Learning on a Trip

Having recently returned from a trip to Penang, I learned a few things.

1) Information, freely given, connects people

We were at a cafe when one of the owners, a well-travelled man himself, offered to help us familiarise ourselves with the immediate area. Using a map we brought along with us, he pinpointed places of interest that were not often advertised to tourists. With this help, our exploration became easier and I was intrigued to know that, apart from the cafe, he works as a teacher of languages - he is fluent in Thai, Chinese, Malay and English - and sometimes works as an emcee. We exchanged contacts and bid our farewells but he remains in mind because of his willingness to openly share and guide us.

As teachers, we should do the same thing. Our openness to our learners will allow them to connect with us even though what we share may not be immediately linked to the subject at hand. I learned a first-hand lesson in rapport-building, one that I intend to take to heart.

2) Plans sometimes go awry

Being there over the beginning of the new year, we planned to visit some landmarks and do a little shopping but we had not counted on so many places being closed for most of the time that we were there. It so happened that 2nd Jan was a Friday and many of the places decided to stay closed to enjoy the long weekend. Nevertheless, we made alternate plans and still had a fruitful trip. We may perhaps not have visited them if everything went according to the original plan and we may be less enriched because of it.

As teachers, we know the importance of lesson planning. It is, perhaps, almost criminal to step into a session without having first planned how it should go. That said, it is just as important to be flexible and quick on our feet. Plans don't always go according to, well, plan. At these times, we need a backup that may turn out just as well.

Why Teach?

On retrospect, this should probably have been the first post. Anyway, the question here is relevant to any teacher at any point in time: Why teach?

Why go through the pain of preparing sessions, the agony of putting up with disinterested learners, the repetition of grading assignments or the frustration of messing around with technological glitches and faulty equipment?

For me, it is the satisfaction of witnessing a learner learn.

It really is as simple as that.

A Thought on Fear

Just a few days ago, I was asked to perform a skit in Chinese. The problem, at least according to me, was that I have never been particularly fluent in it and it made me very apprehensive.

My initial mindset was one of "I can't do this". However, as I placed myself into the swing of things, I found that it was not really as tough as I feared. Granted that my Chinese language skills weren't nearly as strong as my grasp of English, it all turned out pretty well in the end.

The encouraging thing was that I was congratulated on a good performance.

My thoughts on the matter resonate with a quote by Jerome Bruner that John Maxwell wrote in his book - you're more likely to act yourself into feeling than feel yourself into action.

Indeed, our fears are often worse than the situation we fear. 

Two Recent Insights from Interviewees

Having spoken to a number of people who are involved in the education world in different ways, I picked up a few tips.

1) When a room is noisy, it doesn't mean that the learners aren't learning.

Having learned about the different strengths that different people have, I know that some people learn best by asking questions and having discussions. This sometimes functions like a sounding board and helps to organise thoughts and ideas.

However, there are teachers who insist on a completely silent room when they are teaching and any sound is immediately quelled. This is sometimes necessary, especially when instructions for an activity or practice is being given.

A quiet environment is also more conducive for many learners to absorb information. That said, not all noise is equal. If learners are legitimately discussing the session at hand, it may be useful to give everybody a few moments to have a talk-through before getting back to the teaching.

2) When a question is asked, don't immediately answer it yourself.

3 seconds of silence may feel like an eternity when you are waiting for a reply but it is often insufficient time for a learner to come up with an answer if it is a new topic or a complex question.

Give learners time to formulate answers. Tell them to discuss with a partner and come back to the question after a minute or so.

If it is something that you are expecting them to already know, it is possible that the way you asked or phrased the question is causing some uncertainty or confusion - something that can be discussed in a future post.

When you are about to call on somebody to answer a question, ask the question before calling the name of the person. That way, everybody pays attention longer because they wonder if they will be called upon.

If your learners know that you are in the habit of answering your own questions, they often stop bothering to answer you. That is an immediate loss of an opportunity for rapport building. Not good.