The next morning, I enquired if there were any questions or anything which he felt was unclear in the plan; writing a schedule for someone else is actually a very hard thing to do as implicitly there is so much that you yourself understand about what you write and how you write that just isn’t transparent to someone else, especially someone who is reading the plan in a second language and doesn’t have much teaching experience. Assuring me that everything would be fine, we made our way to the library to begin the lesson.
After an hour of dragged out pain we put a stop to it and had a stressful feedback session in which we assured the young teacher that failure only means there’s lots of room for improvement and that if he was already teaching perfectly then he wouldn’t need my guidance. He stated that he wants to do it again and better and that he sincerely hopes that we do not give up due to his lack of talent.
I do not think the trainee has a lack of talent. Far from it indeed. I actually feel that I just haven't worked out how to harness the raw talent that I can see. While he feels frustrated about a bad lesson, I feel frustration that I cannot coax out something I can see should be innately easy for him to perform. We will go forward and try new ideas until something works and we have our eureka moment.
NEH Coordinator and Teacher Trainer