should be approached as such.
  • Understanding

You should consider the following:

  1. Understand their goals. – Ask questions about their goals; constantly.
  2. Understand their weaknesses. – Notice their weaknesses; gently change.
  3. Understand their strengths. – Become aware of the things the excel in.
  4. Understand their technical placement. -Where they in a technical manner.
  5. Understand their base point. – Where they are starting from.
  6. Understand how they may view things. – How do they view the current activity.

By: Thomas McGregor


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