Finding the Right Teacher
Why Phase-Teacher Fit Matters More Than Prestige
One of Bloom's most counterintuitive findings: "good teaching" is not a static quality. A teacher who is perfect for one phase may be terrible for another. Understanding this mismatch problem can save years of frustration.
The Core Insight
The best teacher for Phase I is NOT the best teacher for Phase II.
A rigorous, demanding master teacher would likely crush a Phase I child's enthusiasm. But a warm, encouraging Phase I teacher cannot provide the technical precision needed in Phase II.
The teacher must match the phase.
Phase I Teachers: The Warmth Makers
Who They Are
- Local instructors, neighbors, community coaches
- Often part-time, teaching as a side pursuit
- May not be expert practitioners themselves
- Chosen for proximity and rapport, not credentials
What They Do Well
| Quality | Why It Matters |
|---|---|
| Child-oriented | They prioritize the child's experience over perfect technique |
| Encouraging | Praise flows freely; mistakes are minimized |
| Fun | Lessons feel like play, not work |
| Accessible | Available in the community; no long drives required |
| Patient | They don't rush development |
What They Don't Need to Be
- Famous practitioners
- Technical experts
- Demanding perfectionists
- Well-credentialed
The Job Description
The Phase I teacher's job is simple: Make the child love the activity.
If the child quits because lessons were too hard, too boring, or too critical, the Phase I teacher has failed — regardless of their technical expertise.
Phase II Teachers: The Technique Builders
Who They Are
- Skilled practitioners with professional training
- Often full-time teachers or coaches
- Credentialed in their field
- Chosen for competence and standards
What They Do Well
| Quality | Why It Matters |
|---|---|
| Technically proficient | They know the craft deeply |
| Demanding | They hold high standards |
| Systematic | They have structured approaches to skill building |
| Critical | They identify and correct errors precisely |
| Professional | They treat the activity as serious work |
The Shift from Phase I
| Phase I | Phase II |
|---|---|
| Fun | Work |
| Praise | Correction |
| Encouragement | Standards |
| Games | Drills |
| "Great job!" | "Here's what to fix" |
The Job Description
The Phase II teacher's job: Build technical competence that can support future excellence.
The child should emerge from Phase II with a solid foundation — the correct mechanics, the essential skills, the vocabulary of the field.
Phase III Teachers: The Master Mentors
Who They Are
- Renowned practitioners in their field
- Often famous names, highly sought after
- Treat students as junior colleagues
- Chosen for vision and connection to the professional world
What They Do Well
| Quality | Why It Matters |
|---|---|
| Visionary | They see beyond technique to artistry |
| Interpretive | They ask "why" and "what does this mean" |
| Connected | They open doors to the professional world |
| Challenging | They push students to find their voice |
| Collegial | They treat advanced students as peers |
The Relationship Shift
The Phase III relationship is fundamentally different:
| Before | After |
|---|---|
| Teacher → Student | Senior Colleague → Junior Colleague |
| "Do this" | "What do you think?" |
| Technique | Interpretation |
| Mechanics | Soul |
The Job Description
The Phase III teacher's job: Help the student develop a unique voice and enter the professional world.
The Mismatch Problem
Phase I Child + Phase II Teacher
What happens: The teacher is too demanding. Lessons feel like work, not play. Mistakes are corrected sharply. The child loses enthusiasm.
Result: The child quits.
Phase II Child + Phase I Teacher
What happens: The teacher can't provide technical depth. Lessons are fun but the child isn't progressing. The student plateaus.
Result: Stagnation or the child outgrows the teacher.
Phase II Child + Phase III Teacher
What happens: The teacher focuses on interpretation, but the student lacks technical foundation. "Find your voice" means nothing when you can't execute the basics.
Result: Confusion, frustration.
How to Identify the Right Teacher
For Phase I (Ages 5-12 typically)
Ask:
- Does my child look forward to lessons?
- Does my child leave feeling good about themselves?
- Is the teacher patient with beginner mistakes?
- Is the environment playful?
Red flags: Child dreads lessons; child cries after mistakes; teacher is harsh or demanding.
For Phase II (Ages 12-18 typically)
Ask:
- Is the teacher technically competent?
- Does the teacher hold high standards?
- Is my child actually improving in measurable ways?
- Does the teacher have a track record of developing skilled students?
Red flags: No clear technical progression; teacher is "nice" but not challenging; no measurable improvement over 6-12 months.
For Phase III (Ages 18+ typically)
Ask:
- Is this teacher respected in the professional world?
- Does this teacher treat my child as a developing colleague?
- Is the focus on interpretation, not just mechanics?
- Does this teacher open doors to professional opportunities?
Red flags: Still focused only on technique; doesn't treat student as serious; no professional connections.
When to Change Teachers
From Phase I to Phase II
Signs it's time:
- Child wants more challenge
- Phase I teacher says "I've taught them all I know"
- Child is dominating local competitions
- Practice feels too easy
How to do it:
- Thank the Phase I teacher genuinely
- Explain the child is ready for the next level
- Ask the Phase I teacher for recommendations
From Phase II to Phase III
Signs it's time:
- Technical foundation is solid
- Student is asking interpretive questions
- Student is ready for professional environments
- Phase II teacher recommends moving on
The Iowa Context
Finding Phase I Teachers
- Community programs (YMCA, rec leagues)
- Local clubs
- School programs
- Neighbors with expertise
Finding Phase II Teachers
- Club teams (Iowa Sticks, All Iowa Attack, Six Pack)
- Private academies (Sebolt Wrestling Academy)
- Specialized coaches
- University programs (junior clinics)
Finding Phase III Teachers
- National programs
- College coaches (for athletes)
- Professional mentors
- May require relocation or intensive travel
What This Means for ISP Families
The ISP Model Supports Phase Transitions
| Phase | ISP Support |
|---|---|
| Phase I | Flexible schedule allows time for playful exploration |
| Phase II | Flexible schedule accommodates intensive training; Training Credits help with costs |
| Phase III | Full flexibility for total immersion; no academic barriers |
The Parent's Role in Teacher Selection
You don't need to be an expert to choose the right teacher. You need to:
- Understand which phase your child is in
- Look for teacher qualities that match that phase
- Watch for signs of mismatch (burnout, stagnation)
- Be willing to change when it's time
Related Topics
- Three Phases of Development — Understanding each phase
- The Home Environment — How family supports development
- Youth Club Sports — Finding coaches in Iowa
Based on Benjamin Bloom's "Developing Talent in Young People" (1985)
Last updated: January 2026