Why not everyone can be a good Teacher
The Pen and Sword Journal - Vol 30
Hello dear reader, hope this year has found you in good health and moral strength. I want to start today’s article with an interesting story. It is a one of my favorite stories attributed to Buddha (Siddhartha Gautama). Also, for me, it represents many lessons that we can apply in micro, in our daily life, to refine our teaching abilities.
Here it is:
Once, Buddha was asked, ”How many people have become enlightened amongst your disciples?”
He said, ”Many.” He showed...”Look!” Manjushri was sitting by his side and Sariputra and Modgalyayan and Mahakashyap. He said, ”These four people are right now present here – they have become enlightened.”
The inquirer asked, ”If they have become enlightened why they are not so famous as you are? Why nobody knows about them? Why they don’t have thousands of followers?”
Buddha said, ”They have become enlightened but they are not Masters. They are ARHATAS, they are not BODHISATTVAS.”
The difference between the ARHATA and the BODHISATTVA
The ARHATA knows it but cannot make it known to the others; the BODHISATTVA knows it and can make it known to the others.
THE BUDDHA (Siddhartha Gautama) has divided the enlightened persons into two categories.
The first category he calls the ARHATAS and the second BODHISATTVAS. The ARHATA and the BODHISATTVA are both enlightened; there is no difference between their experience, but the ARHATA is not a Master and the BODHISATTVA is a Master.
The ARHATA has attained to the same truth, but he is incapable of teaching it, because teaching is a totally different art.
For example, you can see a beautiful sunset, you can experience the beauty of it as deeply, as profoundly as any Vincent van Gogh, but that does not mean you will be able to paint it.
To paint it is a totally different art. Experiencing is one thing, helping others to experience it is not the same.
There have been many ARHATAS, but very few BODHISATTVAS. The BODHISATTVA is both enlightened and skillful to teach what has happened to him.
It is the greatest art in the world; no other art can be compared with it, because to say the unsayable, to help people come out of their sleep, to find and invent devices to bring what has happened to him to those who are thirsty for it and help them to get it... it is a rare gift.
In enlightenment, there are no degrees; either one is enlightened or one is not.
Once a person is enlightened he has the same flavor, the same fragrance as anyone who has ever become enlightened or will ever become enlightened.
But to relate the experience, to communicate the experience, is not possible for all.
Reproducing information vs Transmitting Knowledge
O course in this article I will not focus on reaching enlightment, but I find this story very thought provoking and it inspires me to apply it in micro, in a smaller scale as far as teaching is concerned.
It's quite likely that amongst various teachers in different subjects, you've encountered a teacher who bore you to death within the first minutes they started talking. Each time, you felt the need to employ Zanshin 残心, concentrating your mind through willpower just to stay engaged with their explanations. In a way, these types of lecturers (a more fit term) were merely presenting information on a purely theoretical level, even if they weren't delving into quantum physics but were attempting to explain a skill, an art, or a social situation. It appeared as though their method of explanation lacked vitality, evident in their vibe, tone of voice, intonation, body language, and overall psychological state. Even though they might have experienced what they were trying to teach, to you, it seemed like they weren't living what they were trying to convey. Somehow, they were not transmitting their experience.
Then there were the teachers, that were more than just lecturers. They captured your interest effortlessly, without you needing to exert mental will to keep your mind focused. They seemed to enjoy what they were talking about, and unconsciously gave you the impression that they really have lived what they were talking about. This was not just about citing theory. They had put that theory to practice by experiencing it. Thus, the information they were sharing was enriched by that experience, and became genuine knowledge that you couldn’t ignore.
Certainly, these two represent opposite ends of the spectrum, with various teacher variations falling in between. What I want to emphasize is the distinction between individuals who share their lived experiences, by transmitting it in your mind and spirit, and those who merely reproduce theoretical information. While both are commonly labeled as teachers, I view teaching not just as a profession, but as an art—one that not everyone is naturally adept at. Without casting judgment, it's entirely reasonable for someone not to excel in teaching, just as it's natural for someone not to excel in painting, singing, and other pursuits. No one can master everything, and no one is perfect.
My reflections regarding my experience with teaching and my experience from a student’s perspective
I have several years of experience teaching martial arts, philosophy, and psychology. I can confidently admit that when I first started, I made some mistakes. I struggled to effectively convey my experiences, and, unfortunately, I lost some students due to difficulties in understanding their personalities. Initially, I believed I should only move forward without being like water and adapting my teaching style to different personalities.
However, I learned that it's normal to make mistakes at the beginning, and this didn't discourage me. With practice, I realized that, regardless of how confident we are in our teaching abilities, the true measure of success lies in the outcomes. I had a colleague who, despite years of trying to be a good psychology teacher, consistently faced disinterest from his students. Interestingly, this "teacher" always blamed the school, insisting that it lacked worthy students with potential. However, this couldn't have been further from the truth. It's understandable if, let's say, 60% of students lose interest. However, when almost 100% of students lose interest for similar reasons, it's time to engage in deep self-reflection, and not blame others.
I will share with you some secrets that made me grow and have a great experience as a teacher:
Teachers should express the concept and ideas through their own genuine experience. If there is something they have not tried, they should not pretend the contrary, they should be honest.
A teacher can’t have all the answers. Students can often sense, both unconsciously and consciously, when a teacher is not being honest.
Teachers should focus on what they are trying to teach, more than being self-absorbed. They should be careful to not develop narcissistic tendencies.
Teachers who aim to boost their ego rather than impart knowledge for noble causes and out of passion will struggle to be empathetic, altruistic, and willing to sacrifice their time and comfort for the sake of educating others.
Teachers should leave their daily worries outside the classroom. It’s better to not bring negativity to a class. A teacher needs to have some strength of character.
A teacher should respect criticism and different opinions, and should not engage in aggressive and vengeful replies when a student doesn’t agree with their point of view.
A teacher should stay calm and composed, even when some students might be rude or provocative. People respect more someone who handles situations with confidence. Nothing strengthens authority more than self-control and calmness.
A personal experience. On the first day of one of my psychology classes, there was a student who seemed agitated and tried to challenge me. At times, her arguments were valid, while other times, my words were taken out of context.
It's important to note that in the initial classes, students tend to be more connected with each other. This is because they are still getting to know the teacher and share a common experience of entering a new environment. Reacting negatively to one student can lead the class to form an alliance against the teacher. In such a delicate situation, maintaining a sharp, calm mind and a positive mood is crucial.
In my approach, I focused on presenting valid arguments without losing control of the situation, subtly indicating to the challenging student that they were crossing a line. Despite continuous provocations, I maintained my composure, responding with kindness and strong, sensible arguments.
I find this combination magical.If your tone, body language doesn’t reflect kindness, no matter how good your argument, the other person probably won’t listen. That’s because your state will betray your status as a teacher. A disturbed psychological state will tell to the students that you are oversensitive, and especially if you teach psychology or philosophy, they will not respect you for that.
The next day, the challenging student apologized without any complaint from my side. This incident helped me gain the respect of the entire class, and we concluded the year with over 70% participation. It turned out to be one of the best classes I've had, by engaging in various activities and trips outside the class.
Interestingly, that student is now a friend with whom I frequently communicate. As they say, students are shaped with the hands of the heart. Imagine if I had replied with irony and other forms of agressivenes. Probably that I would not have this kind of relationship with that person today. A moment's attitude can change everything.
On the other hand, a teacher should avoid going to the other extreme of shielding students from everything. This goes beyond education and borders on spoiling. Teachers who are excessively concerned with avoiding any form of upset likely have a fragile ego and prioritize protecting their self-image over educating others.
In the process of teaching, a healthy level of conflict, disagreement, and stepping out of the comfort zone is inevitable. As long as students recognize that the teacher's intentions are genuine and their actions are geared toward the students' growth, respect for the teacher will likely be restored after emotions have settled. Just give them some space.
Teachers should be creative, flexible and with an open mind, to relate their examples and demonstrations, with examples that students from different backgrounds will relate.
Teachers should master the art of creating images and stories in the minds of their students when explaining an idea. Storytelling for example is very powerful in this direction. PS: Avoid banality.
When a teacher prepares for a lesson, they must make sure to know at least twice of the knowledge they are scheduled to explain. This is also a point oriented in theory and teaching methodology. Despite everything else we covered, a teacher should be prepared in theory as well.
Smile genuinely, even if your natural disposition tends to be serious or choleric, like mine often is when I'm alone. Sometimes, you have to "fake it till you make it." Nowadays, when I teach, I consciously shift into a warmer and more positive mood because I genuinely love what I do. Having that reason is motivation enough for me to smile and create a positive atmosphere, even if I'm naturally serious when working or alone. This has a more significant impact on the group and helps alleviate tension.
Energy (KI) is contageous.
A teacher should know how to stimulate curiosity. This is something a teacher must take care of starting from the first class. A teacher must present a potential perspective, a vision, that students should be eager to follow.
At the end of every lessons a teacher should present a teaser for the next lesson.
There are times, where a teacher must master the art of delivering messages for some students indirectly. This will not hurt their ego and dignity in a straightforward way, and will give students time to reflect. This should be used every now and then, not every time. There are some other cases where one must overcome egoism to learn some lessons.
The relationship between teacher and student inside the class or gym, should not be strictly vertical, like in military situations (except for some martial arts scenarios). It also shoudln’t not entirely horizontal, like the camaraderie among friends in the neighborhood. It falls somewhere in between, forming a diagonal dynamic—not rigid and tense, yet not devoid of seriousness either.
A teacher should encourgae teamwork, and should create a sense of comunity.
Additionally, a teacher should aim to foster independent individuals with their own will and critical thinking, not followers. Cults tend to create followers, so a teacher should steer clear of excessive, unhealthy emotional attachment.
Lastly, you won’t be able to develop the points mentioned above unless you love to teach to others and love what you are teaching. As I mentioned earlier, there's nothing wrong with someone realizing that teaching isn't their calling. Perhaps there are another fields where they will excel.
There are many other points I could write, but for this article these are more than enough. Perhaps I will write something more regarding this topic in future articles.
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really enjoy your penmanship, on topic and very succinct, thank you
👏👏👏