Do Whatever!
- Lisa Gilchrist
- Mar 21
- 2 min read
Do whatever helps students learn! After teaching for 45 years, Stephen Brookfield articulates this statement as his first assumption about skillful teaching (Brookfield, 2015). Dr. Brookfield has learned a lot over the years and brings unique experiences to his teaching profession that he excitedly shares. Learn more about Dr. Brookfield at https://www.stephenbrookfield.com/
This concept motivates me to be more flexible and engaged with learners. Ultimately, if what I’m doing is not helping students to learn then I am not teaching. I might be presenting material eloquently, may have followed all the best practices for creative and engaging classroom activities, or carefully selected the latest or most prestigious sampling of articles written on the subject matter.
But if learners are not learning, then I am not teaching.
At the core, teaching means that there is a change in learners, that they have learned something and deepened their knowledge and skills. The trick is to find what the missing piece between what the course outcome says they will be able to do and their starting point. There are places for creativity and silliness to explain and help learners explore a concept more deeply. Bonni Stachowiak on the Teaching in Higher Ed blog shares how she uses surprises in the classroom to engage learners.
As a teacher, the role in guiding learners through the learning journey becomes a blend of art and science, sometimes trial and error, sometimes patience and persistence to develop an understanding of what an individual needs to build their learning. This adaptability creates a place where ego must step aside in favour of focusing on the learner and how they interact with the material based on their own unique personal history and sum of experiences, beliefs, and values.
It is a journey worth exploring.
Keep shining!
Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom (Third edition). Jossey-Bass.
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