In fact, teaching, like other jobs, is also a skill, which also requires a lot of practice. However, this skill looks more like a magic touch.

Like other complex skills, teachers need to integrate all aspects of quality.

The author summarizes these qualities as "four haves": knowledge matrix, insight, clear guidance and cultivation.

Great teachers often make great achievements in their respective fields, or suffer some setbacks, and then have a clear understanding of the accurate posture and stage of skills, so as to accurately judge the progress of students, point out the direction for them, and ensure that they can reach the ideal height along this direction.

Teachers should have keen insight and judge students' needs from various subtext. Keep curiosity about skills, adjust strategies in time and promote students' progress.

For students' problems, we can accurately point out where the problems are and how to improve them. Maybe they need to adjust their attitude, become exaggerated, or be strict to make students pay more attention. However, this is still one of their strategies, controlling students' skill cycle and guiding them to deviate from the right path at any time.

Teachers are usually regarded as moral standards by students. Therefore, they should also have lofty cultivation, compassion and selflessness.

In the process of skill practice, teachers play the most basic role. They are accelerators of myelin sheath. By cultivating enthusiasm, stimulating motivation, finding and correcting mistakes, and guiding the correct circuit, students will gradually indulge in intensive exercises and finally realize self-management.

Teachers can always start the myelin loop that is useful to students accurately, but their methods will be completely different for different skills.

For example, sports skills such as football need flexible neural circuits. For example, the "indoor five-a-side football" mentioned earlier has enhanced the flexibility of players in certain circumstances, both in speed and intensity.

At the same time, they also practiced their melee skills. When they make a mistake, they can get real feedback and quickly adjust their contingency skills.

In this process, the coach can't interrupt the practice to give guidance or emphasize technical details. Because it will interrupt the process of "try-fail-learn", which is the core of flexibility strengthening practice.

Therefore, the teaching of sports skills and the way of self-study by players are much more useful than the guidance of coaches.

However, the teaching of violin skills is completely different. Practitioners of this skill need a consistent neural circuit and must exercise in the right way. This kind of neural circuit should be outlined under the guidance of the coach to guide students to work hard in an accurate direction.

Therefore, the teacher must interrupt the practice in time, guide the details, such as the integration of intonation, length, expression and emotion, and continue the process of "practice-make mistakes-correct mistakes-try again" to make it gradually accurate and perfect.

The same is true of great coaches, who push students into intensive practice areas to achieve maximum release and promote the growth of specific myelin sheath. In the end, they all become independent thinkers and problem solvers, and finally they can learn by themselves.

The author wrote in the book:

Great coaches, like NASA engineers, are committed to cultivating talents, but when the rocket takes off, they stay where they are and look up.

These great boles play a key role in cultivating skilled talents. Many times, they are sharp-eyed and can find materials that can be made from the crowd and cultivate them.

Some people say that only a genius can find a genius. As far as skills are concerned, teachers have spent more than 10000 hours in intensive training in their own fields. They already have the characteristics of genius, know all the details of skill practice, and selflessly dedicate their knowledge to each other.

When we finally grow up, maybe we have mastered the skills, maybe we have given up, and the genius still stands in the same place and looks out, as if looking at the stars in the distance.

In the postscript of this book, the author also expounds the early education of infants from the growth law of myelin sheath.

He believes that the dazzling shapes and colorful atmosphere in the early education CD may help to develop the baby's brain, but it will not make children smarter, but will make them more and more stupid.

Scientists have studied this and found that those babies aged 8 to 16 months who watch early education CDs for more than 1 hour every day will lose nearly 20% of their vocabulary.

Explained by the myelin sheath principle, the early education CD does not provide children with the opportunity to do intensive exercises, but wastes the time that could have been used to exercise the neural circuit and hinders the intensive exercises.

The images and sounds on the CD are more like protecting children, making them lose the necessary process of getting a lot of interaction, stumbling, falling and getting up in life.

On the last page of this book, there is a sentence like this:

This book is not written for those who were born with visions, but for those who were not hit by God's dice.

You and I were born ordinary, but that doesn't mean we have to be ordinary all our lives. We need methods, ideals and a picture of success.

Therefore, we need this book. It is not enough to know genius. We should also be geniuses.

Hello, book lover. After reading for a week, the genius finished his theory in 10 thousand hours. Thank you for this week and your genius time. Goodbye!