I’ve always felt that being an educator isn’t about what you do; it’s about who you are. During my years of formal education, and throughout my career, I’ve found that my best teachers and instructors were those who brought their personality, passion, and experience into the classroom — they didn’t just teach about a subject, they opened up a conversation that included themselves and us, the learners. The classroom became a think tank — a place where learning from each other became the norm and not the exception.
I've been teaching in the classroom and online for over 15 years now, and I still face the challenge of making content “real” for my learners. Even with the help of our newest technologies, which have transformed our classrooms into integrated blended learning environments, I still need to focus on keeping it real.
So how have I kept that sense of reality? I’ve moved from being a teacher to facilitator.
It’s in your mind
Whereas a traditional pedagogical teaching approach emphasizes the role of the teacher as the holder of the wisdom, facilitation puts the onus on the participants to become involved in their own learning. The facilitator’s role is to introduce subjects of discussion, encourage sharing of perspectives, and integrate students’ shared experiences. This collaborative approach reinforces more of the 70% in the 70/20/10 formula — 70% of what we learn is on the job and through our experiences. To our learners, this is their reality. A good facilitator is one who is a connector and integrator, the glue that brings the collective experiences of the classroom together in a shared learning experience.
To make the transition to facilitator I had to change my mindset. I realized that it’s not all about me and my understanding, it’s about leading my learners to a new understanding within themselves. My job was not to tell; my job was stimulate thinking, encourage exploration, make associations, and be a connector.
An example
I taught Philosophy at the University of Phoenix for eight years. Each time we discussed inductive and deductive reasoning, I found many of my students responding like deer in the headlights. What did all of this logic mean to them? How could I make the topic of Philosophy more interesting, engaging, and meaningful?
One night in the classroom I decided to use a relevant example from their reality — Coke or Pepsi. “In 15 minutes we are going to take a break. When you visit the vending machine you can buy Coke or Pepsi. Think about which beverage you’d choose and why?” Upon returning from the break students would explain their preferences and choices. I would align their process of choosing to an argument using deductive reasoning, and show them how their thoughts perfectly fit the formula. They would often say, “Oh, now I get it!” and the light bulb moment would occur. Something they had been doing unconsciously for years was now explained in a three-line syllogism. Who knew?!
I discovered the teachable moment occurs in their minds, not in mine. When you move from teacher to facilitator you leverage the shared experiences and wisdom of your learners to provide an environment where applied and “real” learning can take place.
Tips for facilitating
These are tips that you can use in a physical classroom, during synchronous online sessions, and even (with a little adaptation) in asynchronous applications.
- Begin by asking questions. At the very beginning of any class or training session find out who your learners are — what is their background and level of knowledge and experience with the topic? Why are they in this training session today? Explain to them what they need to understand and why. This opening encourages participation, and creates the initial connection between you and your learners.
- Introduce your information slowly. Try using a flow chart or simple mind map of the subject to introduce creativity and make associations — perhaps even let the students select the order in which you discuss the information. As you speak, solicit experiences from the room, and add your own facts, statistics, and stories as you move through the content.
- Make the content applicable. Spend time asking your learners for ways in which they can apply the content to their current environment. This helps encourage direct application, and prevents learners from leaving class without an idea for how they’re going to apply their new knowledge.
- Learners as Teachers. Allow your learners to actively share their experiences — effectively leverage the knowledge and experience of your learners to help them teach each other. Experience, truly, is the best teacher!
