As instructors, resistance to learning can be hard for us to understand. In part, this is because we tend to teach things that line up with our own beliefs and interests. Therefore, it is hard for us to imagine why our learners would resist something we are so passionate about (Brookfield, 2015). However, it is highly unlikely that students will always be interested in what we are teaching them. People take courses for many reasons, some are there because they really want to learn about the subject, and others are there because the course is a mandatory part of a college program and not even something they are particularly interested in learning.
As Brookfield points out, teachers “should never be too proud to say why in (their) view it’s important for students to learn something” (Brookfield, 2015, p. 234). I agree, and believe it is important that instructors discuss the value of the learning right at the beginning of the course or workshop. In particular, I believe it is important to stress the value of the learning to the students' future opportunities. Where I work, we often refer to the WIIFM (what's in it for me) principle. We have found that if staff understand what is in the learning for them, it helps to reduce the resistance they may feel around the learning.
Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom
(3rd ed.). San Francisco: Jossey-Bass.
As Brookfield points out, teachers “should never be too proud to say why in (their) view it’s important for students to learn something” (Brookfield, 2015, p. 234). I agree, and believe it is important that instructors discuss the value of the learning right at the beginning of the course or workshop. In particular, I believe it is important to stress the value of the learning to the students' future opportunities. Where I work, we often refer to the WIIFM (what's in it for me) principle. We have found that if staff understand what is in the learning for them, it helps to reduce the resistance they may feel around the learning.
Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom
(3rd ed.). San Francisco: Jossey-Bass.
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