To Grow Go Nuclear

            I’m about to drop a bomb on your company, organization or ministry. In order to grow you may have to go nuclear. So, let’s begin by looking at how a nuclear bomb works. Hard to believe, isn’t it? That the secret to growth may be found in the Manhattan Project!

            A nuclear bomb is a device that causes an implosion. I know what you’re thinking. “Whoa, whoa, whoa, Mr. I’m-about-to-drop-a-bomb! I’ve seen the films. A nuclear bomb causes a massive EXplosion NOT IMplosion!” What you’re seeing is the final phase. The bomb itself begins with an implosion. The fuel of the bomb is compressed. Once the density becomes high enough an intense amount of energy is released. So, the whole process begins with compression and only works if enough density is achieved.

            This same principle of compression works in a business, organization or ministry. In order to become explosive one must compress effort. By that, I mean they do less, but with more vigor. By doing less, I'm not talking about less effort. I'm talking about setting priorities and only focusing on those few things that are important. So, there is compression as the same amount of effort goes into less tasks. All their intellectual, emotional, social and spiritual “mass” is compressed into less “space”—density increases! Only when there is high enough density does an explosion take place.

            I’ve worked for two dying for-profit colleges. In the first one I was unaware it was dying. In the second one I knew it was doomed as soon as it started implementing certain policies. One crippling policy was a compression of the academic term. I know what you’re thinking, “Um, didn’t Mr. I’m-about-to-drop-a-bomb just say compression was good?” This is a different type of compression than previously mentioned. Both students and faculty weren’t doing less, but with more vigor. They were doing more, but with less vigor. Both colleges went to five ten-week academic terms a year. So, a stretch of six months without any break from class was common. Both schools also had a large population of students who were working full-time, raising families as well as going to school. All their energy was as diluted as a drop of food coloring in the ocean.

            The fatheaded corporate suits, which had little understanding of education (or management for that matter), started to heap more and more responsibility on faculty. Their view of faculty was as a liability on a profit and loss statement, so they did what they were trained to do: cut liabilities when crisis hit. They were able to eek out short-term profits, but long-term the burnout of both students and faculty began to take its toll. The school became a revolving door of faculty and students. What they needed to do was hire more faculty while raising salaries and benefits. They also needed to do less academic terms, allowing students enough time to breathe in between semesters. In the short term this would hurt profits, but in the long term each faculty member would be able to teach less classes, but with more vigor. But, and this is a HUGE but, this strategy will only work if the compression is high enough to bring about an explosion—of energy, talent and creative vision in the classroom. Once that explosion happens the reputation of the school explodes and students are drawn towards a quality education delivered with the explosive dynamic of fervent instructors.

            There are several glitches that happen that hinder growth. First, there is growth to a certain point. So, there is a prevailing belief that if it’s worked in the past it should work in the present and future. Usually this initial growth is centered around someone with vision and passion. This person attracts the human fuel to cause the explosion, but rather than compressing that fuel, continues what in the past has gathered fuel. It becomes a revolving door, because people want to see the explosion. They wait, wait, wait and then leave out of frustration.

            Sometimes a highly toxic question is asked, “What do we need to do to grow?” I know what you’re thinking. “That doesn’t sound highly toxic! Why is a concern for growth toxic?” It’s how people interpret the question that is toxic. What people often hear is, “What ELSE do we need to do to grow?” Instead of compression this leads to dilution. People are doing more, but with less vigor. This interpretation also leads to a lack of examining what is currently being done. If the interpretation is, “what ELSE”, then the underlying assumption is that the things we’re doing are fine. After all, they’ve got us this far!

            Things begin to stagnate. The leader, because of their vision and passion, draws new people. But, people eventually leave when they don’t see the leader’s vision explode. The organization gains a few, but then loses a few. There are periods of growth, but no explosion to take things to the next level. New programs and efforts are tried, fade and are replaced by a different set of programs and efforts. A business, organization or ministry can exist in this cycle for years or even decades. But, without the explosion things will eventually die.

            If you’re a leader, this is where you need to consider a serious question concerning your business, organization or ministry. Do you always seem on the verge of an explosion, but it never seems to happen? If so, I have good news and bad news. The bad news is you’re a poor leader. You’re giving people hopes and dreams that are never fulfilled. You’re wasting people’s time and energy. You’re a key contributor to burnout and likely you aren’t even aware of it.

            Here’s some more bad news. In order for you to do less, you’re going to have to allow other people to take over things you’re holding on to. You’re ego is going to have to take a bruising as you accept that in many areas, even areas where you have talent, there are those who can do it better. The good news is if you give it to them (not hover over them and try to control things) they often WILL do it better. You’re going to have to give up control in exchange for influence. It’s reciprocal—if you trust others, they are more likely to trust you. If you try to control everything, people around you are more likely to be controlling. A little more good news—influence is far more powerful than control!

            The best news is there is a solution! For both yourself and your team you need to do less. Isn’t that a relief! You’re doing a hundred things when in reality you only need to do three. Isn’t that liberating! Of course, you’re going to have to figure out those few things you need to focus on. If you don’t know, just ask wise counsel. More than likely others see what you’re good at as well as the things you’re doing that are a waste of time. Be sure to ask those who have the spine to tell you the things you don’t want to hear! It’s time for you to do a few things, but to do them extremely well. Commit yourself to that task. If you don’t see the explosion, you’re still doing too much. Eventually, with enough compression, the explosion will occur.

Why Johnny Can't Do Math

            This is an interesting blog I wrote in 2013. I'm not going to make huge changes, but in the intervening years, I did teach some basic college math courses. As I look over this blog, I'm still in complete agreement in terms of why college students struggle with math.

            Having taught both basic writing and basic math classes, I can say for certainty that teaching writing is exponentially harder. If you're a math instructor and find that a bitter pill to swallow, sorry, but that's my experience. With writing it's important to teach creativity. There is a multitude of ways to write a story, essay, or research paper. With math, I found there was always some sort of step-by-step process to find the right answer. There was far less ambiguity. And, the grading end of things for math is far more objective than writing.

            Now, realize I'm am talking teaching basic math—the type of math that would be found in a general education requirement. And, I'm comparing it to a basic, general education writing or composition class. I do realize a great deal of creativity and critical thinking is needed when teaching upper level math and delving into topics like geometric proofs and the type of math that theoretical physicists are involved with. Growing up I was a math whiz until I hit Calculus. I then hit a wall. So, those that have mastered upper level mathematics are smarter than I in that arena. But, what I'm dealing with in this essay is why people struggle with foundational math skills. So, let's look at my blog...

            I’ve been teaching college for about a decade and I can tell you—college students can’t do math. I don’t even teach math. But, I do give out grades and when it comes time to update students on their progress, I’ll have the following conversation innumerable times:

            “Mr. Tipton, why am I failing your class?”

            “Well, you didn’t turn in this assignment and this assignment.”

            “Yeah, but I got hundreds on these five assignments.”

            “Yes, but your grade is weighted.”

            “Weighted? Look, if I add up all these grades I have five hundred points. Divide that by seven and I’m getting an eighty-three percent.”

            “Actually, five hundred divided by seven is more like a seventy-one.”
            “Okay, but that’s still a C!”

            “But, you don’t just add them up and divide. Your grade is weighted.”
            “I don’t get it?”

            “Look, those five hundreds are worth three percent each. The two assignments you’re missing are worth ten and twenty percent.”
            “So, what’s your point?”

            “That zero on the twenty percent assignment is worth more than those five hundreds combined.”

            “Nuh-huh?”

            “What is five times three?”

            “Fifteen!”

            “Good, now put away your calculator. Is fifteen more than twenty or less?”

            “So, why am I failing your class?”

            At this point I just want to grab the nearest math instructor and choke him to death!

            When I first started teaching, I thought this was an isolated incident. I felt sorry for the poor student. “Well, she’ll never be an engineer. Tough break she’s also failing my writing class.” After having this discussion thousands of times and killing a few math instructors, I came to realize—college students can’t do math.

            So, I’ve identified the problem, but what’s the cause? Talking to students (or anyone that hates math) it becomes quite apparent there’s a huge mental block when dealing with math. I’ve met bright, articulate people whose heads fill with cement as soon as the word “math” is uttered. “MATH! I HATE MATH!” The eyeballs cross and steam begins pouring out the ears. When students have a mental block it’s so often math. Why?

            Imagine you’re back in school. The Arithmetic Nazi has you at the board. She has that scowl across her face. In her right hand is a pneumatically loaded chalk holder. In her left hand is a book of evil spells (also sometimes called an Algebra textbook). You’re scribbling on the blackboard, while your mind furiously tries to form an answer: x=4.

            “No, no, no! What are you doing? X does not equal four. X equals eleven!”

            You stare at the blackboard in bewilderment. “How does X equal eleven?” you think to yourself.

            Math—it’s so black and white, cut and dry, right or wrong. There is no discussion. There is no wiggle room for a difference of opinion. You’re either right or wrong—and, quite frequently you’re WRONG! Good thing that pneumatic chalk holder doesn’t have pepper spray!

            Imagine for a moment a child learning to walk. If you’re thinking, “What does this have to do with math?” then quit thinking that. Just shut up and allow yourself to take a vacation from math. Can you see the child?

            The first time the poor kid stands up, he wobbles and falls. The second time—wobbles and falls. He wobbles and falls many times. Then, he begins to fall forward and puts out his right foot to catch himself. Yes, he still does a face plant, but not before taking his first step. There’s a great deal of wobbling and toddling before he can finally stand and walk as well as you or I.

            Now, think about his parents for a moment. As he wobbles and toddles, what are they doing? They are encouraging his every attempt. Think about his brain. It’s not just his body that’s wobbling and toddling. His brain is doing the same thing—trying to make connections to control his steps and gain his balance.

            Let’s suppose rather than being supportive, his parents were to smack him across the forehead every time he stood up and didn’t walk perfectly? What do you think would happen? Well, he would stand up and then SMACK! Stand up and SMACK! Stand up and SMACK! Then, he would just crawl around too afraid to try to walk. He has now developed a mental block to walking.

            So, there are two different approaches being illustrated in terms of walking. One is a positive approach that encourages the wobbling, toddling process of learning to walk. The other is a negative approach that punishes an attempt to walk that does not produce the perfect gait.

            Which approach seems closer to the Arithmetic Nazi? It seems she is taking the negative approach. Should she? Or, is learning math just like learning walking—where the brain goes through a wobbling, toddling stage? Doesn’t the brain go through a wobbling, toddling phase anytime it’s learning something new?

            X equals thirteen—SMACK! X equals two—SMACK! X equals forty-seven—SMACK! And, the brain develops a cement block anytime math is brought up. When someone is learning math (or any subject) their brain will come up with wrong answers when the brain is in that wobbling, toddling stage of learning. However, the brain must go through that wobbling, toddling stage. Keep whacking a brain when it’s going through the process of learning and the learning factory shuts down. That’s the mental block that happens with math.

            I know someone is out there thinking, “Well, we can’t just accept wobbly, toddling answers. Two plus two cannot equal five. X must equal eleven. The square root of two-hundred-fifty-six is sixteen, not seventeen or twenty-nine!” Let’s consider the parents of that toddler. They certainly embrace the wobbling, toddling phase. But, would they find it acceptable if their child was six and had a gimpy gait? Certainly not! If the wobbly, toddling phase didn’t work as it should, they would take corrective actions—but, even then it wouldn’t be done with a SMACK! It would be done in a nurturing way.

            The reason college students can’t do math is quite simple—the education system kept smacking their brain as it went through the wobbling, toddling phase of learning. Once someone has a mental block, they can still learn—but, the block must first be removed! Removing a block that is the result of hundreds or thousands of mental smacks is a laborious task. Perhaps we need to evaluate our education system so we don’t put that block there in the first place. 

Five Keys to Great Speaking

So, you want to become a great speaker, but that huge speech textbook is daunting! As a college speech teacher I can tell you that book is probably worthless. I’ve seen so many different ones and they’re all the same—a huge collection of facts and concepts that give you an overview of the field of public speaking. Truth be told, these eggheads don’t understand speaking. All they’ve done is give you a boring museum of facts and ideas from people far more intelligent than they. What you’ll find is an amateur teaches by looking at everything in a field. A true expert can boil down a field to those few points that make an impact. If you want to become an expert work on these five things:

1) Find your purpose. Who are you? What is it that you truly understand? What lessons has life taught you? Why are you on this earth? Once you know the answers to those questions you know what to talk about. And, you’ll talk about those topics with wisdom and passion. This is often called your voice—your unique perspective, insight and wisdom about life. No one else has your voice. It’s what sets you apart from every other speaker.

2) Overcome stage fright. Now, by that I don’t mean you won’t have some jitters. Some of the best speakers have jitters before taking the stage. But, you can’t be scared of getting up front and letting it fly. When you’re afraid your heart and spirit doesn’t come through. When you’re scared, your voice is muffled. Fear hinders everything—from your preparation all the way through the delivery of your speech.

3) Learn to use stories. I’ve seen it over and over—vibrant storytellers captivate audiences. This is true for preachers, teachers, motivational speaker, trainers and even standup comedians. Many of the stories will simply be stories of your life. The power of story cannot be underestimated!

4) Learn to use analogies. Study great speakers and you will see analogies over and over. Dr. King was a master at using analogies and the analogy’s little brother—the metaphor. Jesus taught through parables—analogies in the form of stories. Start paying attention anytime you have that aha-moment, “Oh, now I understand!” You’ll be amazed at how many times these aha-moments are connected to either a story or analogy.

5) Get in tune with your inner rhythm. One thing that separates exceptional language (both written and spoken) is it has a beat to it. We’re wired to connect to a beat. There’s a rhythm center in our brain. In music we call it beat. In poetry we call it meter. In comedy it’s called timing. Great language has a beat to it. You need to develop your ear and find your own inner rhythm if you want to become a great speaker.

Certainly there is a great deal more to learn about public speaking. But, if you watch great speakers you’ll see these five things over and over. Master these five and you’re well on your way to captivating your audience!