Performers
EDITION OF THE MONTH
Live Performance in the Theatre of the Classroom.
Live theatre can be extremely powerful. When a realistic script, the well-rehearsed delivery and an atmospheric set all fuse together in one piece of high-quality drama the effect can be incredibly mesmerizing. It has the ability to stir emotions, change opinions and leave a lasting memory.
It may not be instantly recognised as similar, but has it ever occurred to you that the majority of traditional classrooms are set up like a theatre. The teacher routinely cast as the main character at the front of the room, pupils as the seated audience and various items of scenery, (display boards) and scattered props (resources) completing the setting. There is even the spotlight of the illuminated interactive board focusing upon the principal character. Actually it is an easy, yet compelling comparison to make.
This value of this analogy is not lost on our best teachers. They gladly accept that lessons are like live performances and constantly strive to ensure that their ‘audience’ is totally captivated. It is of course however not always straight forward!
Professional artists will often insist that they need a positive reaction from those watching to provide them with the energy and confidence to reach their highest level of performance. They are lifted by some show of affirmation that the audience are invested. This can be as simple as a smiling face or other non-verbal cues. The performers just need to know that they aren’t only performing for themselves. It doesn’t have to be rapturous applause, standing ovations and cheering, although that obviously helps!
This point was spectacularly emphasised during the pandemic when performers played to empty theatres. It was common for them to comment upon how difficult it was to gauge their performance as they noted that external encouragement was of course non-existent. Anyone who has ever had to deliver a presentation remotely via an online platform like Teams will be empathetic. When all the participants’ cameras are turned off and their microphones muted, that pain endured by artists in empty halls is shared. No matter how many times you search the ‘chat’ comments for positive feedback it still can be a very lonely and soulless experience.
I remember many years ago commissioning a young group of Afro Caribbean dancers to deliver workshops in school. In one session I witnessed the group struggling to engage a particularly challenging group of boys. When we discussed it later the leader of the dance group verbalised how they felt they were not getting any ‘energy’ back from the boys and this had drained them and negatively impacted upon the level of their own performance. I had sympathy for them. I understood in the same way that you feel uncomfortable for a stand-up comedian whose material ‘dies’ on stage or a singer who is unable to awaken a disinterested audience. It isn’t easy.
In sport it is a slightly different situation. Here there are quite clearly different points of view. The sports stars may regularly suggest that they need the crowd to encourage them through vocal support to spur them on. The crowd on the other hand may adopt a different stance. They need an exciting level of performance and high levels of commitment to get them fully behind a team. It is a classic ‘chicken and egg’ situation and one that will divide opinion.
Returning to the teacher/performer analogy there is however no debate. No grey area. There is simply one rule. It is the responsibility of the teachers to motivate the pupil. No ‘get of jail card’ exists. It is not acceptable for any teacher to attribute blame to an individual class for the failure of a lesson. It is the fault of the teachers if there isn’t excitement, energy or engagement.
Great teachers start! They set the tone of the lesson. They don’t wait for encouragement, consent or the wind blowing in the right direction. They experiment to discover the best ways to deliver learning and then practice and practice and practice. Great teachers want to talk about learning, they are professionally curious and impatient to get it right. In this way they are open to new ideas, new initiatives and ready to explore any avenues that may improve their delivery. They know that pupils are naturally inquisitive even though they hide it well on occasion. They also know that these ‘nosey’ pupils want to be entertained. With this approach they always accept responsibility and never blame the pupils for disinterest, unlike a poor tradesperson who blames the tools at his or her disposal for shoddy work.
Underpinning their passionate classroom delivery are the excellent relationships that they have nurtured. For great teachers this is second nature because they genuinely love working with pupils and it is not an effort to invest time in getting to know the individuals in their care and enjoy their company. We have all experienced the education system and we all know that we learn from people we like. This simple truism should never be forgotten by teachers. When a classroom is vibrant and interaction between teacher and pupil is harmonious it really is a magical place. Like the intuitive interplay between a talented double act or the passionate dialogue between the two principal characters in a play, the two parts become one whole. Each bouncing off each other and perfectly tuned. An authentic partnership built upon respect and trust, it is very special and something that I could watch all day.
There are a number of teaching awards that various bodies have introduced over the years. They have become glamorous events full of glitz, celebrity and ubiquitous selfies that fill our educational websites and publications. They do perhaps have to go one stage further if we really are going to recognise the fabulous performances that teachers do on a daily basis. The stars that excite children on a wet Wednesday afternoon, the artists who conjure magic into the teaching of fractions, the comedians who lift the study of history and the singers who bring the room alive. Smiling, happy and extremely talented individuals that shouldn’t be underrated anymore.
It is time for the Teacher Oscars!