Reflection – Storytelling

Challenge

In the couple of months ensuing my graduation from college, I had volunteered to teach a  class in the school I had studied in. I was deeply passionate about the work but there seemed  to be a chasm I could not bridge with the students. I did not want to just impart the assigned  lessons. I wished for meaningful dialogue in an affable environment that opened the door to  their expectations, vulnerabilities, and aspirations.

Selection

I zeroed in on storytelling because it is a powerful tool of engagement. It does not warrant  anything more than attentive ears from the audience, and if employed well, it can be a great  way of forging a connection in the least time.

Application

It dawned on me that I must first offer the transparency and trust that I so coveted from the  young minds. I stepped out of the role of a teacher and donned the hat of a friend who could  empathize with the academic and social challenges faced by the students. I divulged  unabashedly, accounts of my struggle with self-doubt, intensive competition, peer pressure,  fear of exams, uncertainty and anxiety over the future, and all the other unwarranted  companions who plagued my school life – like everyone else’s. I also shared with the class,  quiet moments of triumph arising out of my self-confidence and perseverance that  outweighed the challenges to guide me forward in my life.

Insight

My narration was well-received. Students opened up more to me about the hurdles they  faced collectively and individually within and outside of school. This led to a better  understanding of each of their strengths and weaknesses. The classes became more  interactive and my decision to simply tell my story had created an atmosphere of trust in the  classroom. Rather than surmising my own assumptions about each student, receiving regular  feedback helped me have a meaningful experience in my short stint in teaching.

Approach

I now realize that I should have also used other tools like mind-mapping and visualization to  gather creative, verbally unarticulated input from my students. Such exercises would have  helped me discover ideas that cannot be truly captured by any other medium. This course  made me realize how I use parts of the design-thinking approach in every day life, outside the  realm of business too, but if I use it consciously and document the process, I could achieve  better outcomes.


Reflection – Storytelling Challenge In the couple of months ensuing my graduation from college , I had volunteered to teach a class in the school I had studied in . I was deeply passionate about the work but there seemed to be a chasm I could not bridge with the students . I did not want to just impart the assigned lessons . I wished for meaningful dialogue in an affable environment that opened the door to their expectations , vulnerabilities , and aspirations . Selection I zeroed in on storytelling because it is a powerful tool of engagement . It does not warrant anything more than attentive ears from the audience , and if employed well , it can be a great way of forging a connection in the least time . Application It dawned on me that I must first offer the transparency and trust that I so coveted from the young minds . I stepped out of the role of a teacher and donned the hat of a friend who could empathize with the academic and social challenges faced by the students . I divulged unabashedly , accounts of my struggle with self - doubt , intensive competition , peer pressure , fear of exams , uncertainty and anxiety over the future , and all the other unwarranted companions who plagued my school life – like everyone else ’s . I also shared with the class , quiet moments of triumph arising out of my self - confidence and perseverance that outweighed the challenges to guide me forward in my life . Insight My narration was well - received . Students opened up more to me about the hurdles they faced collectively and individually within and outside of school . This led to a better understanding of each of their strengths and weaknesses . The classes became more interactive and my decision to simply tell my story had created an atmosphere of trust in the classroom . Rather than surmising my own assumptions about each student , receiving regular feedback helped me have a meaningful experience in my short stint in teaching . Approach I now realize that I should have also used other tools like mind - mapping and visualization to gather creative , verbally unarticulated input from my students . Such exercises would have helped me discover ideas that can not be truly captured by any other medium . This course made me realize how I use parts of the design - thinking approach in every day life , outside the realm of business too , but if I use it consciously and document the process , I could achieve better outcomes .