“If you treat an individual…as if he were what he ought to be and could be, he will become what he ought to be and could be.” – Johann Wolfgang von Goethe
One of the greatest privileges in life is that of teaching, coaching, mentoring or leading others in any setting or of any age. To do so requires an unusual combination of skills, chief among them are the ability to radiate a certain quality of knowledge or even wisdom and the willingness to be at rest in yourself while occasionally making others feel uncomfortable by your radiant presence.
Looking back, my best teachers were those who made me feel the most uncomfortable, challenged and capable of reaching that which was beyond my reach at the time. Their very presence compelled my finest expression – in thought, word and action – no matter how I was feeling or they were feeling at the time. They were empathetic and understanding without being sympathetic and subject to my limitations, both real and perceived.
Another common denominator to this rare and distinguished group was (and is!) the ability to help me navigate from where I was to where they knew I could be. Just writing this makes me realize that they believed in me more than I believed in myself at certain critical points. This is the very essence of an effective teacher, mentor and leader.
You cannot give what you don’t have and the wonderful thing about teaching, mentoring and leading is that you find yourself face-to-face with yourself as you are presently configured. You realize very quickly what you have and can therefore deliver and what you don’t and must therefore develop in yourself if you are to continue to provide guidance in that area. Luckily those whom you are guiding are typically consumed with their own process to the point that they do not see you addressing your own deficiencies, especially if you do not draw unnecessary attention to your process.
A great teacher will humbly admit that he is continually learning from his students and from the process of teaching and sharing, without losing his authority. A great teacher is, in this sense, a great student first and a great teacher second. Put otherwise, the way a teacher relates to the learning process will tend to condition the way his students relate to the learning process.
It’s a beautiful process when you think about it. It’s not so much the circle of life, where facts and information are recycled from generation to generation, but the spiral of life, where the ongoing revelation of wisdom is encouraged. This is the catalyst that transforms the human experience from history repeating itself to moving from glory unto glory.