Teaching Kids to Walk and Talk 29
up on those. So I think I now believe in trusting intuitions that someone I trust can also see value in, and for my students, trust intuitions that someone they trust can also see value in.
| believe that effective teaching makes .. .
students trust their own intuitions students trust their teacher’s advice
The final two are a little different from the others. I included them because teaching is not always implicit, as the above stories indicate, but sometimes explicit. The next writer was student of mine who is now high up in a large corporation.
You taught me that you always start by collecting data—so basic, but so often overlooked. I recall watching most of your papers start by collection of data. I recall watching your criticisms of work that was just abstraction on abstraction, with no data at its roots. For the work I’m currently doing, I have a log of all the types of entities (typically business or government enterprises), interactions (typically business models or sustainability models), and outcomes. I just gave five talks last week and used the method of “start by collecting data” when introducing my work and when being a critical thinker about the work of others that was being presented to me.
This point is about how to do real research does not apply to everyone. But a more general form of this advice is to start at the beginning, which is usually useful advice. Knowing where the beginning is can be complicated, however.
| believe that effective teaching makes .. . students understand how to begin a process students understand what you tell if you constantly demonstrate
the value of what you tell them
This writer was another of my Ph.D. students who is now a professor at a major university.
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