Why I am a talker but not a talking head

I am always excited and thankful for the opportunity to teach. I've been working hard on a few presentations.  I enjoy the process of preparing to teach. In the past, I would study, put together the message in manuscript form, stand in front of the group, and present my ideas. I struggled a bit with anxiety, but as an extrovert when I got up front, I'd eventually relax and engage with the group.

Recently I've been challenged in my thinking about teaching because I've been considering what the adult students are actually learning.  Jane Vella is the guru (although she was actually a Catholic nun) of adult learning.  The titles of two of her books hint at some of her foundational principles:

Learning to Listen, Learning to teach: The Power of Dialogue in Educating Adults

Training Through Dialogue: Promoting Effective Learning and Change in Adults

For these presentations, I decided I would employ some of her interactive learning methods in order to promote effective learning and change in the adult students.

As a person interested in helping Christians become conformed to the image of Christ and see real transformation in our character and actions, I am interested in change. How much change takes place in the students when I stand before them and speak at them? I've often compiled handouts with the idea that this would enhance learning. I wonder if those handouts with extra material were even read.

During the week when I will be presenting in May, the students will be listening to other teachers for many hours each day.  I feel like I need to engage them differently.  My topic is Christian Spiritual Formation. I will be speaking about spiritual disciplines, those practices that cooperate with the Holy Spirit living in us for the purpose of personal transformation.

I have found my grand idea a bit harder to accomplish than I anticipated!  When I was more concerned about what I had to say, my "pearls of wisdom", and NOT on the students' learning (another Jane Vella title: How do They Know They Know: Evaluating Adult Learning), the study task was a whole lot easier.

Something I've had to give up is control.  When a teacher is standing in front of students, reading or referring to his or her notes or manuscript, the teacher has control of the situation.  When the teacher or presenter gives the students the opportunity for active involvement and dialogue, control goes out the window. Anything can happen!  If this is the first time to present, anxiety can raise its ugly head. Control may go out the window, but apparently learning increases exponentially.

I've not followed Vella's formula completely. Although as I studied her material I am trying to implement her principles into these sessions.

I am still in the process of preparing so I will have to report when it's all over.  I will keep this image before me to make sure I will not be a talking head!