Dunster Jo - Coyle 8+9

 These sections focused on the teachers/coaches rather than students. One thing I found interesting in the beginning of chapter 8 is when Coyle mentions surprise at knowing the best coaches/teachers weren't loud leaders but rather more quiet and reserved. This detail was unsurprising to me, as I always assume the better teachers don't have to preach and brag about their skills to everyone, rather their intent is to help the student. Besides that point, Coyle points out in the same chapter the cello teacher, Hans Jensen, and his methods of teaching. They were different for each student who came in, some to whom he critiqued often and some he was more gentle with. Beside the rather mocking tone Coyle had towards the Danish teacher here, the idea Jensen had is to cater the instruction to each individual student, rather than expecting them to thrive the same way as another student. This takes a lot of practice on the teacher's side on how to read your student quickly, learning how they learn and operate best and then catering towards those needs. 

The same idea is repeated in chapter 9, where the example Coyle gives now is of a coach and his team. This coach also distributed praise and criticism unevenly, as each of his players had different needs. The same for the vocal coach who started a studio to train pop singers. They were both able to read their students very quickly and gauge how they would need to teach them effectively. Basically, a good teacher is flexible and able to meet the needs of their variety of students, while also able to read them very well and very closely to make their teaching sessions as productive and helpful as possible. 

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