Decoding the mystery of unmotivated teachers
Few years back I got a call from the Head of L&D at the NGO I was extensively working with, “Hey Manali, we need you to do an LSP workshop in Haridwar!” The mere mention of the name conjured up a vivid image of the ancient city’s holy Ganges flowing down from the majestic Himalayas, weaving its way through the ancient temples and bustling streets. Haridwar is known for its pilgrimage sites and ancient temples; not exactly the first place that came to mind when I thought of an LSP workshop!
The NGO is committed to enriching lives via education, hence partnered with multiple gov/non-gov schools nationwide to assist them. I collaborated with them to use LEGO® SERIOUS PLAY® methodology to understand the teachers’ perspectives and challenges, unfolding the actionable insights. The earlier workshops were mainly in metropolises. The stakeholders had already witnessed the transformative benefit of LSP. So, they reached out to me to facilitate a ‘motivation workshop’ for the teachers at a school in Haridwar.
The Quandary
The situation posed a daunting dilemma as the teachers lacked discipline and enthusiasm. The problem was compounded by low attendance rates and a dearth of motivation to engage with the students. Despite organizing multiple training programs, the teachers remained unresponsive and often sought excuses to avoid participation.
A fresh and innovative approach was required to tackle this lackadaisical attitude. It was clear that LSP was the last hope to salvage the situation, even though there were apprehensions that they might not even show up for the workshop! I assured them, “All you have to do is ensure they show up to witness the magic!”
The venue was shifted from the school to a fancy hotel to tackle the issue of poor attendance. And to ensure that the teachers did not associate the event with a tedious training session, it was pitched as a fun get-together with an exciting game and delicious food!
The Roadmap
Before designing the roadmap of the workshop, the stakeholder interview with the program manager, who had arranged many trainings in that school, unfolded some significant insights with the “five whys.” So, my approach as a Design Thinker was— to ****empathize with the teachers, understand the present scenario and their challenges, define the root causes of this lackadaisical behavior, then, based on that, encourage them to ideate and come up with the ideal scenarios that would spark their interest and motivation to engage with the students and teach with care and enthusiasm. Finally, prioritize the actionable points based on immediacy.
The workshop was for 5 hours, with 16 participants—all women, Hindi-speaking, with no prior experience with LEGO® and resistant to training, workshops, and sessions.
From Doubt to Delight
As they walked into the room, their expressions were a mix of curiosity and skepticism. I could almost see their minds working, wondering what absurdity awaited them. Some giggled nervously and whispered behind their hands; others stared at the LEGO® kits as if they were some mystical relics from a distant land; few looked at me as if I was a snake oil saleswoman peddling a dubious cure.
I broke the ice by expressing my gratitude for their noble profession as teachers. I reminded them that it was their day to let loose, create, and dream. I noticed a few smiles and curious hands fiddling with the LEGO® kits.
None of them had even heard of the word “LEGO®!” I briefly introduced them to the story of LEGO® and LEGO® SERIOUS PLAY method, and we started the skills-building. Initially, a few teachers were hesitant, but once they touched the bricks, they began to build. The magic of “clutch power!” Some already started implementing metaphors in their towers! One of the questions that triggered interesting builds was, “What energizes you as a teacher?” The models were so thought-provoking that it was hard to believe this was the same unenthusiastic group! After the skills-building session, there was a buzz of excitement during the tea break. I couldn’t wait to see what the rest of the workshop had in store.
The Moment of Truth
When the teachers were asked to build to tell “the story of the existing challenges in the school,” they brought their A-game, the models were savage, and the use of metaphors was off the charts! A teacher depicted over 120 students crammed into a single section and an excessive workload making it impossible to bring order to the chaos by leaving the bricks scattered and unfinished! Another teacher used the eyes on red bricks and quipped that the higher authorities were always monitoring and micromanaging them. While one used the mini figure without the head telling a story of the dated teaching method that had blocked her thinking and creativity.
The teachers’ feelings were like a dam holding back a flood of emotions, and the exercise allowed them to open the floodgates and let the emotions flow freely.
From Chaos to Cosmos
An ideal scenario—stacked bricks depict order, and the propeller depicts flexibility, while the flags and the green flower depict the empowerment of teachers and creative teaching methods, respectively. The human figure represents the student who is now reaping the benefits of this ideal setting.
After identifying the challenges, the teachers built individual models of ideal scenarios followed by a shared model of a dream school that would address these issues—a workplace that would motivate them to teach and nurture the holistic growth of children.
Several models showcased open classrooms that facilitated a less restrictive, natural learning environment for the children; others depicted extra teaching assistants and volunteers who would lend a hand with visual aids and charts, reducing their workload.
Most models suggested dividing the classes of over 100 students into three sections to create a manageable learning environment, with special attention paid to the needs of weaker students.
The program manager noted the actionable items that emerged from the dream school model and promptly committed to providing teaching assistants to help the teachers with charts and creative teaching methods.
The principal walked in at the end of the workshop as I had requested her not to arrive earlier. She readily agreed to divide the classes into smaller sections to make them more manageable. I could see a palpable joy on the teachers’ faces—a collective feeling of hope and optimism for the future of their school and students.
The Epilogue and The Genesis
During lunch, I basked in the warmth of the teachers as if I was their closest confidante! They were effusive in their praise, describing the workshop as liberating and productive. Suddenly the snake oil saleswoman was perceived as the master chef who had just given them a recipe for the delectable feast of ideas and inspiration to cook and savor!
As the car left Haridwar in the evening, I watched the sky transform into a warm hue of orange against the backdrop of the serene Himalayas, and in the distance, I could hear the bells of the ”*Ganga Aarti.” The power of LSP filled me with a sense of hope, like a flame to alchemy.
*Ganga Aarti – The sacred Ganges worship ceremony that happens at dusk.
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