The Best way to teach is the worst way to teach – There is a notion that there is only one best way to deal with xyz situation with a child, and there is only one best way to teach.
Some people are befuddled when they see seemingly contrary ‘ways’ exhibited by us. For same situation – we would respond to different children differently and even same child differently at different times. They expect consistency, what they get is confusing variety. They have read it in teaching books, in parenting guides – be consistent.
But to us this notion of a ‘best way’ of teaching or coaching or mentoring or doing facilitation is not possible. For us our profession itself means no one way, no right way, no best way. It stands rather for openness to experiment and explore:
- The moment i think that X way is the best way – I stagnate – i stop thinking of alternates / options. I stop learning. I become too narrow in my view.
- The moment i think that X way is the best way – I profess (if not the content) atleast that method, that way. In which case I am no more facilitating, rather preaching.
- The moment I think that X way is the best way – I close myself – to understanding the child – for then I am with the ‘way’ and not with the child. Then the way or the method becomes more important than being with the child, understanding him or her.
If only teaching was a machine – take a way, apply it hundred times and you will get 100 same outputs. The teacher’s attribute is not repeatability (thats for the assembly lines), the key is flexibility.
To us teaching means that we’re constantly exploring and experimenting. That we fluctuate between all kinds of actions, all kinds of methods, all kinds of responses, is the essence of facilitation.
This can be confusing to others. However, if we’re able to both – be aware of our facilitation (action) and be aware of what our facilitation did (response / consequence) – then this vicissitude adds immense richness to the my (facilitator’s) understanding of the child.
We want to emphasise that this playing around (experimenting) with facilitation is an intentional drive to develop facilitation skills and to learn about the child by putting oneself in constant challenge zone. This is because this variation comes with a constant play – not of actions per se – but a constant play of one’s beliefs.
In conclusion a teacher is somebody with most dynamic belief system. Constantly questioning, challenging, playing around and changing with one’s beliefs. Which is why there is no best belief. Which is why there is no wrong way of facilitation. Which is why there is no best way to teach.
Role of Facilitator – https://aarohilife.org/home/facilitation-aarohi
Role of Child understanding Freedom and Responsibility –
And Role of parents to understand both the above!