Mentoring, Instructing, Perspective and Knowledge

Reading the below article recently, I was struck by how much of my teaching approach depends firstly on the type of session I am facilitating (workshop, exercise-led course, show and tell + discussion etc.). Then beyond this broad frame-work the approach is further dependent on the people in the classroom. We are lucky here at Oxford to teach and enable highly motivated bright students and staff who are quite capable of contributing and leading debate themselves in the classroom. When the class is ‘up for it’ I tend to move towards a perspective based mentoring role once core knowledge is a given. This laying out of the territory allows for discussions that are diverse in breadth and specialism in a way that a sole facilitator cannot provide – a much more exciting use of class time!

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