Actually leading the teleclass was a very big turning point for me. I saw how I can create a flexible structure for a class. Inside that structure is content/curriculum, the contribution of the participants, my own sensibilities/intuition and the group dynamic. All aspects within the structure work to achieve the goals that we set – competancies.
I have come away with less rigidity, more freedom. That is the biggest change I see – and what a great change!
As I build my own competancies as a trainer, I see skills that I would like to hone so that I can not only exhibit them, but depend upon them as a trainer. One of these skills is the ability to allow the conversation to go in the way that it is going, and creatively weave the lesson plan into what is happening organically in the class. I have seen this done by the ICA trainers and it is very impactful. It allows the students to be learning in the context that is most relevant for them in that moment.
Also, I think that acknowledgement is key. It is listed as one of the competancies, but I find that the tone of voice I use as a trainer, the way I echo back to the student what I heard them say and also find something to acknowledge for that particular student really helps to put the student at ease, solidify the learning and also create safety for the entire class.
Another competancy that I see as foundational is a very deep knowledge of the curriculum – to the point in which the curriculum is part of the fabric of their thinking – this allows so much freedom for the trainer – it takes away the reliance on notes and allows the trainer to truly be in the conversation fully.
The question is, what creates safety for me in a teleclass environment? I think first and foremost, the comfort of the trainer – feeling that the trainer is comfortable in that position and able to be flexible and deal with what may occur.
Also, I feel alot of comfort when the trainer shares something of themselves or their experience. This levels the playing field in a way and shows that we are all on the same journey but in different places along the path.
The way the trainer acknowledges each person’s sharing – with enthusiasm and true regard. This makes me feel that if I share, I will also be met with acceptance.
Of course, confidentiality is very important to many people and should be stated up front and honored always. I liked the idea (was it Bron? Didn’t keep good notes, here!) about having a conversation at the beginning of the class in which the class sets up the ground rules so to speak. This is a very good way to create ownership of the class for all. This would work well in any class that had the same group of people for all sessions.
My last thought here is that a very solid welcome at the beginning of the class is so important. The trainer solidly connects with that student by voice and welcomes them into the virtual environment.
When I did my teleclass, I happened to have a group that was very participatory. But, having been in the teleclass environment as a student, I knew that there may be long silences. So, I kept this in mind as I prepared for my class. As a trainer, knowing that I might feel discomfort with silences (I certainly did as a student) I decided to plan for it and allow it completely. I set myself up to expect silences and remembered that in my teleclasses, the trainers had handled them in different ways, but all had allowed a silence to continue for a time.
Subsequently, when I had a silence in the teleclass I led, I was ready for it. I took a breath and just experienced “being” with the class. I imagined being in a room with the students and allowed the pause. I invited the students to participate by rephrasing the question (as Sheri had suggested) and then I continued with the lesson.
I think what Bron said about cultures is key here and important to keep in mind – what are our own ideas about what a silence “means?” An empowering perspective for me as a trainer, is that the students are thinking, digesting, writing, stuck, talking to their child or husband, OR simply multitasking – and that is completely ok and meant to be. As opposed to the automatic perspective that could leak in like; ”they don’t like me and the CERTAINLY don’t like this class.” Not empowering..
I love the suggestion of asking “is there someone who has not yet shared, who would like to share now?” Also, I have seen trainers call names of people who have not shared and ask if they would like to. If this is done as a true invitation with no judgement or expectation.. it works very well.
I gave my teleclass yesterday under the stellar mentorship of Sheri and had such a wonderful time with it. I spent a good deal of time on my lesson plan. I had a number of specifics that I wanted to cover and even wrote (as you would with a speech) certain ways I wanted to explain key concepts.
During the class, I followed my plan basically, but did not cover everything in order or in exactly the same way as I had thought it would be covered. I really learned that my review process was key to my being able to roll with the class and jump from concept to concept as they lead themselves there.
I would say that the most important part of lesson planning for me, was in review. Also, I thought the exercise of writing key concepts and competancies laid a great foundation for the balance of the plan and helped me to stay very focused.
My favorite part of teaching the class was in hearing the students share things that I had never thought of and did not expect. As I was creating the module, I had an idea of what some of the answers to the questions might be and also some of the shares. I was really blown away by the different ways in which the students took what we were talking about and made the concepts fit into their lives.
A wonderful experience.
This is an apt question right now as I prepare to give a class on confidence this coming thursday.. as I am constantly reminded, there are no accidents. One of my challenges is in feeling confident when speaking in front of groups and the fact that I am the facilitator for the confidence class gives me a golden opportunity to share myself and what I have learned on this confidence journey. My goal is to be authentic – beyond that, I have confidence in myself and the wonderful ICA students I will be sharing that hour with.
What a great class. First of all, thank you to Joanne and Desiree for getting us off to a powerful start. I loved how the exercise required full engagement immediately. That was a great way to start the class – lots of energy. I happened to be just walking back to my house and sat down on the curb with my coffee so that I could write down everyone’s titles.. who needs coffee after a powerful warm up like that? Thank you!
The four levels of competance were a revelation to me. I have been walking through my life and trying to notice where I am with each level. Of course, I have no way of knowing where my unconscious incompetance lies.. but, if I ever become consciously competant in those areas, I will try to remember. I realize that I have to add a step called “blissfully incompetant” for myself. This applies to things in my life like cooking.
As I prepare for the class I am giving next week.. HA! I am noticing how I move from conscious incompetance to conscious competance… I am very excited and dedicated to achieving unconscious compentance in this area and so thankful for the opportunity to work towards that goal with all of you.
I have been thinking about the way that I create a safe space as a coach and looking at ways in which those techniques can be utilized in the learning environment. As a coach, I let my client know that they are safe in three primary ways:
1. I match their energy and tone of voice
2. I let them know what I have heard them say (reflective listening,)
3. I acknowledge my clients frequently throughout a call for small and large steps they have taken and are taking to move through their process.
What I see as a facilitator is that the class members are a wonderful resource to create safety. It’s my job to create an environment in which all members are invited to create safety for eachother. There are a few ways to do this:
1. Model the behavior that creates a safe space (above).
2. Let the class know that this is a safe place – this is almost like setting an intention and stating it to the class.
3. Identify and acknowledge the anxieties that people may have and let them know that this environment is different from other environments that may feel more intimidating. Allow people to share their concerns, thoughts and fears about the safety of the space.
3. Prior to the class I need to take some time to quiet my mind and visualize the virtual classroom – all members being safe and included.
4. Acknowledge participation in any form – alot alot alot!
The opportunity is to create an environment in which many human beings are forging together to create something larger than themselves – and a fabulous platform for learning.
Well, after being inspired by my fellow trainer-trainees – here is my blog. I do feel as though my journey to becoming a trainer began the minute I signed up for this course, and, I see that the destination is a moving target. The more I learn, the more I can share and the more I have the opportunity to continue learning – we really never “get there,” we simply evolve and build skill sets.
The outcome that I would like to receive from this class is to be able to get out of my own way – get past any nervousness I may experience – and be able to be truly present when facilitating a group of people. I know that when I feel nerves, I am focusing on myself – when I focus on others – the nerves go away. I am really looking forward to the opportunity to practice that skill.
