We Are Constantly Both Teachers and Students

Have you ever stopped in the workplace and evaluated it from the outside in? Think of yourself in a glass bubble, watching your team in action on a daily basis. Most workdays start at 8 a.m. and end by 5 p.m. During that nine-hour span, depending on the size of your organization, hundreds of interactions take place. This process spans the globe from one-on-one meetings to large group presentations.

This engagement constantly involves new information, review of existing information and various degrees of technology used to transmit information. The amount of knowledge transferred from person to person each day is simply amazing. If you stop and think about it, the concept of teaching is front and center.

According to the Merriam-Webster Dictionary, a definition of a teacher is one that teaches. It obviously relates to one in the teaching profession. That said, I contend that we are all teachers in our own way.

I was recently honored by being selected as a professor of record with Olivet Nazarene University in Chicago. I will be teaching a course next year on community relations. The audience of students will be Salvation Army officers. I have had experience with officers in the field so I can relate theory with practice. I will also have an instructor work with me. Together, we will have an enjoyable experience working with these adult students.

These individuals are adults and come from a variety of life experiences, educational backgrounds and learning styles. I was blessed to have recently received important information and guidance by the faculty and administration of Olivet Nazarene University regarding ways to be a more effective instructor. These guidelines made me think about how adult students think and should be taught in the classroom. The light came on, and I thought I can apply these methods to everyday communication.

For example:

• Simply put, as we are all teachers, don't just give information to your co-workers or subordinates, for example, and expect them to know what you are saying. Let those you are "teaching" engage in learning practices such as personal presentations to you, small-group participation with expected outcomes, use of visuals to make a point clearer, etc.
• Make your teaching and communication feel two-way instead of one-way.
• Understand how others best communicate and learn, and play to their learning strengths.
• Ask for feedback so you understand if they hear what you intend to say.

This is a very complex process, and we work in a dynamic environment.

Ultimate learning exists when one can take basic information, process the information and use higher thinking skills to blend ideas together. It is all about communication in our business.

We work with a number of individuals internally and externally. Too many times we share information that assumes others understand what we are talking about while in reality they have different personal filters. If all of us think in a teaching realm while sharing information to others in the future, we may take steps to improve how our messages are delivered and ultimately received. In truth, we are all teachers and students.

I have many weaknesses, but one of my great strengths is the ability to have empathy for others. I try to create win-win situations and visualize what the other person wants or needs. I put myself in that person's shoes when talking to me. If I think of myself as a teacher and student all of the time, I will make myself more aware of how to use techniques to get my point across to others and to receive information.

In the same vein, I will provide more feedback by asking questions plus making comments to those instructing me so I can validate the fact we are on the same page.

Sometimes we are all too busy to think about concepts. I hope this one can assist you!