Creating an environment conducive to learning is essential for instructors. Sharing with one another what has worked and what has not worked only enhances our toolboxes as instructors. Remember, according to The Tao of Teaching, the Way cannot be mastered!
** What kinds of things have you personally done or put into place that sets the learning environment?
** Are there things you have seen or heard of that you would like to try?
** Have you tried something and had it go miserably the wrong way? If so, what did you do and what happened because of it?
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I would love to have more fresh flowers in my classroom or workshops. But it is too pricey! When I had a permanent classroom, I tried a live plant - but those weekends and vacations and quarter breaks away - just couldn't keep it alive! I have seen live plants in people's offices and classrooms though - how do they do that? I think life adds life!
ReplyDeleteLorrie
In the training I facilitate role plays are part of the section I lead. The role plays are designed to show how to creatively handle a situation which may be difficult. I like to encourage the participants to be as difficult as they want to be and challenge the other participant to creatively solve the problem. There is always something positive to be pointed out in these scenarios even if they miss the original goal of the role play. In the future I would like to try hearing some examples from each participant's own experience as a way to share information about how to handle a difficult situation.
ReplyDeleteWhat do you do for those who are not comfortable with role playing?
ReplyDeleteAfter the scenario has been played out I ask what the group noticed. What was positive about the exchange? Why was it positive? What other methods could have been used, etc. We also do some scenario exercises in small groups with no role playing involved. One person reads the answers the small group came up with.
ReplyDelete** What kinds of things have you personally done or put into place that sets the learning environment?
ReplyDeleteI’ve developed something of a reputation for being a prop guy (shocker, right?). So I tend to bring random things to class and just set them aside, but within view. It creates a delightful sense of anticipation that sort of keeps people engaged because they’re waiting to see what’s going to happen with the guitar/catcher's mitt/inflatable snowman etc. Sometimes I make like I’m going over to the item and then don’t, if folks start to drift.
You do have to ultimately have some legit reason for it—as they say in the theater “the gun placed on the mantle in act one has to be fired in act three”--but if you’re creative you can find a tie-in for almost anything you’ve got around the house.
** Are there things you have seen or heard of that you would like to try?
My wife is a H.S. teacher and she did a whole mock court thing with her kids this past year. Kind of like a debate—they had a blast! I think it would be fun to try something like that with adults. I have a gavel, why not use it?
** Have you tried something and had it go miserably the wrong way? If so, what did you do and what happened because of it?
This almost went south on me.
First 5 minutes of class. I asked if anyone had a cell phone I could borrow for a demonstration. I picked one. Then I got out a heavy-duty smoothie blender, and a hammer. I had the class vote. They always pick the blender for some reason.
I placed the phone inside, and made like I was going to turn it on. After a little playful teasing I proceeded to actually (and loudly) puree it to smithereens.
Now...I had worked all this out with the “volunteer” before class and provided the phone to be sacrificed etc. It was a dummy display model.
Once the blending was done, I started to debrief what had just happened, explain everything, and make my point (I did have one). Before I could even get started though--my volunteer’s classmates started howling. She’d played her part to a “T” and they were ready to take me to task for having done such a horrible & cruel thing to her.
We got it all worked out once I explained a few key points, but it was a free-for-all there for a minute. I will say this—the class was several days long and I had their undivided attention the whole way through. I guess if you demonstrate you’re capable of that kind of educational insanity right off the bat, they’ll keep a close eye on you from then on.
It was a train-the-trainer course and I believe that segment had to do with “the awesome power of visual aids for capturing attention and creating memorable learning experiences.”
--Patrick
The Tao of my blog cannot be mastered!
http://edae692.blogspot.com/
That's great! I will have to remember that one.
ReplyDeletePatrick - I'll get back to your sharing; but my first thought was Gallagher and I don't want to sit in the front row of your class!
ReplyDeleteBut seriously - we've had these types of discussions before (in other classes) and they are great. What I come away with is we each create (hopefully) an environment that fosters learning through creative and imaginative tasks that speak to who we are. I've often found that when you attempt to duplicate a task - it falls flat because much of the presentation had to do with the presenter and their unique personality.
The mock trial has been used very successfully here locally for Business Law - usually between two schools. A judge actually comes up with the case and the students actually do the mock trial in the courtroom with the judge presiding.
After reading Patrick's story, I have absolutely nothing to add. In fact, I'd like to hear more from Patrick. I want to go try this stuff out!
ReplyDeleteI usually try to get people to talk about themselves. I take the ad lib approach and try to get people laughing based on the material they have provided for me, or I break out into some stupid story. If I'm lucky (and it's usually totally by chance) the story ties back into the material we're covering.
That's my example of what's worked, what went terribly wrong and what I'd like to try, all rolled up into one.
Serisouly, though, Patrick has inspired me. Wow.
I personally have tried to create a friendship environment where I am mentoring yet teaching my learners about the skills necessary to do their job. It's something I need to manage as some learners will take advantage of it.
ReplyDeleteI also try to assess learner readiness on an individual basis which is challenging when I have 18 learners. I then provide feedback to help them make sure they succeed.
Linda—a mock trial with a real judge—now *that* would be fun.
ReplyDeleteTo your other point, I think it’s true that you have to be authentic with your activities. There are many things I’ve seen other folks do I’d never be able to pull off. If you aren’t a blender kind of person then you have to do things that feel right for you. For the record though, I’ve never harmed watermelon or any other fruit in my classroom. Vegetables, however, are fair game.
Tim—I always admire people who can tell a good story. Do you practice that, or is it just part of the Tim experience? Do you have a stock catalogue of stories you use? That’s a skill I would love to have, so any guidance you can offer would be much appreciated. It’s not as easy as it looks—especially to get it to come around to a learning point that ties in with the material.
Josh—You mentioned some learners will try to take advantage of a friendly environment. Do you have any tips for how to get those folks back into the fold?
--Patrick
Need some extra credit? Drop by my blog!
http://edae692.blogspot.com/
I personally have a fascination (possibly obsession) with maps and all of the details on them. I also remember wacky random facts that I have learned throughout my life. At the beginning of every new class or program with new learners, I have everyone go around the room and tell me where they are from (lately I have been teaching to folks from all across the U.S.). It is a fun challenge for me to come up with something to say about the places that everyone is from. More than that, it breaks the ice and a community of common ground is created between myself adn the learners. If I know for example, that in south Texas they go bowfishing for alligator gar along the Nueces River, and I ask the guy from TX if he has ever done that before, i have show interest in him as well as the place he is from. It is all about making that personal connection when creating a friendly environment.
ReplyDeleteOne more thing - something gone terribly wrong.
ReplyDeleteI once had 2, 30 minute classes to teach at an elementary school. I decided that the classes would be held outdoors because this was environmental education and we should be learning about it outside anyway to make it practical. I had a fun game that would take some concentration and effort by the group as a whole. Once we got outside, I knew I'd made a terrible decision in allowing us to go outside. The kids went wild and we never did ever complete the activity because we could not keep thier attention on the activity. There were too many other distractions around us tht they chose to focus on instead. So, the second class was held indoors in the classroom and was fantastic.
Patrick--I have a hard time believing you're not a good story-teller. You're creative, funny and an excellent communicator.
ReplyDeleteI think story-telling all depends on the type of class you're training. If I'm teaching technical skills I ask the class questions about themselves. If I tell a story it's to make them laugh and relax. It has nothing whatsoever to do with the training. If I'm teaching a management class, I use stories about dealing with relationships and life experiences (raising a dog named Bob) and relate it back to the topic. I think we all do it and maybe just don't think about it.
Tim,
ReplyDeleteGreat point here. I am a strong believer in stories...they build community and have the ability to make connections for people. When you put an idea or concept in a real life story, things seem to click better for people. I used to tell this story to my students (kids) about how my dad called and was in the process of putting a fence around his yard....they used to eat it up :) Essentially, I was teaching them about perimeter...but it was in a context that made sense to them.
Sarah,
ReplyDeleteI like your statement that stories "build community". I hadn't thought of it that way before. I was a public speaker long before I was a trainer and I used stories to keep people's attention. But, you're right. I purposely tell stories to build community, find a relational ground like relationships or pets. The story about your dad is a great example of that. People relate to family.