The best way to understand what learners know, and what they need, is to listen to them. By listening, we open ourselves to possibilities, to nuance. If we as educators deliberately get out of the way, we make space for learners to tell us their stories. In those stories, we can hear the hesitation of uncertainty, the rush of confidence, or the occasional misstep as ideas tentatively come together. We hear decisions being made and, if we’re patient, we may even hear vulnerability.
This isn’t some touchy-feely, trophies-for-everybody education system, either. Listening permits assessment. Listening provides opportunity. Listening promotes patience. When students feel heard, they can build their voices. Only then will they feel empowered to contribute meaningfully. Education must begin with listening; to do otherwise presents merely a lecture in disguise.
Working at a teaching institution and focusing my attention on pedagogy means my scholarly productivity differs somewhat from the typical “publish or perish” research agenda. My work emphasizes human connections and relies on facilitating courses of various kinds.