Teaching And Learning – Not Always Because You Want To

I like learning.  I like teaching.

I consider myself to be a bit of an inquisitive person.  I do not necessarily take what I am given as if it were all there was to it.  I certainly do not always trust what I’ve been given initially.  I like to understand it through questioning it.  It is also fun to then share that learning with others and engage in conversation about the consequences of that for life.

I like learning.  I like teaching.

Such is my passion for teaching and learning that it occurred to me that it would be a worthwhile pursuit to consider as a job.  At first what I discovered about teaching, was that there is a difference between teaching to help others desperate to learn, and teaching those who are compelled to be taught.

I was certainly not a fan of teaching those compelled to be taught, because at heart they are not there to learn, they are there because they’ve been informed that it is essential.

So I was eager to engage with those hungry to be fed with wisdom and knowledge.

Then of course I grew up.

Grew up to the reality that were I only seeking to teach those who are eager to learn, chances are that would be a very select number of people for a variety of reasons.  First the manner of teaching might be incompatible with the style the learner would prefer.  Then there is the fact that in as much as you might be eager in one area of a subject, it does not follow that the same excitement will abound for all areas.

So whether I liked it or not, there would inevitably be some areas of the teaching game that involved working with learners who were not all that enthused about the subject.

As a result of this dawning realisation it occurred to me, over time, that work as to go into creating context as it does on conveying content.  Each time it comes to a session it is as much about gauging where people are and what is the likelihood of them effectively digesting content.  That takes investment in understanding and caring for people and making adjustments in delivery style and content.

The time spent in this investment is worth its weight in gold, and should stretch you as a person more than an teacher in serving the learner at the best place for them.  That’s why it’s easier (!) teaching smaller groups than masses.  With masses it is more an exercise in getting it across for people to take as they want.  Smaller groups enable you to test the effectiveness of how deep the information is being digested and make alterations even during the delivery.

The thing about creating the context as well, is that it is as much about being aware of your own capacities and capabilities as it is about learning about those of the learner.  It is as much about acknowledging your own inadequacy and vulnerability to a situation.  It is as much about that and coping with that, as it is about recognising the learner may have more on their mind that the nuggets of wisdom you have for them.

There is still a long way for me to go in coming to terms with these issues and their practice, but it certainly liberates me when engaging with those who are compelled to be taught.  It also helps me appreciate that it is not about everyone being at the same place or even going at the same rate, but it is about letting learner realise you appreciate them for who they are and are willing to be flexible in that in serving their needs.  And what helps is this.

I like learning.  I like teaching.

For His Name’s Sake

Shalom

dmcd