Here’s how, I say. We consider what we teach and how we teach. (Teacher folks call this curriculum and instruction; workshop presenters think in terms of content and presentation style. What and how.)
WHAT WE TEACH
Delivering an effective workshop starts with an understanding of the audience: who is sitting in those seats, what is their reality, and how do they feel about what you are trying to teach them. Adults come to learning with a lot more emotion than children do. They have developed a fear of math, a sense of overwhelm when it comes to sorting out complex human challenges (like nonprofit boards), or a feeling of powerlessness when talking about the law and compliance issues. They have a long memory about someone who did something, or of something they tried to no avail. Nonprofit folks also have deeply rooted commitment to fixing problems based on life experiences, whether positive or negative. They exude a passion for their mission, a heartfelt love of the work that sustains them through the work of raising money or volunteering long hours. Emotions both drive and discourage people from taking action.
Emotions are really important to honor and harness in adult learning. That is why the design teams I led working on nonprofit board, finance, and law toolkits began with an understanding of the emotions that people bring to these topics. Here are some examples of how emotion was incorporated into these kits:
| People tend to feel… | fear | overwhelm | powerlessness |
| When talking about . | finance (yikes, money!) | boards | law and compliance |
| To honor this feeling, I… | Make them laugh;
Use familiar language (i.e. family budgets) |
Use language that simplifies;
Avoid the word should |
Use language of empowerment |
How do you do this? Think about something that you want others to learn. Complete these sentences.
| People tend to feel… | |
| When talking about . | |
| I can honor this feeling by |
HOW WE TEACH
The best educators I know exude love when they teach. They make it clear from the moment they begin their presentation that they are on the side of everyone in the room. An effective teacher builds an emotional connection very quickly with the participants in their session.
How do we do that?
- We draw out their why. Simon Sinek explains the power of starting with why on his viral TED talk. Why grabs people by the heart, and it is the heart that motivates us to action.
- We demonstrate that we know where they are coming from. We show that we have been “in the trenches” ourselves, we do advance research, lead “right-off-the-bat” conversations that get them talking, and name and discuss the emotion that they are bringing to the topic today. We become an ally.
- We give hope. Often in the form of case studies or stories, we create the space where participants feel hope that they will do better because they came today. They see that others have done it, and they can do it too. They build confidence by seeing concrete, doable steps forward.
- We honor and celebrate diversity. There is a full range of diversity factors in any workshop, from demographic diversity to professional experience to the life cycle of the organizations represented in the room. It is impossible to present one workshop that satisfies the needs of all. One way to come closer to satisfying them, however, is to acknowledge the diversity and give permission for people to start from where they are. We invite connections between people that create space for mentoring or coaching.
As Dacher Keltner wrote in a review of the children’s movie Inside Out, “Emotions guide our perceptions of the world, our memories of the past and even our moral judgments of right and wrong, most typically in ways that enable effective responses to the current situation.” Honoring and harnessing emotions is a critical step in guiding people to learn.
How do you engage emotions in your presentations or speaking?
CC Image courtesy of tuckett on Flickr