Lately, I’ve been consumed with what exactly makes people “click”. It’s that connection that occurs within minutes of meeting a person that makes one think (or feel) like you have known them longer than the time that was allotted to the both of you. There have been few times where this has happened to me…but when it does…the sensation is so tangible. In Ori Brafman and Rom Brafman’s latest book“Click: The Magic of Instant Connections” they argue that factors such as: vulnerability, proximity, resonance, similarity, and a safe place contribute to this bonding magic.
One of these factors could be taken advantage of when used in the classroom to support and encourage intrinsic learning. Resonance evokes feelings of association. When a person is in a state of flow they are fully immersed in a feeling of energized focus, full involvement, and an intrinsic enjoyment of the process of the activity. When students are learning from an individual who is in this state of flow…a natural mirroring of this state of mind can take place. Flow comes through various practices. For me, I am more “present” when practicing art. If my desire is for others to be in a similar state, can they enter flow when I am teaching this passion? I recall my experiences in particular courses, where I did not fare well academically, but my instructors kept me engaged and intrigued, only because they were filled with so much life as they taught us the things that they seemed to love. This resonance effect could be taken advantage of when used in the classroom to support and encourage intrinsic learning.
Flow and presentness gave me reason to enjoy art, as I finally become “ in-tune” with my surroundings. The greater tendency for me, is to imagine, tuneout, and mull over things. However, as a teacher, becoming in-tune with my surroundings may be the next most import quality, next to establishing that constant state of flow. The desire is to be a teacher whose flow becomes contagiousness and energizing for the students.
In the CTS program of studies a couple of the outcomes encourages that students are to make personal connections to the cluster content and processes to inform possible pathway choices. When I am no longer in the classroom how can I create this personal awareness within my students, so that there is a continual motivation to learn and grow…even if it is not specifically in design?