Haven’t we been here before?
That’s exactly the scenario I experienced recently when I ran a full day meeting with the medically qualified NHS Consultants who are our tutors for our medical interview courses. We had set aside the time to learn from each other, develop fresh approaches and to ensure that we continue to improve our work. This is an example of the Communities of Practice approach which we advocate in our Teach the Teacher courses where integration of individuals into a professional community accelerates learning for all involved. In such an environment, everyone uses their own knowledge and experience as a basis for learning, with the “teacher” playing the role of facilitator.
In this facilitator role, I had created a plan for the day where first of all we would revisit theories of adult education, followed by a session with some thought provoking fresh input from one of my colleagues. One key principle which we focused upon is the idea that it is more important for the learner to learn than for the teacher to teach. It’s all about enabling the learner. So far, so good. I was delighted that my carefully thought out plan was working so well, creating many light bulb moments and we happily went off to lunch together.
As the afternoon session began, I reminded everyone of the plan which had been circulated in advance.
“I know that’s what we agreed, but, after our ideas from this morning, I don’t think it’s what we need to move forward,” responded one of the doctors.
“I agree,” said another, “I’d much rather concentrate upon………..” putting forward an alternative topic and approach for the afternoon. The others nodded in agreement.
My gut reaction was to stick to the plan and started to push for that to happen. As the short negotiation process developed, I found myself having a challenging “practice what you preach” moment. I’ve been here before and the message which we had focused on for the morning came very clearly into view:
It’s more important for the learners to learn than for the teacher to teach.
Taking a fresh approach, we discussed what we really needed and agreed how this could be achieved in the next couple of hours.
It’s essential for a facilitator to arrive at any planned event with a framework and method clearly defined. It’s also essential that the facilitator listens carefully and responds positively to the needs of the group.
We went on to have an excellent afternoon where I learned at least as much as everyone else. It is indeed far more important for the learners to learn than for the teacher to teach.
