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My best subject in school was always math.    Well… I take that back.  Not at first.  When we first learned multiplication in 2nd grade I thought it was hard and I didn’t really get it.  My parents made me make flash cards to study my times tables.

But, then something happened in 3rd and 4th grade – we weren’t taught math in class any more.   We taught ourselves.   They had these books that we would read through, do the practice problems and then we could sign up to take the tests when we were ready to.   There was a sheet of paper that hung in the front of the classroom that listed everybody’s rank…. and what position in the class they were in.

I got competitive…. and for most of that time I was killing almost everybody else in my class in math.  Constantly making A’s, and staying way ahead of most of the class in the books.  Except for one girl – she always managed to stay a book ahead of me.  Out of 44 children in a “gifted and talented” magnet program…. I was #2 in the class in math.  All year…

By the end of 4th grade, her and I were so far in the books that we were already learning Algebra, when most students in state I live in don’t even take Pre-Algebra until 7th grade.

Somewhere in middle school I got bumped up a grade in math and science classes.

All through high school, I took math and science classes with the kids a grade higher than me, which lead to a somewhat interesting dynamic – I had more friends and was almost closer to my friends who were actually a grade level higher than me and a year older than me than I was with my own class.

I said all that to say this… math was always my best subject.

Why?  I think that stems from how I (and presumably most people, but most importantly, I, myself) learn…..

By doing…. and, by teaching.

When it came to math, it was always easy to learn.  If I came across a certain problem that I struggled with, I could go through a book…. find 10, 20, 30 different problems that were similar and pound them out… until knowing how to do that problem was ingrained in my head.

By high school, I knew this…  that I didn’t learn through lecture, or through reading books, but through doing.  By the time I was taking calculus, I never bothered to read a chapter in a math textbook, I’d just do the problems, if I needed help, I’d go back through the book and find the example problems and take a peak at what they did.   When the teacher was explaining something in class, I wouldn’t always listen, but when she’d call people to the board to do practice problems, I’d often volunteer, because I knew that if I got stuck, she’d help me out… and then I’d get it, because I did it.

Let’s be honest.   Lecture is boring.  Reading text books is boring.   And, the retention rates from both aren’t very high…   I mean look at the learning pyramid.

Like I said, what made me good at math…. was practice by doing, and teaching others.  Once my classmates knew I was good in math, they’d come to me to help them explain something.   If I didn’t know how to do the question they were asking, I’d quickly figure it out right there with them so that I could help them.

Looking back on it, I’m positive that helped my retention rate even more.

It’s funny how we know this now, but still so much of the school system is based on lecture and reading.  When you really think about it, most of that time spent in class listening to lecture is wasted time, that could be better spent using more productive means of learning.

I think Roosh realized this when he decided to cut down on the lectures in his workshops.

Let’s revist “doing” for a second.   Doing has to be structured, and you actually have to be working towards your goal, and spending your time wisely.   One of the best ways to define this that I can think of, comes from the book Talent Is Overrated by Geoff Colvin, where he defines it as deliberate practice.   (Great book by the way – I recommend it.)

One example he used about people practice, but not actually engaging in deliberate practice was the amateur golfer.   The guy who goes to the driving range, picks a club, hits a shot, if it’s a good shot he feels good about it and congratulates himself, but if he hits a bad shot, he quickly pulls out another ball and hits another shot, so that he can forget about the bad shot he just hit.    That’s not deliberate practice, that’s just hitting balls at the range.

Not saying you won’t improve by hitting balls at the range, you very well may, but you’ll never be great practicing like that — it’s just not that effective of a practice method.

Now, on to game.

Roosh had a post a couple weeks ago about how to shorten your learning curve, and it was good post with a lot of good points, where he was essentially explaining how to deliberately practice game.

In the end, the only short cut to becoming great at something in hard work, but it has to be focused hard work, not just hard work for the sake of working hard.  Another way to say this… “deliberate practice.”

One of the best examples I can think of right now is Krauser.    He’s killing it right now, but it’s not hard to look back through his blog and see why.  He’s put in the work, and he’s reaping the benefits from his work.   For essentially the past year and a half, dude has been blogging his taped approaches, working on his sticking points, correcting his hang ups and constantly improving.   Oh, and he started teaching for Rock Solid Game as well….

Re-visit the pyramid.   What’s the two most effective ways to learn?

Doing and Teaching.

Krauser does both…. and it shows….
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