Most of what I know about learning and development, I learned from 10th graders
I often make the comment in workshops—especially when the class is for internal trainers or SMEs preparing to lead their own workshops—that the best teacher-training I ever received occurred at my first job, the three years I worked as a high school English teacher. No group of learners of any age or occupation is more brutally honest. No group has been more willing to tell me exactly what I was doing wrong in the moment as a classroom full of 15-year-olds. It was a humbling and great experience.
I know the Learning and Development field makes a clear distinction between child learners and adult learners (pedagogy vs. andragogy), and I won't go into my concerns about those distinctions here. But I will say that what I learned in the high school classroom about what learners want and need from teachers is absolutely relevant for adults.
Here’s a breakdown.
1. They don’t want to be there.
High school English students don't care about what you are there to teach, and they have no problem letting you know it. Some might acknowledge the benefit of knowing how to write clearly. Some might like to read. Some of them might even like to write. But from their perspective, those activities aren’t what sitting in class every day is about. Being in class every day was about the drudgery of secondary education.
I learned to respect this attitude as an honest, reasonable response to their circumstance. To do otherwise would be to assume that every student walked into my classroom ready, willing, and excited to learn. Which is absurd.
Business application: Business people are in a similar situation. Sometimes this has to do with questioning the need for what they are about to learn or the manner in which it is going to be delivered. It’s important to remember that they are also being taken away from their regular jobs to participate in training. As learning and development professionals, we must anticipate resistance and do all we can to be as efficient and relevant as possible. Remember: training is not a gift everyone wants. It’s work that takes people away from what they consider their real work.
2. Be very careful when asking for any type of activity or interaction.
I learned very quickly that the variety of teaching methods I had been taught to use—group activities, games, any type of self-directed work, all meant to enhance learning—were land mines. Sometimes this simply meant the students refused to take the exercise seriously. At other times, the class exploded in fits of reckless disregard for whatever I was asking them to do.
I learned that there are two reasons for this.
“Why should I bother?”
It is best to assume that asking students to participate directly in any way—from answering a question to participating in an activity—is an infringement on what they consider their right to sit silently at their desks. Active participation is work. Recognizing this is essential. There must always be a benefit for participation that is relevant for them.
“Is this going to put me at risk in front of my peers?”
For a 15-year-old, the biggest risk they face is embarrassment in front of peers. Think back to when you were that age. Most of your energy was probably channeled toward keeping up whatever appearance you chose to project. So anything you ask students to do in class that will set them apart, embarrass them, or make them look bad to others must be avoided.
Business application: When it comes to the things we ask learners to do in a workshop, are adults any different from the 10th graders? As we age do we somehow become more willing to suck it up and make the effort in the classroom? More willing to face embarrassment? I don’t think so. We’re just better at hiding our frustration and fear. Again, it comes down to relevance and efficiency. Will this activity, from an icebreaker to a table discussion, help me do my job? Will it be an efficient use of my time? If not, throw it out.
3. They expect you to be in charge and do your job.
Needless to say, the relationship between teacher and student is complicated. On one hand, sophomores want to be treated fairly and with respect. At 15, they are the center of each of their universes, so it’s important to keep their perspective in mind. On the other hand, they want you to lead them. They know that you are the one in charge, and they want you to act like it. This doesn’t mean that the teacher should rule with an iron fist, of course. It means that students know that things will go a lot more smoothly for them if you take the reins.
This was one of the most difficult things I had to learn because it involves an unspoken agreement. No student will ever say, “Please take charge. Please be the manager and leader this class needs.” But if they feel you have dropped the ball, you will know it. Every day in every class I learned that the first thing my students wanted me to do was take control—in spite of the fact that they themselves were the ones always struggling for control themselves.
Business application: For learning and development professionals this has to do with communicating that whatever you are about to do in the classroom is going to be managed well--you are not going to waste their time and you are not going to make them work harder than they have to. This is the “process goal” we talk about in our presentation skills workshops. When we apply it to trainers, it means that learners are more likely to buy into the training you're delivering if they feel they can trust you. When they do, you will create the conditions for learning to take place.
I didn’t last very long in the high school classroom. Leaving, though, was not about the students or their attitudes. Working with them was the best part of the job, and what they taught me has served me well ever since.
Written by Dale Ludwig
Dale Ludwig has a Ph.D. in Communication and, prior to Turpin, taught at the University of Illinois at Urbana-Champaign. He founded Turpin Communication in 1992 with the mission to provide the best presentation and facilitation skills training possible. Since then he has worked to do just that. In addition to being one of Turpin’s lead instructors, he also serves as our Chief Learning Architect when tailoring learning engagements for our clients. Dale is a frequent blogger and the co-author of the book "The Orderly Conversation: Business Presentations Redefined." He’s excited about his latest book, also co-authored with Greg Owen-Boger, "Effective SMEs: A Trainer’s Guide to Helping Subject Matter Experts Facilitate Learning."