My Teaching Principles

I’m joining the Entrepreneurship Faculty at the Ivey Business School at the University of Western Ontario, and I can’t imagine a better, or more important time to be stepping into a role as an educator/practitioner.

The role of an educator in the 21st Century is incredibly important, and also deceivingly difficult. As technology rapidly changes, and most information becomes publicly available online, my role as an educator shifts from orator to facilitator, boss to artist. Inspired by my career in the live event industry, I view it as my responsibility act like an artist: to earn the respect of, actively engage with, and ultimately empower my students. 

To accomplish this mission, I’ve established several Guiding Principles. These principles act as a reminder of what to focus on in order to achieve the goal of delivering a ‘successful' course or program.

By having good principles, and having them clearly articulated and regularly connected to one's actions so that one's actions are consistent with them, one will operate effectively. -Ray Dalio

Be Useful for Students

I was a jerk in high school. I was the kid constantly challenging my teachers with what I thought was a reasonable question: Why is this useful? When will I use this? Why can’t I use a calculator? 

Inspired by my (annoying) younger self, any student, at any time may interrupt my class to ask: "Why is this useful, relevant, or directly applicable to the real world?" One year later, 100% of students must be able to say “I was able to apply everything that we learned in your class to my business”. 

Be Relevant for Employers

Any potential employer must be able to audit any class and understand why the ideas being discussed, and action being taken will add value to their organization. 100% of employers must be able to say “Graduates of your program were able to immediately and substantially add value to our organization.” 

Action Bias

The goal of my classes is to create interest, and inspire action. If what we learn remains written on notebooks or in our heads, the world will be no better off. The ideas shared and learning created must be turned into action. 

When  Cicero  had finished speaking, the people said, "How well he spoke" but when Demosthenes had finished speaking, they said, "Let us march."

Enter Boldly

Being present and fully engaged is paramount. Be here or don’t be - the grey zone is the valley of death. It is the role of the student to choose to learn - learning is not something that I can do to them. Every time either of us chooses to walk into the room, we’re voting to be there fully, and go all-in.

Be Honest

Pain + Reflection = Progress. To improve, we need to call each other out, identify problems or shortcomings and address them. I’ll speak openly, and provide honest feedback, even if it’s not what you want to hear. Students deserve this. 

Eat My Own Dog Food

If my outcome is to prepare students to thrive, I can only do that if I prepare them for the world they’re entering, not the world in the rear-view mirror. It is therefore important that I remain part-practitioner, continuing to learn new skills, apply best-practices, and eat my own dog food through private practice, advisory, and investment.

Model Others

I don’t have all the answers. My independent learnings pale in comparison to the learnings of my peers and extended network. While I will certainly story dwell at any opportunity, I interviewing world-class experts in their respective fields who are willing to share their expertise.  

These principles hang on my wall as a constant, daily reminder.