What is a teacher/instructor? Did your teachers in school have all the answers? They may have acted as if they did. I definitely remember the ones that had an agenda. I remember them like you remember breaking a leg or finger, the constant pain that encourages you to not Ever do that again. The instructors I respect were the ones that were great facilitators. I remember them in a different way; a memory that sets a goal to emulate them as best as I can. Usually falling very short, by my own expectations, but that is what drives me to continually improve.
How we learn is an interesting topic of study. I am not even going to scratch the surface of that here because there are volumes on learning (a lot of crap too) most of the academics regarding learning are simply guidelines. In the end no one can say it is best to teach this skill like “A” or like “B”. It all boils down to being “Learner Dependant”. The instructors role is to present the information in a fashion that the greatest number of students can receive , process, and then internalize the content. The skilled instructors are the ones that have some mastery of communication.
How does a student-instructor benefit from teaching? Simply by practicing their communication skills. If you have only one way to describe a skill, technique, or topic then you are going to reach only the people that understand the material the same way you do. Stepping outside that particular thought pattern you, as the instructor, are forced to analyze the material from a different perspective. Now, trying to find your way back to the intended result you will be forced to change your descriptive approach. This in turn broadens your scope of understanding of the material. Through practice, you will be able to present the same material in many different ways. You are not facilitating the learning process. The student-teacher must identify many different paths to the intended result. This is where the most benefit is realized. Having to explain different ways to get the same result.
Now the Student-Observer role. This person is not on the path to being an instructor per se but is never the less involved intricately in the learning process. The observer has a significant task to perform in his or her own learning process. Having been first introduced to the material they are then placed in an observer role to monitor and watch for errors or correctness in performance. They do not teach, they observe to learn. The instructor then should instruct the observers and the students in monitoring and performing the proscribed tasks. Observers at this time need to have a perspective shift where in they are looking for details in performance.
Let me use an example regarding team dynamics that I use in trainings:
A high performing team with solid leadership is set in front of student-observers. A challenge is then presented to the team that induces conflict.
Observer roles include: Listen to the arguments both pro and con in the situation. Monitor the physical and verbal responses of all parties most notably the responses of the leader. How does the leader interact with the group? How does the leader interact with individuals? How does the leader bring the individuals back together as a group? Observe how the group moves on toward the intended goal even though there may be different methods on the table for resolution.
The task of the student-observer is to then replicate the achievement of the goal using skills they observed. This provides the student-observer a model from which to draw resolution options. Through practice, the student learns techniques in dealing with individuals and how they best interface with different individuals in different situations.
If we change this slightly and place a poorly performing team in front of the student-observer the tasks of the observer remain the same but the take-away lesson is very different. Identifying what did not work and where something went wrong is at times a faster lesson that observing near perfection. Before you start thinking silly things, I do not advocate teaching by observing bad examples. If a student-observer has already been presented with an accurate model to follow then they should be able to readily identify problems in the example.
Student-Observers need to be given specific items to observe until they learn what to watch for on their own. As they become more accustomed to the content and more experienced in their observation skills they will naturally progress to the skill level of a Student-Instructor. This is not to say that they will all be instructors but they will have internalized the material to the point that they will be able to easily identify errors and offer solutions for resolution.
As an instructor or Learning-Facilitator you may be thinking this is a daunting task. Not daunting but it is a different approach to instruction. Moreà