Coaching for Students and Educators

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Students desire to understand what will make them relevant and successful in a future where technology is continually advancing and radically transforming society. They regard their future years of study, in preparation for their careers, as a time-investment and want confirmation that their investment will be justified. But students have exceptional BS meters and don’t want to hear well-polished TED talk presentations. They know those types of presentations don’t communicate but just throw information at them, and they already experience that every day at school. Students naturally want to question and interrogate a presenter who claims to be able to help prepare them be relevant and successful in their future. This requirement for Q&A happens to be Anton’s strength and is why it’s at the heart of his interaction with a class of students. 

Educators understand that in our modern age, information has become a free commodity and can be accessed anywhere from the Internet. Therefore, memorizing information to just regurgitate on tests no longer has value in education. Einstein understood this almost a century ago when he noted: “Never memorize something that you can look up.” In the modern classroom, the true value of education should reside solely in how a student’s mind can be creatively engaged to search for current information, assimilate it and then transform it into something new. This ‘something new’ can be in the form of conceptual or physical end products. Then only the level and speed of this process should be graded. This is a creative process of learning how to do Thought Experiments, which is essentially the ability of being able to entertain a thought without excepting it. Aristotle understood this goal for education over 2000 years ago when he said: It is the mark of an educated mind to be able to entertain a thought without accepting it.

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Yes, there are students that already have natural creative drive and will experiment to figure out how to further develop their own creativity. It's just a matter of how much stress, disruption and failure they'll endure before they succeed. But educators do not have the flexibility nor the liberty to put all other students through stress, disruption and failure. That’s why it’s critical for educators to understand creativity as a process. Because if as an educator you can’t explain what you are doing as a process, then you don’t know what you’re doing. Anton helps educators understand this process and gives guidance on what methods can be practically applied within their current curriculum that will be most productive in meeting the objective of developing a student’s creativity. 

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Anton provides up to one hour of free coaching to a class

of students or a group of educators.