In general as a coach, I choose to avoid using punishment as a motivator. The method reeks of domination, intimidation, and fear, all of which poison the waters of learning. While punishment may sometimes ‘succeed’ in the short term—it also breeds resentment and disenchantment. Even then, as my friend and colleague Luca Canever points [more…]
The Transformative Failure Bow (Part 2 of 2)
The previous post discussed the history and varied application of The Failure Bow, a well-loved improvisational theater technique for returning to the present moment after a seeming mistake. This post, Part 2, explains recent body chemical research that shows how and why the Bow works—and argues for its wider application for creating and spreading confidence, [more…]
Some Questions About Praise, Performance, and Privilege
Offering praise for inborn talent feeds a fixed mindset that can create self-doubt, weaken resolve, and reduce resiliency. In short, it can cripple a student’s ability to learn. Does that mean we should never celebrate God-given gifts?
Helping Goldilocks Grow
When designing ideal conditions for learning, we do well to consider the case of Goldilocks. If we make a lesson too difficult, our learner may shut down in frustration. Make it too easy and the learner walks away in boredom. In between those two poles lies a “Just Right” moment, a learning location that both fits and stretches.
Faster, Higher, Stronger
I stepped off the train in London three days ago into a wave of energy. Granted, I had just come from the open wind, dunes, and sea of the northern coast of Scotland. The tall buildings and bustling traffic of Charing Cross would have offered a shock no matter what. Given the Olympic games, however, [more…]
Don’t Treat My Daughter Like a Dog!
Many teachers and coaches who use TAGteaching—Teaching with Acoustical Guidance—get resistance from parents or colleagues for “clicking” kids. Isn’t that what dog trainers use? Are you treating my kid like an animal? Humans are different! The palpable fear and anger get in the way of good instruction, both by introducing hesitation on the instructor’s part [more…]
