Throughout my reading and commentary of Learning to Listen, Learning to Teach, there has been a common theme. Listen. Consider input from a multitude of sources and for a variety of reasons. We'll go to sources first:
Then there are reasons:
- Individuals familiar with the culture of those you'll be teaching. They can direct you regarding approach, facilitation, teaching and conversation in ways you might not have considered. They may also coach you on what to avoid - topics or body language that could be misconstrued.
- Those more experienced in classroom management. They can offer suggestions for methods and flow that serve to supplement the instructional design already in place.
- Learners. Yours. What they need might not exactly fit your original objectives, and some alteration may be required.
Then there are reasons:
- Faulty assumptions. We all have them. They may not even create a problem - until the rubber hits the road in the classroom. You thought they knew _________, _________, and ______, but they actually know only one of those three, in a "I think I heard something about that once" kind of way. Then what?
- Oxygen. The rooms needs some. Without engagement, we're back to Charlie Brown's teacher. We can be well-prepared with a well-designed course and still hear crickets if the learners aren't connecting and interacting in response to the material, the delivery. We can't provide all the energy required, as Vella points out, "In a classroom the energy center is not only the professor, but also the learners" (p. 94).
- We don't know what we don't know. Even for Vella this is true, as she suggests that we have to be open to input before and after sessions, since we never know it all. We need to recognize that, and be open to suggestions.
This is true for all of us. We never learn when we're talking, only when we shush and begin to listen actively. We must develop, if we do not already have, intellectual curiosity with an eye to learning more about our audience: How do they best learn? What do they need to know, given the objectives set forth? What are their attitudes about learning, generally, and about the individuals with whom they'll be learning?
Then there's the subject matter. Do we know what it is that they expect to learn from us?
Then there's the subject matter. Do we know what it is that they expect to learn from us?
Vella's book is well-written, and has application to all types of adult teaching and facilitating. As she was an experienced teacher at the time she wrote it, and as she was still learning through the experiences she had in Africa and Asia, I have to think that her works are relevant to both the neophytes and experienced among us.
For myself, I plan to keep her book as a reference and for future rereads. Her message is clear, and her advice is helpful for anyone ready to listen.
For myself, I plan to keep her book as a reference and for future rereads. Her message is clear, and her advice is helpful for anyone ready to listen.