157. Mindset of a Presenter/Public Speaker

emp

Make your message matter to the audience.
Your message must matter, else stay quiet.
You are on the stage for the audience, not for yourself.
You are not trying to impress the audience.
And when (if) the audience applaudes, accept it with humility. Don’t interrupt. Don’t sound apologetic. Don’t be a jerk.
Learn. Unlearn. Relearn.

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155. Unlearning to be a better learner

unlearn-butwal

So this participant, who has been teaching for over 25 years, walked out of the workshop when we were talking about assumptions, beliefs, and practices of teachers which they might need to unlearn.

A few weeks ago, we were in the beautiful city of Butwal to conduct a workshop titled “Unlearning Teaching”. Forty teachers from various colleges had showed up and they were sitting in several small groups of four or five.

After the opening session, we were discussing on the challenges of the 21st century teacher, especially because of large classroom sizes and students with different learning preferences, mindsets, backgrounds, motivations, etc.

“Is there any difference between teaching and facilitation?” I posed this open-ended question to the participants and asked them to come up with their analysis. Each group of teachers dove into discussion and wrote down their opinions. I then asked a participant from each table to share their beliefs to everyone.

The participants then took a small quiz on the differences between traditional teaching (lecture) and facilitation. After another round of healthy discussion, the participants eventually came to a consensus that for our teaching to be effective and meaningful, we need to grow our traditional role of a teacher into a more challenging role of a facilitator. A teacher teaches content, while a facilitator lets students co-create knowledge through interaction. Similarly, teaching means having a teacher-centric approach, while facilitation means having students-focused approach. Understanding these, the participants expressed, also helps teachers better manage the classroom dynamics.

“I want to share my experience on this one,” so this participant stood up. Excited to hear his perspective, I gave him the mic. “For these 25 years, I have used one technique to control the classroom. I use my eye-contact. It doesn’t matter if there are 40 students or 100 students, when I look into their eyes, they keep quiet and never dare to make noise.”

As a workshop facilitator, I usually expect different perspectives, sometimes dissenting ones too. People have strongly held beliefs and our job as facilitators is to simply stir their assumptions. So, while he stated his assertion, I kept actively listening to him.

“If a teacher cannot establish his authority, the students will dance on his head,” he added. “Even my colleagues invite me into their class if they can’t handle the students. When I take their classes, no one dares to give me any trouble.”

The room got silent and I could feel dozens of awkward eyes staring at me. I was caught in a dilemma: should I let the discussion get more intense or, should I acknowledge his views and move on to another agenda? My mind was scrambling for a way out.

“Thank you, sir for being honest and sharing your approach and…” I couldn’t even complete what I was going to say when another participant stood up. “I also want to add something.”

After conducting more than fifty workshop sessions in 2016 alone, I have come to realize that resistance in the participants is normal. And they display their resistance in different forms. Some don’t participate at all. Some look angry. Some get busy with their cell phones. Some seem to be asking question every 60 seconds. Some keep visiting the restroom every 10 minutes. All of these look normal when compared to an aggressive participant who likes to hijack the session. Even worse, when that participant influences others.

So when the other participant asked me for the mic, I could hear my heart screaming in panic. I thought the session was going to derail, and I was going to get grilled real bad. I straddled towards his table and handed over the mic to him.

“I completely disagree with your sir,” directing his gaze towards the previous participant. He spoke with defiance, “You are not controlling the students with your eye-contact, you are terrorizing them.”

I breathed a sigh of relief as I realized I had assumed wrong. “Fear might be a good solution, but it is a temporary one,” he added. “Your students remained silent not because they were learning, but because they were afraid.”

A gentle round of applause followed. Then another participant rose up and said, “What if we start blending the two approaches? From the way I see, sometimes we need to control the class, and sometimes simply facilitate it.” A couple more shared their views along the similar line.

“Great,” I thought. “Now the participants are ready to open up and discuss, debate, share their views.” But before I knew it, the experienced teacher got up from his chair and quietly walked out of the hall.

I had never felt thrilled and dreadful at the same. Thrilled because the participants were willing to reflect and analyze their teaching assumptions. Dreadful because that the one who walked out must have felt challenged, or even embarrassed – and worse, I couldn’t even have a word with him.

Hours after the workshop, the incident kept piercing my mind. It made me question my own beliefs about adult learners. Once my mentor had told me that adults are like babies, only in bigger bodies and bigger egos. Ideally, once we gain their trust, they open up and actively participate. Then they drive the sessions with their enthusiasm and cooperation. But the reality is usually complex and challenging. And that means, we – both facilitators and participants – must keep unlearning our assumptions, and keep relearning how we can learn effectively from each other.