Learn Some, Teach Some
by Jude Hobbs
Imagine
you have just completed an inspiring Permaculture Design
Course and you are wondering, what do I do next? How do
I share this knowledge? What and where are there advanced
trainings?
A
recommendation I'll put forth is to find the subject that
most intrigues you and zero in on that topic. As an example
I have been involved with workshops on water catchments,
hedgerows, and teacher trainings.
One area of focus is co-facilitating Teacher Trainings with
Tom Ward. We took on this advanced course after the requests
of students wanting to understand more of the nitty gritty
aspects of how to pass on the strategies and techniques
of Pc (Permaculture), through teaching. In 1990, I was fortunate
enough to attend the Advanced Course in Teacher Training
offered by Australians, Lea Harrison and Max Lindeggar,
in Dexter Oregon. Via the review of notes from that course,
the stage was set.
Here
is an attempt to unravel a bit of the magic of teaching
a PDC (Permaculture Design Course) and share with you some
of the lessons we learned from teaching teacher-training
courses. Our TT's (Teacher Training's) are not just how
to teach a PDC but a guide of how to personally evolve to
teaching a PDC. Once you are feeling somewhat confident
begin with an hour Introduction to Permaculture talk, then
move on to a several hour class, week-end workshops and
finally a full certification course, co-taught with experienced
instructor(s). This is a classic example of a Pc principle
applied: start small and intensive.
Sharing
what you have learned with others is one of the main motivations
to attend a TT. It is a way to dig deeper into the realms
of Pc. Subject module building is just one aspect in the
Art of Teaching. Then there is the reality that you need
to organize, facilitate, present and generally learn the
ins and outs of PDC's.
When
asking a group of participants, in a Teacher Training course,
"what are the characteristics that best describes your
favorite teacher" the answers are always along a similar
theme.
A
sense of humor was the number one response we received along
with being a good storyteller and having an engaging presentation
style. Also, being knowledgeable in the subject, good facilitation
skills, and being respectful is important. These are qualities
to recognize and empower in new teachers.
With
these basics, what does it really take to become a teacher?
Let alone someone that participants want to come and learn
with? And then how do we bring the true essence of a Permaculture
Design Course to this process?
For
starters, setting the tone in any teaching environment brings
the clarity of intent an instructor wishes to offer to the
class, workshop or course.
Our
role as instructors is to provide a safe comfortable environment
where all questions are honored and individuals' and the
group's minds are challenged. We also want to support inter-relationships,
community networking, worknetting and personal empowerment
through confidence building. As instructors of a TT or PDC
the hope is to guide and inspire through clear concise modules
of each subject.
One
opportunity in the teaching of Permaculture is that the
diversity of participants is mind-boggling. People come
with many resources and skills and attend for different
reasons but the common desire is to learn and share about
whole systems design. Before any course we ask participants
to fill out a questionnaire so that we, as instructors,
can have an understanding of who they are and how we can
be of most assistance in their learning process.
So,
who is your audience? In Pc courses, ages often range from
18 to 70.
In the younger crowd (20-30) I've observed the inclination
toward group dynamics, breakouts exercises (defined as a
small group centered around interactive discussions or activities
on a specific topic with results presented to entire class),
inter-personal connections and the need to be more physically
engaged. They tend to want even more hands-on, as an energy
release. The 30 and older crowd are very focused and want
lots of specific information. Everyone enjoys the intergenerational
aspect of our courses and the opportunities that provides.
Depending
where in the world you are teaching the cultural differences
need to be considered. There are language barriers, priorities
of information to be learned, and the environmental and
socioeconomic situations of that place. If you are involved
in teaching in a region you are unfamiliar with, function
as a guide and have the majority of the class taught by
someone of that bioregion. When adults are taught from educators
drawn from their own ethnic communities they tend to feel
more comfortable and learn more. Be sure to fit the teaching
to the culture. No matter where I teach, guests from the
area are invited to share their knowledge and resources.
We
receive continuous inspiration from participant evaluations
of PDC's. The recurring feedback we hear is that our "courses
are not taught in the traditional classroom fashion."
Their experience is one of a relaxed, (though at times intense),
fun, interactive learning setting that evolves from mixed
modules and presentation styles. This is achieved through
lecture, discussions, breakout groups, dynamic exercises,
field trips, walk-abouts, hands-on projects, slides and
other audio visuals, assignments, and participants presentations.
We
are evolving a style of instruction that hearkens from philosophies
past.
Carl Rodgers, a well know Swiss psychologist, focused on
client-centered therapy. He realized that the learner centered
approach invites knowledge seekers to take full responsibility
for their decisions, actions and consequences. As an instructor
my focus is for participants to be pro-active learners.
This is encouraged through the process of critical and/or-dynamic
teaching (see resources below). Another way of describing
this is the Socratic means of teaching: simply stated, pose
a framing question then brainstorm answers…. instead
of standing in front of a class downloading massive amounts
of information. By compiling these written brainstorms and
placing them on a wall a group memory evolves for continued
review and discussion.
Another
teaching style difference noted by participants is that
early on in courses we often do learning styles assessments
to establish who are the auditory, visual and kinesthetic
learners. Hands down, 90% of the people who attend PDC's
(and TT's) are kinesthetic learning, which means they learn
best by doing. Incorporating interactive exercises and hands-on
projects are an integral part of teaching Pc.
There
are abundant inspiring teaching resources available. One
I find particularly applicable is Nail Postman and Charles
Weingartner's book, Teaching as a Subversive Activity. This
is a book that offers a 'no-holds-barred assault on out
dated teaching methods-- with dramatic and practical proposals
on how education can be made relevant to today's world."(Delta
Book 1969).
There
are many similarities in the way I teach a PDC and a TT.
The one big difference is that in a TT, transparency is
a key approach that we facilitate throughout the course.
This offers participants an inside look and understanding
why we choose to do what we do. In TT we are demonstrating
the level of preparation that we recommend to have smooth
running course and one that engenders passion.
Another
aspect to be addressed in TT's is that potential teachers
need to know exactly what is covered in a standard 72-hour
certification Pc design course. The information taught in
a PDC curriculum are the strategies presented in the PC
Designer's Manual by Bill Mollison. We also work from Andrew
Jeeves and Bill Mollison's Permaculture Handbook. We top
it all off with a focus on bioregional perspectives.
In
developing a course curriculum and sequence we note what
the participants need to know, ought to know, and find helpful
to know. We then offer resources to find out more about
any given topic. As facilitator/instructors we bring at
least four criteria to the teaching setting: ethics, knowledge,
skills and our unique selves. As a generalist we are really
not expected to know absolutely everything on every topic.
This is when we determine with whom we wish co-teach. I
have had the extraordinary opportunity to teach with many
wonderful instructors. Working with others can be a tricky,
but if you all come to the teaching experience with common
ethics, integrity, communication styles and intent, the
potential for a successful course is maximized. I have also
always found gender balance to be an important aspect of
a teaching team. It is truly amazing how information put
forth can be heard very differently depending on whom and
how it is presented. (I have used the term 'we' and "I'
throughout these writings putting forth ideas that 'we'
or 'I' have incorporated throughout the many years of teaching.)
In
teaching PDC's and TT's we follow the pattern of starting
with ethics and philosophy and unfolding the Pc Principles.
As we go through the design process we utilize, as a guide,
a spiral teaching technique where we always loop back (spiral
back) to information previously presented. We encourage
extensive documentation to support the review of information
as well encouraging participants to share what they have
learned with others.
To
me, teaching is all about empowerment. There are simple
techniques on how to achieve this. For example saying participants
not the term students. My goal is to eliminate the them
and us feeling of the teacher being the 'all knowing'. Sharing
meals and being available to engage in conversations and
answer questions also creates a sense of equality. In the
Tao Te Ching, Lao Tzu says, " Of the best leader, when
the job is done the people say 'we did it ourselves."
This
approach also assists in confidence building which is one
of the most important aspects of people being comfortable
teaching. We gain self-assurance through being organized,
prepared, and having the opportunity to practice, practice,
practice. The best way to gain practice is with family and
friends, community organizations, teaching at Elementary
and High Schools Community Colleges, Universities and co-teaching
PDC's.
Communication
is the key: listen, participate, experiment, acknowledge,
support, and most of all Enjoy.
If you do not have the opportunity to take a Teacher Training
Course here are some resources that have been helpful for
my teaching experience.
The
Art of Teaching Adults: How to become an exceptional instructor
& facilitator By Peter Renner Training Assoc Ltd;
(1993)
The Instructor's Survival Kit: A Handbook for Teacher's
of Adults Peter Renner Vancouver, B.C. Training Associates
1983
Permaculture Teachers' Guide edited: Andrew Goldring
Earth User's Guide To Permaculture: Teacher's Notes
Rosemary Morrow
Mapping Inner Space: Learning and Teaching Visual Mapping
by Nancy Margulies,
Designing Group work, Elizabeth G. Cohen,
Harold Gardner's work on Multiple Intelligences
Dynamic Cultures Dynamic Teaching by Robyn Francis Permaculture
International Journal: #74
The Manual for Teaching Permaculture Creatively Robin
Clayfield and Skye
Jude
Hobbs is a horticulturist, Permaculture designer, and
instructor. She has presented workshops and courses throughout
the West for 15 years, developing curricula that encompass
diverse learning styles. Since 1982, Jude's landscape design
business has provided environmental design solutions for
urban and rural settings. She has written A Guide to Multi-Functional
Hedgerows for Oregon State University Extension Service,
and tends a forest garden in Eugene, Oregon.
Check with Jude to see when she will be offering the next
Teacher Training. hobbsj@efn.org
- 541-342-1160 1161 - Lincoln Street Eugene, Oregon. 97401