Almost everyone agrees that student presentations benefit the presenter in significant ways. By doing presentations, students learn how to speak in front a group, a broadly applicable professional skill. They learn how to prepare material for public presentation, and practice (especially with feedback) improves their speaking skills. But those of us who have students do presentations in class know there’s a downside—and that’s how the rest of the class responds to these presentations. When the teacher talks, students more or less have to pay attention, at least some of the time, but when their classmates present, they can be comatose. Not only does this make it more difficult for the presenter, it means the students listening are not likely having any sort of learning experience.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
The title of Nadine Dolby’s recent piece in the Chronicle of Higher Education makes a great point about teaching that often goes unspoken: “There’s no learning when nobody’s listening.” It seems to me that most of us take this for granted. How many of us take steps to ensure our students are not only hearing the words uttered during our classes, but actually listening to them. Should we? And what might this entail?
How do you come across to the people you work with? Does what you say and how you say it send mixed messages? Are your actions consistent with your words? Do you listen intently? Do you acknowledge others’ ideas? All these questions are important for any leader, and answering them honestly can help you become a better leader.