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In Defense of Classroom Learning – Interpersonal Skills Need to Be Learned in a Classroom

With all the emphasis on using social media and e-learning for training, classroom training can seem less attractive and cost-effective. However, there are certain learnings that can only happen in the classroom, especially skills that require face-to-face interaction. These include a variety of interpersonal communication, including interviewing, presentation, training and negotiation.

There are six reasons for this:

1. Creates a supportive learning environment.

The camaraderie, the opportunity to bounce back and hear others’ ideas, the ability to ask questions and get immediate answers, the connection with other participants and the physical experience of working all combine to enrich the learning experience. Students are more likely to learn in the classroom.

a. Having participants sit in the classroom helps them focus on learning.

b. The fact that others around them are learning the same things strengthens the motivation of the participants to learn.

c. Participants can encourage, support and help each other in the learning process.

d. Learning is enhanced by the comments and participation of the other participant.

2. The trainer can model desired learning and behavior.

It’s one thing to read a description, talk through a process, watch a taped demonstration, or communicate via sound bytes. It’s a very different learning experience if participants can observe and ask questions while the trainer models the desired behavior.

a. Modeling happens in real time, so participants have the opportunity to ask questions and seek clarification immediately.

b. Because this happens in real time, the trainer can tailor the skill or process to the specific needs of the participants.

c. Verbal and non-verbal nuances such as tone of voice, facial expression and body language are more apparent in a live performance.

d. Students can participate in all or part of the demonstration, allowing them to discover what adjustments they need to make to make the process work effectively for them.

3. It allows for a controlled controlled experience.

If the participants want to remember what they have learned, they need to practice it several times. In the classroom, participants can first practice with the full presence of the instructor. They can then practice working in small groups where they can reinforce and help each other. Finally, they can practice independently with the help of a trainer.

a. The trainer can listen and observe the work of the participants and intervene if necessary.

b. The trainer can coach the participants or start their thinking processes.

c. When difficulties arise, the trainer can intervene to re-teach or intervene new information that will help the participants.

d. Participants can immediately turn to the trainer for guidance and feedback.

4. Allows participants to practice face-to-face interactive skills.

Interactive skills require whole body learning. In other words, just because a participant intellectually grasps the steps in a particular type of interaction does not mean that the participant can effectively manage the interaction in real life. The only way for students to gain confidence in their competence is for them to practice their new skills in simulations that are as realistic as possible.

a. Participants can assess whether their verbal and nonverbal behaviors are congruent or convey inconsistent messages.

b. Participants get a chance to see how it feels to say what needs to be said to the other person.

c. The participant must adapt to and manage the other person’s unexpected responses.

d. This gives participants the experience of thinking on their feet.

5. Can provide planned kinesthetic activity.

Kinesthetic learners’ needs are often unmet because they need to move their bodies to learn. Classroom instruction can easily incorporate kinesthetic activities, especially to test understanding. Instead of texting or sitting at a computer, participants can drop in and out of small groups, stand up to report, raise their hands, and play physical games like relays.

a. Standing up increases blood flow to the brain, making participants more alert and able to learn.

b. Movement increases the energy of the group.

c. Moving to different groups provides participants with new and different perspectives.

d. Movement engages both sides of the brain, making both learning and retention more likely.

6. Can be embellished to reinforce a theme or theme.

The classroom can be transformed with pictures and colorful objects on the walls and various tabletop objects that emphasize key aspects of the subject. A classroom can even replicate a real-world environment with music, sounds, colors, audiovisuals, and room layouts. This increases participants’ interest and attention, both of which will increase the likelihood of more effective learning.

a. A themed classroom can implement a theme or concept by simulating a real-life experience.

b. The more senses engaged, the greater the learning.

c. Stimulated senses increase the participant’s interest and energy.

d. A pleasant and engaging classroom creates a comfortable learning environment, and participants are more creative when they are comfortable.

Man is a social animal. They learn more when they are together and have a chance to express themselves, get ideas from others, and physically apply what they learn. This is especially true for learning a variety of interpersonal skills.

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