Being Vulnerable In Debriefs
One of the recent debrief questions I posed to a group, made me think and reflect on my own experiences. Whenever I run a debrief, I’ll always frame the question, then provide an example from my own experience before asking the students to share their thoughts and feelings about the topic or issue. This isn’t just about story telling though. This is about relationship building and whilst you’re not telling them your life story, you're giving them a glimpse at how you think and feel. This can be a very powerful way to effectively engage everyone in what can be, at times, a very challenging, yet positive conversation and educational tool. For me, this is very easy to jump in and do, because we have groups come for a short period of time (generally four weeks on my current program). They know nothing about me and I know nothing about them and the only way we get to know each other is through sharing stories and experiences. However, one massive problem for most classroom teachers who don’t do experiential education programs all the time, is that they only know their students from the classroom context. Consequently, getting out on camp and sharing a vulnerability, can be extremely difficult and confronting.
Despite this, the right story for the right group can have a powerful effect and change the classroom relationship for good! I can't tell you which story from your life will result in this, but I can say that being honest and genuine is a wonderful relationship building tool and can help you teach some of the most important lessons in life.
The most nerve wracking experience of my teaching to date was when I was working for a school in the country and one of the kids had googled my name. This revealed a number of newspaper articles about bullying which occurred to me years ago when I was at school. Even though the articles weren’t bad, it exposed a huge vulnerability of mine. The thoughts that ran through my mind were horrible and I felt totally exposed because of what had happened to me. However, in the end, rather than shy away from this, I tackled it head on! I spoke with the Yr 9 boys (the entire year in fact) and was open and honest with them about what happened to me and the fallout from the experience at school and after school. There were masses of questions thrown at me and I answered every single one honestly and openly. The positive and supportive response from the students was totally unexpected. I went from thinking my career was over, to ending up with really positive long-lasting relationships with that year group. It actually made every class I taught so much easier than ever before.
So what is it from your life? What is it from your experience that you can share which will help your students face the challenges that life throws at them? This is where the debrief becomes so powerful. It's not just about asking questions to fill in time around the fire or getting the kids to think and reflect a bit, it should also challenge you, as the teacher and instructor. If you're not facing your own challenges head on, how can you expect others to? Sharing parts of your own experience is a valuable tool in conveying real meaning to a debrief.
Back to the original point though of self-reflection, the question that I posed, on hearing some of the students’ responses made me think about my answer more. It made me question if I were tackling my biggest problem in the most intelligent way and sparked my thinking about different ways I could tackle it! Without this transparency and honesty about myself, I would probably get superficial and shallow responses in all my debriefs, which simply makes them pointless ventures. You might as well just tell ghost stories round the fire, if you don't put any genuine effort in to engage with your students. However, by using this wonderful reflective conversation and snippets of your own experience, you can teach some truly remarkable lessons and build some amazing, positive relationships with your students that can totally change the dynamics of their lives and your teaching.
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