It's not always easy

Unfortunately, our impression of the lesson we attempted to communicate may be worlds away from what the student or apprentice captures. Maybe it's because their priorities are different or maybe it's because of the pressure of the moment. Sometimes it's the culture of the individual, or the culture of a generation.

The fact remains: The skilled teacher has the wisdom to design a pathway to the goal. How many times have students come back to express gratitude for lessons learned? How many times have students returned to say they now see the worth of lessons and modalities they could not see at the time they were taught? How many times have students come back to espouse the benefits of forced intervention: "I didn't understand why you were so strict until I was out on my own. Now I can see how both my patients and I benefit because you relentlessly insisted we learn the material." It's rare that a student has the maturity or insight necessary to understand the bigger picture of a mentor's message.

Getting our message across

A look, a joke, a wise crack, a pause, a shout ... all tools. To acknowledge, to ignore, to praise, to embarrass, to humor, to forgive, to admonish, to release ... these are all skills used with purpose, each calculated by the skilled trainer to achieve an effect. Feedback is the instrument that provides data on how often the arrow reaches the center of the target.

The evaluation tool is the means by which feedback is generated, giving the educator an idea of a pupil's progress. Even with the specificity of the device, its design and content only allow a glimpse into a pupil's understanding. And so with all of the fancy lingo, implements and instruments, with all of the technology and gadgetry, the only way to know if your student got the message that you intended for them is to employ the oldest method ... ask, "What did you learn today?" Listen to the response.

Sometimes it's a bulls eye, sometimes it possess the correct facts but in the wrong syntax, sometimes you find the emphasis was lost, the spirit is wrong or a misunderstanding occurs. Worst of all, sometimes the message is missing amidst a fear of failure or because the student was too intimidated to say he or she was lost.

Try again

When it's not a bull's eye, it's time to pick up your tools and sculpt. Sculpt until the finished product looks the way you want it to. Students are not like granite. They may not retain shape the way stone does. However, when the circumstances are right, the impressions your hands have made will remain until the next chisel alters the clay.