Graham Weaver

I thought about it for a week and I was like, I light up every time I'm in that classroom and I don't think I'll ever have this chance again. And I ended up teaching.

I thought about it for a week and I was like, I light up every time I'm in that classroom and I don't think I'll ever have this chance again. And I ended up teaching.

I know it's like one of the or the most popular classes there now. How did you build it? Same set of questions kind of is for Alpine as for the class. What do you hope the class does for the students and how do you architect it to achieve that goal?

I know it's like one of the or the most popular classes there now. How did you build it? Same set of questions kind of is for Alpine as for the class. What do you hope the class does for the students and how do you architect it to achieve that goal?

In the first four years, I just wanted to learn how to be a professor and teach. I had so many limiting beliefs, like thinking I'm not a professor, I've never taught. And so I just was probably the first four years, I was just trying to be like a B plus in that. And the curriculum is largely around how to be a CEO, things like hiring, firing, having difficult conversations.

In the first four years, I just wanted to learn how to be a professor and teach. I had so many limiting beliefs, like thinking I'm not a professor, I've never taught. And so I just was probably the first four years, I was just trying to be like a B plus in that. And the curriculum is largely around how to be a CEO, things like hiring, firing, having difficult conversations.

It's not big strategic things. It's kind of like at the one foot level, like you're going to have a conversation with an employee about getting demoted or whatever it is. And we're going to role play that actual conversation. So it's really like granular people stuff. It is the important stuff as a CEO. So it was a great class. So I did that for four years.

It's not big strategic things. It's kind of like at the one foot level, like you're going to have a conversation with an employee about getting demoted or whatever it is. And we're going to role play that actual conversation. So it's really like granular people stuff. It is the important stuff as a CEO. So it was a great class. So I did that for four years.

And then what I realized is students love the class. but they weren't doing it. They were like, oh, that was a great class. Thanks for that. And then their dream was to go run something and they didn't go run something. So I said, I need to add something else to this class. I want to help students figure out what their dream really is and spend a bunch of time on that. And so...

And then what I realized is students love the class. but they weren't doing it. They were like, oh, that was a great class. Thanks for that. And then their dream was to go run something and they didn't go run something. So I said, I need to add something else to this class. I want to help students figure out what their dream really is and spend a bunch of time on that. And so...

We talked about this a little bit earlier, but a big part of the class is really giving the students some space and asking questions and having them do exercises, visualizations, and some other exercises to truly figure out what the thing is that they're excited about. Like if they could do anything over the next 10 years, what would that be? And that takes some time.

We talked about this a little bit earlier, but a big part of the class is really giving the students some space and asking questions and having them do exercises, visualizations, and some other exercises to truly figure out what the thing is that they're excited about. Like if they could do anything over the next 10 years, what would that be? And that takes some time.

We spend a bunch of time on that. They have to keep a journal and we have a bunch of classes and visualizations. And then when they get kind of clear on that, Immediately, they're going to have all these doubts and fears and limiting beliefs. Their head's going to talk them out of it. And so we go right at that. Hey, what are the obstacles? How do we overcome that?

We spend a bunch of time on that. They have to keep a journal and we have a bunch of classes and visualizations. And then when they get kind of clear on that, Immediately, they're going to have all these doubts and fears and limiting beliefs. Their head's going to talk them out of it. And so we go right at that. Hey, what are the obstacles? How do we overcome that?

How do we design a path to go do that? So that's probably 25% of the class now. And I think that's probably the students remember the most.

How do we design a path to go do that? So that's probably 25% of the class now. And I think that's probably the students remember the most.

Yeah. You've told me before some of these incredible framing questions to like expand the mind beyond incremental thinking into more like blank sheet thinking. One of the ones you told me that I liked best that I've thought about a lot since is imagine you have nine lives. You're just going to do this life. What do you want to do in the second life and the third life?

Yeah. You've told me before some of these incredible framing questions to like expand the mind beyond incremental thinking into more like blank sheet thinking. One of the ones you told me that I liked best that I've thought about a lot since is imagine you have nine lives. You're just going to do this life. What do you want to do in the second life and the third life?

And like really like make it feel bigger, more expansive. Are there other questions like that one that you found to be the most effective to get people to like give you the real answer to what you're trying to help them find, which is like the thing that's burning inside them?

And like really like make it feel bigger, more expansive. Are there other questions like that one that you found to be the most effective to get people to like give you the real answer to what you're trying to help them find, which is like the thing that's burning inside them?