A Quote by Paul Gilbert
I was doing a lot of teaching on my online guitar school and I started to use vocal melodies as a way of teaching my students. To be able to do that, I had to learn them myself.
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In high school, I decided I wanted to learn guitar, so I picked it up and starting teaching myself some basic chords and started playing with friends. Guitar inherently lends itself to be guitar music, especially when you're not good at guitar.
As a teacher and parent, I've had a very personal interest in seeking new ways of teaching. Like most other teachers and parents, I've been well aware painfully so, at times that the whole teaching/learning process is extraordinarily imprecise, most of the time a hit-and-miss operation. Students may not learn what we think we are teaching them and what they learn may not be what we intended to teach them at all.
Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.
I started doing yoga in my 20s. I did teacher training, that was what I was going to do if acting didn't work out. I started teaching other actors right at the beginning of the yoga craze - people still thought it was a little weird, but a lot of actors I knew were getting into it and didn't want to look foolish in class. So I started teaching them!
If children really want to learn something, and have the opportunity to learn it in use, they do so even if the teaching is poor. For example many learn difficult video games with no professional teaching at all!
Dartmouth is a small school with high-caliber teaching. Our classes were all taught by professors, not teaching assistants. I felt like that was a school where I could make a big splash. The opportunities would be grander and more robust for me there than at a school with 40,000 students.
For me, teaching is about weaving a web of connectedness between myself, my students, the subject I'm teaching, and the larger world.
Teaching, like any truly human activity, emerges from one's inwardness, for better or worse. As I teach I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror and not run from what I see, I have a chance to gain self-knowledge-and knowing myself is as crucial to good teaching as knowing my students and my subject.
We have been teaching 'Paradise Lost' and 'Julius Caesar' to the students but we are not teaching them 'Kalidas' or Indian drama and epics.
The biggest mistake of past centuries in teaching has been to treat all students as if they were variants of the same individual and thus to feel justified in teaching them all the same subjects the same way.
I didn't have any terrible survival jobs. The main job I had before I was able to transition over to acting full-time was working at an after-school program at a middle school teaching improv and standup. So even when I had a regular job, I was still lucky enough to be doing the stuff I loved in some way.
I hadn't had any course work in ceramics. I had no courses in art education but I wasn't going to let this chance to have a job pass me by. I went out and learned and I stayed one step ahead of the students by reading and I got to be pretty proficient at throwing on the wheel and making my own glazes, ordering the chemicals and having the students go out and dig and process their clay, and doing things that they weren't teaching at Howard University. So Talladega College opened up my whole sensibility about experimental teaching.
I've had students at Yale: my main task with them in drama school was not helping them with their writing but showing them how valuable they were. Because they're ready to give it up and go into teaching or television.
Teaching I realized took up a lot of my time. I was a kind of a teacher that spent time with students, spoke to them after class, tried to help them out. I'd talk with them personally about their work and try to get out of them what they were thinking about, forcing them to thinking seriously and not just falling back on all the ideas that they had picked up someplace. And so I took my job teaching very seriously and that - as a result, it took up a lot of time.
I do bring my teaching together with my writing. I make students write in class, and do the same prompts I give them. I'm always on the lookout for teaching poems - poems that inspire me and my students to write poems in response.
I think that school just isn't for everyone. A lot of people don't learn well when they're - have to sit in a place for eight hours. A lot of people learn best lying in their own bed, teaching themselves from books. And I was a bad student. I was a brat. If I was a teacher, I would not have liked myself.
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