We don't accidentally become great and successful in life... Think about how rediculous that sounds - even if we have a gift or talent - there are still obstacles and problems that must be solved in order to experience success.
Often - we go through life wishing we could be better people, but doing nothing about it. There are a "gazillion" self-help books out there for this purpose and yet the only one who really makes any real efforts in the end are the ones making all of the money... the authors who are writing the books.
These authors have written books - most likely - based on their own personal experiences and connections and then share it with others on paper. The problem is that those who read the book have not had a Significant Learning Opportunity. An SLO (Significant Learning Opportunity) is one of the greatest forces of change - for good or bad.
The fact that the reader has not had an SLO creates a scenario of Sympathy rather than Empathy. We as humans enjoy reading about other people's problems - we are a voyeristic society. We want to know how other's live their lives - pay their bills - eat their food - make their beds - and even more unhealthy and disgusting activities that should only be done in privacy or not done at all. The evidence is vast and conclusive - if you ever have the TV remote in your hand during prime time - any night of the week - you will come to the same conclusion... NO DOUBT!
We find self-help books interesting and very helpful because we want to find out what problems our loved ones have and help them fix them. We never really delve into what problems tourment us because we don't want to look weak or frail in front of our family and friends - we have too much to lose in admitting we have problems and could have a better life - but the risk is too great...
NO CHANGE WILL OCCUR until the one who must change - EXPLICITYLY - makes that change. The realization of the need to change must be self-evident - the integrity of the person making the change must be enough to get them over the most difficult parts of the change and then - to maintain that change.
What does self-mastery have in common with education? Everything...
To be a master of one's self... is to explicitly know within what one lacks or posesses.
Self-mastery is the decision to live with integrity - to truly see ones shortcomings - yet truly see ones success. To see fault yet see strength.
How can this be done? EDUCATION! Assessment of one's need - HEROS (modeling) self-reflection, evaluation, charting improvement, and practice.
At the end of the day - everyone who is reasonable - asks this question... How do I know - I've done - what it is - I've set out to do? In other words - have your objectives been completed with a high degree of success?
Best teaching practices show that there is a model that has established a reputation for being power packed, efficient, and effective - resulting in the greatest degree of success among learners. It is called EXPLICIT INSTRUCTION.
Explicit Instruction is fairly straight forward and logical as it is natures way of passing traditions on from generation to generation. Notice that the term explicit means deliberate, purposeful, obviouse, transparent, explaining, giving every detail, forthright, leaving nothing to the imagination.
- We explicitly state the outcome/objective - what is to be learned.
- We explicitly (explain) describe the ins and outs of mastering the objective.
Who - What - When - Where - Why - How - (This is not a time to be ambiguous or ask questions that require prior knowledge. This is a time to tell students exactly what should be done and give the student the background knowledge that they need to accomplish the task at hand.) - We explicitly show and demonstrate (model) the behavior and procedure that is expected in mastering the objective.
- While modeling the correct behavior - we explicityly think aloud - so that students hear the mechanics of a mind processing the task at hand with correct thinking - and problem solving techniques.
- We explicitly guide the student through their first attempt guiding and correcting with instant feedback so as to maximize success on the first attempt.
- We explicitly assess if the student needs additional modeling, examples, or guidance (scaffolding) while working on another example.
- We explicitly allow the student to take responsibility for their learning and mastery of the objective as we release that responsibility to them.
- We explicitly reflect together as we evaluate whether or not the objective has been mastered.
In the end have you mastered yourself - don't say yes too soon. If you are thinking yes - you've got to take care of those thinking errors...
