Thanks for your comments.

I like to think that the student is the talented one – that my role is to guide them in a direction where they can learn, improve and have fun. It definitely is a different approach to traditional methodology, but one that gets results, opens the possibility for extraordinary golf and is much more fun!

I find now that I learn from each lesson. I’m not telling a student what to do but am part of the experience as well. Probably sounds a bit deep but it is much better than the alternative.

The human learning system is so advanced that it is better to just get out of the way and let it go. I think it is capable of far more than what we think.

Cheers,

Cameron

I am now aware that real or developmental learning is founded more on curiosity, imagination and critical thinking then on dogma, “how to” directions, or corrections from a perceived expert. I have learned that, “Here’s my money, tell me what is wrong, then tell me what to do,” is a poor, ineffective approach to the kind of learning that can last. When it comes to learning, what’s inside any individual can be more powerful than what an outside source of information is sharing.

When progress is not what’s expected, individuals tend to look for more information, instead of asking “Is there a different way to go about learning this?” To which research into the nature of learning would respond, yes, more efficient approaches to learning have been uncovered. For example. studies show up to 95% of what we have learned was without consciously trying.

Self discovery and self assessment learning are not about going it on your own, it’s about being given the opportunity to make your own decisions and choices. Efficient delivery systems use approaches to learning that avoid judgments and provide individuals with choices. Trying to follow directions from a perceived expert can create the kind of stress that slows progress. When individuals think “Am I doing this right?”, worry replaces clear thinking.