What Do You Look for in a Teacher?

In another thread, Roomy said:

"Our exchange here suggests a related tangent thread-- what to look for/look out for in evaluating teachers and schools. As you can see, I have perforce had to do a lot of thinking about these things over the years. And I imagine there are others in this forum who have more experience and wisdom than I do... Anyone out there game?"

I'm naive, Roomy, so I'll bite

First, I look for a level of realization well beyond my own. This realization would be most important, critical actually, as it pertains to the non-dual. I wouldn't want to have a teacher without that. This would by default mean that the teacher has deep, personal experience with the territory and the school/tradition they teach in.

Second, I would look for a really good set of communications skills and a willingness to call me out, correct my mistakes, to TEACH me.

Third, I would look for a human being. What I mean by this is someone who is not into hierarchical thinking,who believes the teacher has a position of authority in the conventional world that is somehow "special."

Fair?

Fair enough from that perspective.

I would like to bounce on this and ask the (would-be) teachers what do they look for in a "student"?

The attributes that Chris mentioned are likewise of importance to me as a student. In addition, I think it's valuable for a teacher to be at least familiar with other teachings, methods, etc. It's a big turn off to me if a teacher disvalues other traditions and methods out of bias for his/her own tradition and methods.
Another beneficial attribute is the ability to teach at a more individualized level for each student or group of students. In other words, not the "one size fits all" approach.
- Tina

"Fair enough from that perspective.

I would like to bounce on this and ask the (would-be) teachers what do they look for in a "student"?"

I think the best yogis, in retreats anyway, do a few things and have a few qualities. They follow instructions no matter what. They follow the rules and precepts. They don't get creative or mix practices. They have courage, perseverance, and the ability to laugh at their own suffering. A good yogi is tireless with practice, and treats the resulting conditions like they are watching a bad movie. They don't get involved in the the content. Most teachers volunteer their time, so seeing a student who is committed to practice makes it worthwhile.

"It's a big turn off to me if a teacher disvalues other traditions and methods out of bias for his/her own tradition and methods." -- Khara

"I think the best yogis, in retreats anyway, do a few things and have a few qualities. They follow instructions no matter what. They follow the rules and precepts. They don't get creative or mix practices." -- joebob333

Interesting!

"Fair enough from that perspective.

I would like to bounce on this and ask the (would-be) teachers what do they look for in a "student"?"

Hello Abdou,
I don't have a lot of experience in teaching (I'm still in training), but here's a few things that I would hope to see in prospective students:
Diligence, perseverance, and sincere investment to practice.
An understanding that it takes work, patience, and practice.
An interest in revealing/removing the layers that they "think" is their "self."
Openness to searching within to discover and "see" for themselves.
And, hopefully comfort in communicating openly with the teacher (as meditator to meditator).

- Tina

[edited: removed a few words for clarity.

Y'all may be thinking I walked away from the conversation. Not so and far otherwise. I am having momentary technical difficulties.

Kate

(well, this has been another one of those 'all for the want of a horseshoe nail' episodes, but now the computer is back up on its chips.

As I was saying here, before the screen went black, and the room as well...)

I read an aphorism somewhere in the hoary past about teachers/students: "The job of the teacher is to pull everything out of the student; the job of the student is to pull everything out of the teacher." This addresses the reciprocity issues that Khara mentions above in summary fashion. The problem with truisms, however, is that the devil-- and the angel-- is in the details.

For a teacher to help me, he or she has to merit my RESPECT for their knowledge and clarity of expression; my TRUST for their compassion for their students generally and me particularly, and for their integrity of practice; and there has to be the 'je ne sais quoi' of personal connection that actually INSPIRES me (being some kind of public-domain Big Deal and having hordes of enthusiastic devotees does not substitute for this requirement.) These are the fundamental issues-- and it is amazing how few candidates are left in the field after considering these criteria.

I am not competing with some 'guru-rating service' here-- just musing on what I know so far. These are the qualities that give me a shot at actually engaging with teachings at a level where I can put them into practice. Honesty demands acknowledging that a teacher may be inappropriate for me and suit someone else to a T.

With regard to my 'best practice' as a student, I undertake to not sell myself short by either undue skepticism or credulity: I need to exercise discriminating intelligence and do actual study-in-practice and study of sources. I have to develop patience with the discomforts of practice and enough humor to bear the unravelling of the excesses of my persona without becoming dysfunctional.

In fact, teacher and student alike are equally staring down the barrel of the Paramitas. I have been accused, in the past, of being impossibly idealistic. My personal jury-of-one is still out on that; I'm not sure what use flexy, accomodating ideals would be. I look around the cultural landscape and feel myself beset by confusion and inertia. Aspiration is my lighthouse.