- What difference would it make to you, as a student in an educational program, to be invited by the professor to share your perception of your own learning needs? (p. 69) Put yourself in their shoes. Wouldn't you want to be involved to some degree? Is this a current and consistent practice for you?
- Consider one person with whom you have a constant interaction (colleague, peer ...). Take some time to consider how you can design a system to support a relationship for learning and development. Include ... time, mutual mentoring, affirmation, tone of mutual respect, nonjudgmental dialogue, ... responsibility, role clarification, immediate response to questions that are raised (pp. 99-100). Are we hearing a plea for you to work with your students as equals? They are adults, right? It's just that you know something they don't know, and you're compelled to share it. Would you not also agree that they know something you don't know? Could you use it to enhance the experience?
- While Rhythm lends itself obviously to language learning, consider how it could be used in helping adults learn whatever you are teaching. How can you use rhythm, poetry, and dance in your adult learning classes? (p. 113). I don't know about you, but I am guilty of thinking, if not saying, "I can't do that because my classes are continuing ed." I need to check myself. Perhaps I CAN, and I just haven't yet figured out HOW. You?
The inherent problem is that people repeat their experiences even when they're in charge. You may parent like your parents did. I know I do. Am I teaching as I was taught? Should I be? If we keep on doing what we’ve been doing, we’re going to keep on getting what we’ve been getting. According to Einstein, expecting a different outcome is, by definition, insanity. Think of this in context of your teaching experiences. When is the last time you took a hard look at your methods to assess effectiveness? Is the idea of innovative methods more specter than spectacular?
One of Vella's more frequently quoted statements is, “Only the student can name the moment of the death of the professor” (p. 88). This goes to the heart of the book's intent. Dialogue is all. If the learner views the professor as infallible and all-knowing, who would dare to entertain discussion? What is there to talk about? The professor knows what the learner needs to learn, and what methods will be used to infuse the learner's brain. That's the end of it. When the professor wants an opinion from the learner, that opinion will be provided.
Isn't the experience better for all when the professor is a co-learner? This is not to say there are no objectives set and achieved, but rather that when there's perceived equity, the credibility level is higher. On one of Vella's trips to Africa, she spent time getting to know the women who would be in her leadership course. She held babies, talked about recipes, and gradually learned to know the women as they learned about her. This increased the level of trust that facilitates dialogue, and ultimately helps us enable our learners.
You know, on the face of it, taking your own measure sounds like an insular activity. However, if your purpose is to change in a way that hones your skills, there is no downside. So, how tall are you?