Hello Everyone and Happy Monday,
I am writing this at the end of my last week of teaching skills. Here in London, that effectively means that as a freelancer, my time at drama schools significantly fades, and I say goodbye to my classes as they head into project and show seasons.
This always seems like a good time to stop and reflect.
This year, like every year, has brought a lot of highs and lows that I feel are important to voice, sit with, and incorporate into my learnings for the next season.
Teaching a Syllabus vs. Being Present
This is likely a lesson I will learn again; however, this year I found the balance between sticking to the syllabus and being present with the group in front of me and going “off book” still an interesting question.
I’ve found that it really depends on understanding the group dynamic, trusting the relationship I form with them as a tutor, and using my instincts to determine when I need to plow on or change gears.
With certain groups who have less time, for example, I have found myself bringing us back to the matter at hand a lot quicker. With more time, I’ve allowed more expansiveness.
As always, I think it comes back to the energy in the group. There will always be some in the class that need more time and others that need to crack on—you can’t please everyone!
Starting Mid-Year
This year, I started with some groups midway through the year, which brings its own unique challenges.
Going in quite unknowingly about what they have done before and their energy always means it’s a strange experience.
I found it helpful to almost over-prepare for these sessions. The more confident I felt going in, the sooner I felt that trust was formed.
Handling Interpersonal Peer Conflicts
Like every year when you are in a group dynamic, there have been certain interpersonal conflicts between peer groups.
This year, I’ve focused a lot on protecting my energy and encouraging students to do the same. Reminding myself it’s not my duty or job to know everything or to fix anything, but to simply be there to listen and offer something I can help with (usually a breath exercise to calm the body down and find grounding).
The Pressure My Students Feel
This year more than any other, I feel as though I have witnessed the stress and pressure my students are under before they have even entered the room. Understanding how much they question their sense of worth, their value, their everything just by getting into these “big name” institutions has really impacted me.
I don’t know how much control I have over that other than doing my best to support them in the space and emphasizing that this work is vocational, not destinational… reminding them that the joy is in the process, not the end point.
It’s Not About Me, But I Am the Expert
A huge learning I think I need tattooed on me somewhere.
It’s so easy to feel an “off” vibe or energy in the room and for my internal monologue to presume they don’t like me, they hate this exercise, or they don’t want to be here. Whereas actually, it’s nothing to do with me.
Secondly, trusting that I am the expert also helps with this idea. If I notice some students not “getting” something straight away, it’s about ensuring that they should trust the process rather than thinking I have failed. I offer alternatives and not blame myself when things don’t go as planned because I am the expert in the space.
I could add many more to this list, but ultimately this year has brought many amazing lessons I am continuously grateful to take on.
There truly is something joyous and challenging in group, institutional teaching that you don’t get privately.
Have a great week,
M