I was writing this for the SKD learning group but this can be applied to my other students so here it is.
I was thinking of why some students make good progress and some don’t. The ones that don’t make good progress typically over-think something. Instead of doing it they like to make theories.
And when they finally get around to doing it they do it wrong and then they wonder why they didn’t get it. They may think that knowledge is being withheld from them when the reason is so much more straightforward.
The ones that do make faster progress tends to do more than think too much. With doing they have feedback that can be used to make improvements and progress. Without the doing, without the feedback you will veer off the path too easily.
Some things don’t look right to the “normal” thinking mind because they are not able to see far or deep enough to know better. This is where the not so smart student will be stupid enough to actually try it and in the process make discoveries and attain insights.
Asking too many questions too early is another way not to make progress because too much information is confusing. The student who makes progress is the one that asks the right question after putting in practice and reflection on his practice. Of course, this begs the question – what is the right question?
A subject can be broad and deep. Many techniques make for a broad subject. The details that make a technique work is defined by its depth. If you don’t know what you are looking at then you end up fooling yourself because then you think in one direction while failing to consider another direction. Its what I call solve one problem but create a few more problems.
So for example, when you swing your hand in a certain way to slap your body you may think it would be better to say slap the shoulders because it makes sense to you for whatever reason. But you missed out on another crucial point, one that tells you why you should not aim at the shoulders. If you can’t figure this out then you don’t know enough to make assumptions of what is right and what is wrong.
Finally, don’t look for praise when learning. This is what I call an American entertainment disease. I see it all the time on reality TV. Someone fails but told he should be proud of what he has achieved. Seriously, what has he achieved? He failed. What is there to be proud of? Instead, he should just get up and go back to basics. I don’t know about the entertainment field but that’s how you make progress in learning CMA.
A traditional teacher doesn’t praise the student much not because he does not want to but because he knows that too much praise is detrimental to learning. Praise can make a student stop or slow down his learning since he thought that he has already achieved it when the truth is he has just scratched the surface and that the real journey is from that point on. In not receiving the praise the serious student then works harder because he is looking for approval.