“You can take direct credit in the correction of his perception about what he is capable of academically. This will be life-changing for him.”
Described by The Telegraph as “the man with the magic formula for moulding champions” and a winning coach of a Wimbledon Tennis Grand-Slam, Richard de Souza – the inspiration behind the D7 philosophy we use in our mentoring - kicked off Oppidan’s mentoring workshops this January with two lively discussions on how best we can incorporate the D7 into our one-on-one teaching.
Using the same methods we implement in our teaching, Richard has quite the track record. He coached Jonny Marry to Wimbledon Champion in 2012 , took the former British No.2 Anne Keothavong to the brink against Venus Williams and is currently working with Evan Hoyt.
The importance of technical skills is obvious in many professions, sports or hobbies. You simply need to be able to hit a forehand to be good at tennis, formulate clarity in a meeting to be good at business, or know why a metaphor doesn’t use like or as to be a competent English writer. The importance of technical teaching should not be dismissed; after all, the grasp of technical subject matter is often attributed to the rate of progress that students see in improved scores through lessons or exams.
What is often missed out, however, whether in the sphere of business, sport or in our case, teaching, is the mental capabilities surrounding how children learn and how they feel mentally about their education.
Unless there is a desire to learn, progress can never be fulfilled. Unless a degree of focus is apparent, a game plan showing how a child is going to improve is clear, or resilience is taught to help foster a growth mindset, then you can do all the technical teaching you want, all the percentages and the similes you can muster, but there will simply be no long-term improvement made at all.
It’s why children who seem to be making progress in tutoring sessions in fact quite often do badly in exams. Parent’s cognitive dissonance suggests that “they just always do badly in exams” as if it’s black and white and can’t be changed. The reality is that there has been no or little focus on the mental capabilities they have, and under pressurised scenarios, the technical teaching goes out the window and they fall down – time and time again.
The D7 is the formula to structure sessions and contextualise feedback to children; it creates an awareness of the extent of a child’s capabilities and makes sure that when the mentor is not in the room, the child has the tools to go about improving on his or her own. It fuels independence, a stronger sense of identity and an ownership to their learning. The system provides an opportunity for students to discuss their thoughts and feelings with regards to their education. This opportunity encourages involvement and allows mental clarity to form a clear game plan to help improve. Starting with a desire statement - a clear admission of what you want to achieve – it visualises the aim of the mentoring sessions, clarifies the child and the mentor’s intentions and crucially allows the child to take ownership of the sessions.
The Oppidan Mentor combines both the horse and the cart. Once the mental qualities are in place, the technical teaching will then flourish.
Marina Oswald: Oppidan Client Manager