How does the amount of energy in the classroom relate to the learner’s ability to learn? As both a learner and a trainer I have discovered that with limited energy present in the room, learning can be more difficult. And with too much, learning may not occur. What is the appropriate level? Do we limit the amount of laughter and fun because it may trivialize the training initiative?
Malcolm Knowles dedicates a chapter titled “Making Things Happen by Releasing the Energy of Others” in his book The Adult Learner. In this chapter he asks, “What might be done to release this energy for accomplishing greater goals for the system and the individuals in it?” As I reflect on this idea, I do understand that there is a balance we need to maintain to support learning. But how do we take advantage of this idea without letting it become a learning distraction?
I have found two ideas that are easy to implement and can increase the energy in the room.
The Power of Small Group Activities
One of my biggest Langevin “ah-ha” moments came as I attended my first Langevin course in 1995. I watched how the energy grew when the instructor effectively used group activities. Well-planned group activities can add significant energy to a class. They can be spread out throughout the entire to session, allowing the learners to teach as well as learn from each other. I decided in 1995 that group activities would always be a key component of all courses I would design from that time on. Now I will admit that this isn’t always easy, sometimes the learners’ mobility can be restricted by the physical environment, or other training restraints can make group activities difficult. But I do know that without these activities learning can be more difficult. I have to become as creative as possible to structure these activities and use the energy to help learners gain more from the sessions.
The Effect of Music
Another big component for me is the use of music – I love music. I use music to energize myself as well as the learners, but I have to be conscious of when and how to use it. The trick is not to overuse it or it may become annoying to some participants. Using a wide variety of music also helps. I find tunes that you would hear at your average wedding reception to be the most popular. Just remember that using music in the classroom can mean paying royalties. Purchasing and playing CDs allows you to avoid those fees.
I agree with Malcolm Knowles. Increasing energy can lead to a more productive learning environment. I think that we need to stop being afraid of losing control and start taking chances. As trainers, we have the ability to change activities to reduce the energy if we see the room is getting out of control. By simply changing our instructional methods to something like reading or listening to a lecture are two simple ways to reduce the energy in a room.
To help illustrate this concept, I compare training a class to flying a kite. As a child I loved flying kites. I can still feel the string running through my fingers as I eagerly discovered how high I could get that kite to go. As I let the winds take the kite from my hand, I held on to the string. I quickly learned that by giving too much string the kite would flutter and crash back to earth or worse yet get lost in a tree. I also learned that if I held on to the string too tightly, the kite just hung around, and never really soared into the sky. The more experienced I became the more I learned I had to constantly adjust to the winds.
In my role as a trainer I have learned not to fear the winds of the class. I take chances and let learners take the courses where they need to go to learn. And yes, there are times that I see that we need to bring down the energy. I smile and know that just by flicking on the LCD projector, an energy-sucking lecture is just seconds away. For more information about adult learners, see our workshop “How Adults Learn“.
Langevin Team
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>>Just remember that using music in the classroom can mean paying royalties. Purchasing and playing CDs allows you to avoid those fees.<<
I thought that playing commercial music regardless of format that is not specifically sold as “royalty free” requires a license through ASCAP/BMI/SEASAC when used within a business setting. Is that not true?
To further the discussion, here is a quote from BMI’s web site. Sorry to be picky, but I train in Nashville, aka “Music City USA”.
From BMI Frrequently Asked Questions:
Q: We Purchased Our Own iPod, CDs, and Gaming Software To Play. Isn’t This Our Property To Play Anywhere?
Although most people buy digital audio files, CDs, or games like Guitar Hero thinking they are now their property, there is a distinction in the law between owning a copy of the music and owning the actual songs that are played. When you buy an audio file, software, or CD, even those specifically marketed for business purposes, the purchase price covers only your private listening use, regardless of how they are labeled. Once you decide to play any copyrighted music publicly, you need permission from the copyright owners.
The energy in a classroom or meeting is EXTREMELY important if you want the participants to take something away from it. I am a perfect example of this. I am currently a teacher, however I am in school for Instructional Design. Whenever I have to attend a meeting or a staff-development I ALWAYS bring a bag of stuff for me to do just in case it is boring. I am prepared to divert my attention else where just in case the energy you have described is low. I feel that when people are developing their training or informational sessions that they tend to forget this aspect. This should be a major component in the planning process because if you fail in this area then the rest of your work is for nothing. All you end up with is people watching the clock waiting for you to finish. I enjoyed this article and I will be bookmarking it for the future when it is my turn to design. Thank you.