Meaningful teaching boils down to keeping it simple and harnessing your passion, shares Training Coordinator and former facilitator, Rohan J
Facilitation is an art which adds value to the traditional teaching and lecturing process, like adding sugar to milk. Effective facilitation can bring a very positive vibe to the learning ecosystem, which can enhance cooperation and collaboration, and thus bringing synergy to the entire teaching-learning process. Facilitation brings a deeper meaning in this 21st Century classroom framework which is driven by emotions, technology, peer learning and the internet of things. But how can you master this much-needed skill to harness the maximum potential of teaching?
Developed through nine years of my teaching/facilitation career and a further six months working as a MasterCoach Training Coordinator at Quest Alliance, here are some tricks of the trade:
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How Bal Sansad, or child parliaments, enable students to find their voices
“The PM has a budget for the nation. Why don’t we have a budget for the school?” – Bal Sansad Student, MS Dalsinghsarai, Samastipur District, Bihar
With non-cognitive skills such as critical reasoning and the ability to engage in meaningful debates becoming ever-more important in a fast changing job market, enabling young people to articulate questions such as these is crucial.
The idea of Bal Sansad (or ‘Child Parliaments’) within government elementary schools is not new. A model United Nations program has been running internationally since the mid twentieth century, while the Indian government first proposed the idea of Child Parliaments almost twenty years ago. In practice, its implementation has been sporadic and inconsistent. In Bihar, where Quest Alliance run the Anandshala program in the Samastipur district, interventions to enliven the Bal Sansad Child Parliaments date back to 2012.
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What does it take to be an impactful facilitator? Nuneseno Chase writes about being an an instructor, counsellor, friend, mentor, administrator … but always a learner.
Over the years as a facilitator, I’ve discovered that learners have different characteristics, different learning capabilities, different reaction times, different attitudes, values, interests, motivations and personalities. I need to be aware of these differences and adjust my pedagogy and learning environment accordingly.
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The next step for storytelling in the development sector is “democratization” – enabling more people to capture and share narratives.
Why do we tell stories? It’s a basic human need, and you can trace it right back through history – through oral traditions, art and literature. Storytelling through the moving image, or video, is a more recent phenomenon, but speaks to the same part of the human spirit. Seeing action unfolding visually before you can have a very profound impact on the viewer.
Continue reading “The Future of Social Sector Storytelling”