How do you deal with disengaged students in your class? Those students can easily be discounted as people who “just don’t get it.” We can label them as “dysfunctional” and be comforted thinking that we can’t make every student happy in our classes. But what if your assumption is that your responsibility is to create a learning environment where transformations – from bored to engaged –can happen? What if the actual content you are teaching, and the learning you are hoping to achieve, has an emotional component?
Key questions comes to mind:
- Does learning involve both cognitive and affective/emotional work?
- How do we do this affective work and how do we balance the need for dealing with it in a way that doesn’t make the class a “shrink” session?
- If we agree that facilitating experiential learning is more effective than lecturing in the class, how do we develop acceptance in instructors and students of the feelings that arise during the learning process?
- What conditions can make the work of managing emotions in the class easier for facilitators and participants?
Does Learning involve both cognitive and emotional work?
Dualism, the idea that thinking and feeling are separated can be traced from Plato to Descartes, and from Kant to the Logical Positivists. Day-to-day life is permeated with expressions like “Don’t be so emotional!”, “Let’s leave emotions out of this discussion” or even using the word “passionate” to mean erratic and unpredictable, at least in Anglo Saxon cultures. The message is clear: emotions do not belong in a class.
Dualism has been proven to be false; cognition and emotion appear to be dynamic, interactive and interdependent. Research shows that emotion and cognition jointly contribute to the control of mental activities and behavior. Even in classes where a highly-technical subject matter is taught, the learning process is impaired when educators rely on a theory of learning that is exclusively “above the neck”. This makes emotions not-discussable, which in turn makes this decision itself not-discussable. Thus the role of emotions during the learning process becomes a hidden process that plays a role never fully understood or leveraged for learning success. Learning does involve both the cognitive and the affective domains and educators can learn how to create the right mix.
As an adaptive leadership practitioner and experiential educator, I treasure the distinction between Ron Heifetz’s learning “above the neck” (the intellectual faculties, the home of logic and facts), and learning “below the neck” (the emotional faculties, the home of values, intuition and inner purpose). Heifetz’s great intuition is that leadership work – and that of educators – is about “managing the gradual process of easing people into an uncomfortable state of uncertainty, disorder, conflict, or chaos at a pace and level that does not overwhelm them yet takes them out of their comfort zones and mobilizes them to engage in addressing an adaptive challenge.”
How do we do this affective work and how do we balance the need for dealing with it in a way that doesn’t make the class a “shrink” session? Are emotions expressed in the class a sign of failure or success?
I see emotions as expressions of deeply held beliefs and our work of educators as getting in touch with this inner dimension in order to gain greater awareness. I can only do this work with emotions in class if I am able to explore and handle emotions myself. Exploring emotions during the adaptive change that deep learning is, I have found that the emotion of fear (e.g., fear of loss, fear of the unknown) has the greatest significance. Fear impairs our individual and collective capacity to learn by distracting us and diverting our energy into self-protection. We can deal with that fear head-on by encouraging our students and strengthening their motivational resilience. Dealing openly in the class to counter the idea that learning is only cognitive affair might be a start, as well as dealing with student’s expectations. Indeed students show up for a class with clear expectations:
They expect the work to be at a cognitive level as many individuals – emotionally intelligent in their personal lives – believe in the classroom they must be completely logical and remain emotionally unaffected by their experiences. This idea keeps students from discovering useful information and keeps them from crafting creative solutions. They also expect the instructor will convey course content in a traditional way (often through a lecture consistent with their previous experiences).
As educators we can decide to keep the conversation at the “cognitive level”. But if we embrace learning as both cognitive and emotional we need to engage courageously with the following paradox:
- If we meet learners’ expectations of a purely cognitive experience we do not serve them well especially in classes where the premise and purpose of the work is intentionally transformational and centered on personal growth.
- If we disappoint learners’ expectations (and teach a kind of knowledge that is cognitive/emotional in nature and process) we may generate anxiety; and force our students to renegotiate the social contract with us as authority figures, a contract with which they are familiar and comfortable.
Expression of emotions are neither a sign of success nor a sign of failure, but I do know that classes where emotions are not expressed are more likely to be ineffective.
If we believe that experiential learning is more effective than lecturing because it mirrors more closely the real world, how do we develop acceptance of the feelings that arise during the learning process in both instructors and students?
While there may be no “right way” to manage this complex process as a facilitator, I have found from my personal experience that the following to be helpful:
- Listening and speaking from the heart. Listening from the heart means understanding what others are feeling; speaking from the heart means expressing what I am feeling. This communicates the values at stake, the reasons that make it worthwhile for people to deal with their temporary discomfort and stay in the game. For example if I talk about something sad and feel the urge to cry, I do not end my class prematurely or walk out of the room: I allow myself to feel while also seeing my class through. By doing this, I let my students know that the situation is containable, that I can stay with the emotion and that they can, too.
- Allowing for silence. Resisting the urge to fill the silence might be one of the most powerful ways to support students’ expression of their feelings. Marcia Reynolds, the author of “The Discomfort Zone” states “Silence is holding a space of care and trust as a person’s brain tries to make sense of what it is learning…You don’t want to interrupt when a person is processing a question you asked. Silence is more effective than trying to make someone feel better…If you quickly shift the person from feeling negative to positive, going away from the problem to what is possible…the person might feel ashamed for continuing to feel angry or frustrated during or after the conversation. His or her real needs remain unspoken.”
- Asking myself “What person’s essential values/commitments has been so violated that it justifies these feelings?” I address this issue openly and encourage a sense of adventure and moderate risk-taking. I remind students that in their professional lives they will probably deal with issues that are confusing and unclear. I continue to issue several invitations that encourage the more controlled-minded individuals to “go with the flow, by “renting the ideas” rather than buying them to see where these ideas might lead them.
- Being comfortable with conflict. I have no problem with a high range of emotions being expressed in the class. My belief is that the power of dialogue can get people far and that we are all better off when we learn with and from each other. Differences can become an exhilarating window into other worlds and ways of seeing the world.
In summary, I hope you can see how the courage to be vulnerable and to embrace emotions in the class transforms the way we teach and the way we learn; and how important it is to model for our students the courage our cognitive as well as our emotional selves be seen. Vulnerability is the path if we want greater clarity in our purpose as leaders.
I have discovered that a learning process that allows for vulnerability both of instructor and students makes it easier to courageously seek our authentic purpose as teachers, learners and leaders.
We will do better in our work as educators when we decide that taking risks, braving uncertainty and opening ourselves up to emotional exposure are no longer weaknesses to be feared, rather crucial decisions that ultimately define the quality of our own learning journey, of our work and ultimately of who we are, for our students and especially for us.
For Further reading
- Heifetz,R., Grashow,A., and Linsky,M., The Practice of Adaptive Leadership (HarvardBusinessPress,2009)
- Nussbaum, M. “Upheaval of Emotions”
- De Souza, Renner “Not Knowing”
- Reynolds, M. “The Discomfort Zone”
- Baldwin,C. ;Linnea,A. “The Circle Way. A leader in every chair”
- De Mello, A. “Awareness”
- Pianesi, A. “Journey to chaos and back: Unlearning in workplace training programs” The Systems Thinker
- Web site: caseinpointmethod.com by Adriano Pianesi and Jill Hufnagel
Adriano Pianesi is a leadership development consultant and principal of Leadersh1p.com. He teaches leadership experientially at the Carey Business School Johns Hopkins University, at the State Department, at the World Bank and at Microsoft. He has worked in the last 20 years in the private, nonprofit, government sector, and in international organizations. A passionate experiential educator, World Café host, and Adaptive Leadership enthusiast, Adriano can be reached at email@example.com.
Image source: by Macie Hall remixed from “Man shadow – upper” by Mikael Häggström – File:Upper body front.png. Licensed under Public Domain via Wikimedia Commons – https://commons.wikimedia.org/wiki/File:Man_shadow_-_upper.png#/media/File:Man_shadow_-_upper.png and Pixabay.com