I’m going to say right now that I’m not a normal teacher. I didn’t like school, I wasn’t big on university, and I certainly didn’t want to be a teacher.
And, I believe, that’s part of why I’m a good teacher.
Why “teaching” doesn’t work
For better or for worse, the people I teach have been conditioned by years of experience that teachers teach and learners learn. And, as soon as they recognize that I’m teaching, most of their brain shuts down and they go into ‘learner mode’ which is just a step above ‘hibernation.’
And, learning (and teaching) does take place, but it’s an uphill, grinding process.
Sometimes, it’s what students need. But, I’m lucky that I hate doing it as much as they do, and they can see that. Then, they’re willing to accept that it’s something that I, in my professional opinion, think is necessary and know I’ll try to get us through it as quickly as possible.
The important thing is this: nobody thinks that I shift to ‘teacher mode’ to avoid demonstrating my ignorance of their work.
Learning is a better model
First, most EFL teachers will agree that we never understood English grammar so well as when we started teaching it. There’s something about teaching that makes you really understand a thing.
Once my students are able to start putting coherent sentences together, they learn a lot more if I ask them to teach me. Then, building on the fact that they’re fully engaged in trying to explain something — with pictures and gestures as well as with language — they’re quick to pick up vocab. (I only have to introduce the word ‘screw’ once, if it’s important for explaining how to use their product.)
This builds on a few things. First and foremost, most people in highly specialized jobs are used to (but not happy with) being surrounded by people who say “this is my husband, he is an engineer but I don’t really understand what he does.” They’re ready for someone to want to understand.
Second, most people are, by their nature, helpful. If I can find something even tangentially related and can genuinely need their help, they’re engaged and motivated to use the language.
How to be a teacher who learns
The trick, I think, is to be humble and curious. There is no shame in saying “I don’t understand your work, but I understand practicing an instrument. Is it like that?”
The first lesson or three with me is generally spent getting to know the person, of course, and establishing what they’re goals are, but my agenda is mostly to find the things about their job that I think are interesting. Once I have found those, I try to ‘master’ them if I can (“take me to your desk and show me how you do this”) and get to understanding other parts of their job relative to them.
I am blessed in that I enjoy building up my mental model of the world, and can be fascinated by the design processes of battery systems because they help me think about other things better. If you’re not naturally curious, I suggest you figure out how to be unnaturally curious.
I will be restarting private lessons with a woman who works as the head of the accounting department in a company nearby. In the last block of lessons, she was willing to endure book exercises, but only really spontaneously used vocab when talking about sports (not what she was paying me to get better at discussing) or teaching me to appreciate the nuances of finance.
If I could find a newspaper story about a company selling its building and leasing it back, I knew I had an hour of conversation just by going in and saying “why does this make sense?” She was proud of what she did and happy to show me why some things that seem counter-intuitive (why sell something that you know you will need) actually can make sense.
As I approach restarting the lessons and I need a plan, I know we’ll stick with the book we had, but I bought myself a copy of Financial Intelligence for Entrepreneurs. If I ever want to be an entrepreneur I need to learn it, and I know that I’ll have conversation material for a half year’s worth of lessons.