{"id":10,"date":"2026-09-07T20:09:52","date_gmt":"2026-09-07T20:09:52","guid":{"rendered":"https:\/\/learningwithevanflaxman.com\/?p=10"},"modified":"2026-09-26T20:06:43","modified_gmt":"2026-09-26T20:06:43","slug":"what-teaching-thousands-of-students-taught-me-about-how-people-actually-learn","status":"publish","type":"post","link":"https:\/\/learningwithevanflaxman.com\/?p=10","title":{"rendered":"What Teaching Thousands of Students Taught Me About How People Actually Learn"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>By Evan Flaxman, JD, MBA<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Over the years, I have taught students in environments that could hardly have been more different from one another. As an undergraduate at the University of Florida, I served as Head Teaching Assistant for introductory finance, where I worked with college students trying to understand everything from basic financial principles to mathematical formulas and their applications. I also spent years in the private tutoring business, teaching and helping build an educational company that ultimately served thousands of students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Years later, in a very different environment, I spent 27 months teaching primarily Spanish-speaking adults working toward their GEDs at the federal prison camp in Florence, Colorado. During that period, more than 350 of the students I worked with earned their GEDs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The students were different. The subjects were different. Their educational backgrounds, abilities, motivations, and circumstances were different.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">But one thing remained remarkably consistent: people learn best when you understand where they are, start with the fundamentals, move slowly enough for real understanding to take hold, ask questions, and don\u2019t give up on them.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Difference Between Knowing an Answer and Understanding It<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One of the clearest lessons I learned from teaching thousands of college students was that the difference between a B student and a C student was often not intelligence. It was effort and engagement.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The B students were more likely to attend free tutoring sessions, ask questions when they didn\u2019t understand something, and take a more active role in their own education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Natural ability certainly matters. Some people are extraordinarily gifted, and it would be dishonest to pretend otherwise. I have known exceptionally intelligent people who could achieve extraordinary academic results with comparatively little effort. But I also saw students who were not exceptionally gifted perform just as well as gifted students when they were willing to study and do the necessary work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The more important question for me as a teacher was not simply whether a student could produce the correct answer. I wanted to know whether the student understood why the answer was correct.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If a student gave me the right answer, I would ask:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>How did you arrive at that answer?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sometimes the reasoning showed genuine understanding. Sometimes the student had memorized a formula without understanding what it represented. And sometimes the student had simply guessed correctly.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A correct answer by itself doesn\u2019t always tell you which of those three things happened.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Start at the Bottom of the Stairs<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">My approach to teaching was to start at the bottom of the stairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I would not move to the next stair until I felt the student understood the issue we had just discussed well enough to build upon it. One of the biggest problems in teaching is adding too many things too quickly. When that happens, students can become confused and even lose their grasp of the fundamentals they had just begun to understand.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I saw this frequently with students struggling in finance. Often, their biggest problem wasn\u2019t an inability to learn formulas. They lacked an understanding of the foundational principles beneath those formulas.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So I would go back to the beginning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">What is finance? How does finance work? What are we actually trying to accomplish? What does this formula represent, and why are we using it?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The fundamentals are the pillars of the subject matter. Without those pillars, there is very little a student can do with the formulas. A student might memorize an equation, but if he doesn\u2019t understand what it represents, he won\u2019t know when or how to apply it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A good teacher has to connect those dots.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>True Understanding Survives a Change in the Question<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">How did I know when a student was ready to move to the next stair?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I would ask essentially the same question in a different way.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I wanted to see whether the student recognized the nuances and whether the underlying understanding remained consistent when I changed the wording or presentation of the question. If a slight change caused the student\u2019s understanding to collapse, then the student probably hadn\u2019t fully understood the principle yet.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">That became one of my basic tests of understanding:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>True understanding survives a change in the question. Memorization often doesn\u2019t.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">And even when a student reached the right answer, I wanted to hear how he got there. If his reasoning contained a gap, I preferred not to simply tell him what he had done wrong. I would leave breadcrumbs and see whether he could follow them back to the mistake himself.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students fared much better when they were the ones who found the gap in their own thought process.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There is an important difference between being told, <em>You\u2019re wrong, and here is the answer<\/em>, and experiencing the moment when you recognize for yourself exactly where your reasoning broke down. In my experience, the latter creates a much stronger and more durable understanding.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Smartest Person in the Room Is Not Necessarily the Best Teacher<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">You cannot simply put the smartest person in the room in front of a class and assume that person will be the best teacher.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teaching is both a skill and an art.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A strong teacher needs to know the subject matter, of course. But that isn\u2019t enough. A teacher must also recognize the nuanced differences between a student who lacks foundational knowledge, a student who misunderstands a particular principle, a student who knows the answer but doesn\u2019t understand why it is correct, and a student who understands the concept but hasn\u2019t yet learned how to apply it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As Head TA for introductory finance at the University of Florida, I had five sub-TAs working under me. Dr. Joel Houston and I interviewed candidates separately and then compared our assessments of who we thought was most talented, including each candidate\u2019s particular skills and deficits. Approximately 95 percent of the time, we agreed immediately.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When I asked a substantive question, I wasn\u2019t interested only in whether the candidate could solve the mathematical equation. I wanted to know whether that person could also see the 30,000-foot view.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Could the candidate explain what the equation meant? Why it was being used? How it fit into the broader principles of finance?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A good teacher needs to understand both the equation and the idea the equation represents.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Different Students May Be Standing on Different Stairs<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">My fundamental approach to teaching remained the same when I later taught GED students, but the environment created a different challenge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students entered the classroom with widely different abilities. Some were much more advanced than others. I had to be careful about where I set the target. If I taught to the most advanced students, I risked losing much of the room. If I taught only to the lowest common denominator, I risked failing to challenge everyone else.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So I didn\u2019t use one universal lesson plan for the entire class.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I would teach for a period of time and then give individual students different workbooks, assignments, and lesson plans based on their particular skills and deficits. I used progress tests to determine their levels in reading, reading comprehension, mathematics, and other specific learning areas.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The goal was to determine where each individual student was standing on the staircase.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One student might need to strengthen basic mathematics. Another might be ready for more advanced material. A third could be strong in one area and significantly behind in another.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The right lesson taught at the wrong level is still the wrong lesson for that student.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Teaching Primarily in Spanish<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For 27 months at the federal prison camp in Florence, Colorado, I taught primarily Spanish-speaking students working toward their GEDs. I would estimate that approximately 95 percent of my teaching was conducted in Spanish, which is not my native language.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reading comprehension was largely an area the students handled independently because their command of Spanish reading comprehension was generally better than mine. But for the other subject matter, I taught overwhelmingly in Spanish.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There was another challenge: many students were not initially motivated to earn a GED.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For inmates who didn\u2019t have a GED, education was mandatory for at least part of the day under the circumstances I encountered. That meant I was not necessarily teaching a room full of people who had voluntarily chosen to be there and were already enthusiastic about education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I tried to explain why earning a GED was important to functioning in society after release. Before you can teach someone effectively, sometimes you first have to give that person a reason to want to learn.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">During those 27 months, more than 350 of the students I worked with earned their GEDs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Student I Couldn\u2019t Give Up On<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">One student in particular has stayed with me.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">He was an Arab man who had been in prison for approximately 20 years and had extremely limited vision. His glasses were extraordinarily thick, and he had to hold a page about an inch from his face to read it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">I would teach him mathematics and fractions until he seemed to understand everything we were working on. Then he would lose his comprehension of what we had just covered.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">So we would do it again.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">And again.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">And again.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There was no magic technique and no shortcut. I simply kept going over the material with him until it became second nature. Eventually, he had done it so many times that he couldn\u2019t forget it again.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">And after approximately 20 years in prison, he passed his GED.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">That experience reinforced something I had learned throughout my years of teaching: different students may require very different paths to reach the same destination. Some need a new explanation. Some need a different example. Some need to discover their own mistakes by following breadcrumbs. Some need individualized assignments. And sometimes, a student simply needs someone willing to go over the same thing again and again until it finally sticks.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Go Slowly. Ask Questions. Don\u2019t Give Up.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">If I could give one piece of advice to a parent, teacher, or tutor trying to help someone who is struggling to learn, it would be simple:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Go slowly. Ask questions. Don\u2019t give up on him.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Start with the fundamentals. Find out where the student actually is rather than assuming where he should be. Don\u2019t add complexity so quickly that the foundation collapses. Ask the same question differently. Ask how the student arrived at the answer.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When possible, leave breadcrumbs and let the student discover the gap in his own reasoning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">And recognize that sometimes the person who appears unable to learn simply hasn\u2019t yet been taught in the way he needs to be taught.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Start at the bottom of the stairs. Make sure the stair beneath the student is solid. Then help him take the next step.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Evan Flaxman, JD, MBA Over the years, I have taught students in environments that could hardly have been more different from one another. As an undergraduate at the University of Florida, I served as Head Teaching Assistant for introductory finance, where I worked with college students trying to understand everything from basic financial principles [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-10","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>What Teaching Thousands of Students Taught Me About How People Actually Learn - Learning With Evan Flaxman<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/learningwithevanflaxman.com\/?p=10\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"What Teaching Thousands of Students Taught Me About How People Actually Learn - Learning With Evan Flaxman\" \/>\n<meta property=\"og:description\" content=\"By Evan Flaxman, JD, MBA Over the years, I have taught students in environments that could hardly have been more different from one another. 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