In reviewing a performance of the Dorrance Dance Company, a New York Times critic praised Michelle Dorrance, the company’s founder and lead choreographer. The critic commented on their excellent collective work as well as the virtuosity of their solo performances. After noting that Michelle was the most prominent and ubiquitous tap dancer in America, he pointed out that it was easy to tell who she was – – she was the company member who had the fewest solos. Although it seems odd that the head of a company would give herself the fewest solos during a performance, it made a lot of sense to me. Like her father, Anson Dorrance, the winningest women’s soccer coach in the NCAA, Michelle emphasizes creating the conditions that allow each of her troupe to realize their full potential. The performance was not about her, it was about them.
As I reflected on the simplicity of her genius (she won a 2015 MacArthur genius award), I recognized that it exposed all that was wrong with what I’ve been observing on my occasional strolls past a local classroom during the past semester. The instructor usually left the door ajar, and so was easy to hear his booming voice, echoing down the hall. In the first week or so of the semester I wasn’t surprised to hear only him, but as the weeks turned into months, it became increasingly clear that his was usually the only voice to be heard from that room. I peered in – – there were about 15 students, sitting around a set of tables arranged in a square .The instructor stood at the front, next to the screen on what he was projecting PowerPoint slides, talking. And talking. And talking.
I thought I must just be passing by at inopportune moments. In a humanities seminar, students surely would be offering their own observations on the material. I even shared a running joke with one of my colleagues whose office was near the classroom. She knew the instructor and so occasionally I stopped by her office after observing another monologue and joked that I still hadn’t heard a student’s voice. She said she knew him and thought that he must be a good instructor, but by the middle of the term, I demurred.
I noted that he was teaching a class organized around his own views of the material, his own interpretations, not theirs. Out of 15 students, surely there must be other views. When will they have an opportunity to test their understanding against others? How would they even know how their classmates interpret the material? He walks into the classroom,puts his voice on play, and then dominates the next 50 minutes. It’s not about them, it’s about him.
In this era of flipped classrooms,active learning, and student-centered instruction, why does such archaic pedagogy persist? When I can figure out a polite way to introduce myself to the instructor, I suspect I will find that he is well-intentioned and probably not conscious of the extent to which he dominates the classroom. (I hesitate to say“classroom discussion” because I never really heard any.) But he has approached the design of this seminar from the wrong direction. Instead of thinking about ways to achieve the learning goals of the seminar by empowering the students,he has designed the class so that he is telling the students what he knows.Students have few opportunities to tell him what they know (or, probably, don’t know). As I pointed out in several of my other posts, talking is not teaching.In seminars, instructors who do most of the talking are like captains who add so much ballast to their ships that they sink of their own weight.
Even if you are the world’s expert on the topic of your seminar, follow Michelle Dorrance’s lead and allow your students to show their stuff. Listen to them more and talk less yourself.
These are very insightful observations.
Does these suggestions work in large classroom settings.
I am talking something in the region of 200 per class.
I will standby for your advice.
George, thanks for your comments. Yes, active learning strategies work in all size classrooms. You just have to do something different when you’re at 200, versus 20. Richard Felder has published lots of papers on how he does active learning in his big science classes, and you’ll find other good ideas in the series of books edited by Todd Zakrajsek and available through Stylus Press.