***Breaking Bad SPOILER ALERT***
– Walter White.
I could give the same reasons for why I lecture as much as I do. Standing in front of a room full of people ready to hear what you have to say is exhilarating. There aren’t too many places left where a person can get a group’s relatively undivided attention. It’s nice to feel heard. It’s fun to tell jokes to a room desperate for a laugh. It’s easy to feel really smart and competent explaining entry level concepts to beginning learners. We all have egos and for some of us, myself included, the classroom is a space to “fill our buckets” as my 6 year old would say.
Despite pulling Walter White into this conversation, I don’t think there is anything wrong with enjoying teaching. And I don’t think there is anything shameful about enjoying feeling competent and proud of the work you are doing, especially if you feel the work you are doing is an important social good.
The problem with lecturing is that it’s not the right tool for every pedagogical task and mono-strategy teaching has limitations. What we’re really talking about here is the “sage on the stage” vs. “guide on the side” divide. The research on learning finds that getting your students writing, discussing, or otherwise actively involved during class time increases how much they learn (Ambrose et al. 2010) or as the saying goes, “the one doing the work, is the one doing the learning.”
Many teachers struggle to develop alternatives to lecturing. But this can easily be overcome by reading books like Classroom Assessment Techniques, Student Engagement Techniques, Active Learning, and Collaborative Learning Techniques that are full of ready-made student driven learning activities.
Even if you removed every barrier and made switching to a student-centered teaching style as easy as possible, many of us still wouldn’t do it. Because we like lecturing. We are good at it. It makes us feel alive.
I once heard Annie Lamott, a successful author, say that reading the positive reviews of her books was like “a giant mound of cocaine for the ego”. She went on to say that to become a good writer you have to deny yourself these mounds of cocaine and simply focus on the work of writing. Maybe the exact same thing could be said about forgoing the “giant mound of cocaine for the ego” that is lecturing and being the “sage on the stage”.
It can also be terrifying, but after you’ve taught for a handful of years, you start to feel competent and centered. ↩