One of the tougher tasks I’ve had to accomplish as I’ve taken the leadership road is that of providing professional development for adult learners. I never thought about it as a teacher, but I can now say I truly appreciate the work of folks who provide quality professional development for groups of educators.
You see…we educators are a tough crowd.
You would think that folks who spend their days educating K-12 students would in turn be model students in a professional development setting. I figured out very quickly that wasn’t the case once I stepped into the world of education as a teacher and then an administrator. This isn’t because teachers and principals are bad students. It’s because we are all adult learners, and the adult learner is just…different.
I posted previously that I am in the midst of a book study with our District’s Instructional Coaches, where we are reading Robin Fogarty and Brian Pete’s From Staff Room to Classroom. Chapter 2 of the book provides a guide to the adult learner. As I read this chapter, I couldn’t help but reflect on the many times I’ve been in adult learning environments. What really caught my eye was the reference to Schmuck and Schmuck’s definition of the “cast of characters” in a group of adults. In a nutshell, they are:
- Caretaker
- Know-It-All
- Hitchhiker
- Blocker
- Omnivore
- Inquisitor
- Negotiator
- Overachiever
- Parliamentarian
- Sage
- Clown
(You can read more about each of these roles here.)
Although it is really easy for me to identify the different roles filled by folks with whom I’ve worked, I instead tried to think about the roles I play when in an adult learning setting. What is interesting to me is that I realized that I tend to play different roles when I’m in groups with certain people. In some settings, I am the overachiever who is product-focused and eager to go above and beyond to get the job done. In other settings, I become the clown who makes a wise crack to ease tension. There are even sometimes when I have to be the caretaker (although that is NOT typically my nature).
I think it is important for someone who leads adults in any sort of learning to be cognizant of these different roles. As someone who facilitates numerous group learning events, I sometimes forget that the folks sitting around my table will fill these roles. My challenge is to facilitate in a skillful manner so that everyone walks away from learning believing their time was well spent.
So, I’m curious to know…is anyone else willing to share more about the role(s) you play in an adult learning setting?
Images:
sharing ideas by Shira Golding on Flickr
SJSD Coordinator collaboration by me
By: Misty on December 1, 2010 at 10:09 pm
Very interesting! I’ve been in a room where the cast of characters begin to clash sometimes with themselves, sometimes with the presenter. Usually the tension is out of passion for their subject or cause; sometimes though due to a lack of understanding or fear of change.
Perhaps I could be the negotiator..I like for us all to practice empathy, see where the other is coming from. I’ve smoothed things over for others, clarifying so they don’t get so worked up. Maybe I shouldn’t say, but I do not like uncomfortable silences during these whole group discussions. When the leader asks a question and is practicing giving it’s audience sufficient wait time, it makes me nervous..I don’t know why!! So I give my opinion to keep the conversation going. I don’t know what that makes me…know-it-all, overachiever, caretaker? I wonder if people are thinking, “thank goodness someone talked”, or ” sheesh will she be quiet!” I’m interested to read other responses so maybe I can better clarify my own:)
I know during our next PD I’ll be taking notice..