When One Teaches, Two Learn - Coaching Success - #528
Barbell Logic
Barbell Logic
4.6 • 1.2K Ratings
🗓️ 23 February 2024
⏱️ 17 minutes
🧾️ Download transcript
Summary
When one teaches two learn. Matt shares his teaching approach - from interest to refined speech or presentation. Teaching and coaching with pressure are critical to mastering anything.
When One Teach Two Learn: Importance of Teaching
In order to become an expert coach, or to master any subject, you have to coach, or teach, when it matters.
You may have found at some point that you had read or consumed a lot of material on a subject. When you tried to explain it to someone else, the apparent coherent thoughts were not there.
Technique coaching in person is important to mastering technique coaching (you can simulate that, to some degree, online). This goes for teaching as well.
Taking your ideas and trying to turn them into an article, podcast, or speech helps the knowledge not only deepen but also cohere. Many times, you have unordered ideas in your head - you need to order them.
When One Teach Two Learn: Matt's Teaching Process
Matt has a process he has followed to go from interest to refined speech, presentation, sermon, etc.
- Dive deep into a topic of interest
- Organize major thoughts
- Speak it or write it
Before the first action, you have to find something that interests you. It could come from a book, podcast, YouTube channel, thoughts - whatever. Something peaks your interest and you want to learn more.
Matt starts at a general place, such as Wikipedia, and goes from there. Look to the sources from those initial places, dig deeper, and learn as much as you can. As you do so, take notes.
As you take notes, you'll start to see certain patterns and major points or thoughts. Consider these major bullet points and how they related to each other. Try to put them in a coherent order.
Next, speak it (or write it) and share with someone else. For example, if you have to talk in front of a group of 20, first talk to your spouse or a friend. This rehearsal helps you better organize your thoughts and refine your speech. It is, however, a critical step.
When one teach two learn. Go learn (and teach).
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Transcript
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| 0:00.0 | You're listening to Barbell Logic. |
| 0:04.7 | The podcast where we talk about what it means to experience strength. |
| 0:08.3 | And how you can use simple, hard and effective strategies in training and nutrition to improve your life. |
| 0:15.0 | It starts with meeting you where you are right now and finding lasting solutions. |
| 0:20.0 | Welcome to the show. You're listening to the Barbelogic podcast. I'm your host Matt Reynolds. |
| 0:36.1 | It's another episode of the Coaching Success series. Happy Friday to you. |
| 0:40.7 | And I want to dive into something today that I've been thinking a lot about to you've probably heard this |
| 0:45.0 | and I want to dive into something today that I've been thinking a lot about over the last few weeks and it is you've probably heard this before |
| 0:48.2 | it's the concept of when one teaches to learn. |
| 0:53.3 | And this is a quote from Robert Heinlein. |
| 0:55.7 | Admittedly, I have never read him, |
| 0:57.8 | as sci-fi is not my thing, |
| 0:59.4 | but that's a pretty famous quote. |
| 1:00.8 | And I was thinking about this because I believe that true learning and |
| 1:05.6 | growing as a coach requires actual technique coaching with some real-time |
| 1:12.4 | pressure and and really this applies coaching with some real-time pressure. |
| 1:13.0 | And really this applies to almost anything in life. |
| 1:16.0 | I think that true learning and growing in anything |
| 1:19.0 | requires some real-time teaching and some pressure and having to say it or teach it to somebody else in real time. |
| 1:27.2 | And so I started thinking about my process of learning. I'd listen to a few podcasts this week that they really kind of touch on this and it got me thinking |
| 1:35.2 | actually pause the podcast and started making notes and I thought this will make a good |
| 1:38.8 | podcast for us and I have found that I often learned best during the actual process of verbally teaching. |
... |
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