In defense of classroom learning: interpersonal skills must be learned in the classroom

With all the focus on using social media and e-learning for training, classroom training can seem less attractive and cost-effective. However, there is some learning that can only happen in a classroom, particularly skills that require face-to-face interaction. These include the variety of interpersonal communications, including interviews, presentations, training, and negotiation.

There are six reasons for this:

1. Create a supportive learning environment.

The camaraderie, the opportunity to share ideas with others and listen to their ideas, the ability to ask questions and get immediate answers, the physical experience of connecting and working with other participants all combine to enrich the learning experience. Students are much more likely to learn in a classroom.

A. The physical fact that participants are sitting in a classroom helps focus them on learning.

b. Having others around you learning about the same things reinforces the participants’ motivation to learn.

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

d. Learning increases with feedback and participation from other participants.

2. The trainer can model the desired learning and behaviour.

It’s one thing to read a description, talk about a process, watch a recorded demo, or communicate through bytes of sound. It is a very different learning experience when participants can watch and ask questions as the trainer models the desired behavior.

A. Modeling happens in real time, so participants have the immediate ability to ask questions and seek clarification.

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

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

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

3. Provides an opportunity for guided supervised practice.

In order for participants to retain what they have learned, they must practice it several times. In a classroom, participants can first practice with the full participation of the trainer. They can then practice working in small groups, where they can reinforce and help each other. Finally, they can practice independently, with access to the trainer.

A. The trainer can listen and observe the work of the participants, intervening when necessary.

b. The trainer can train the participants or boost their thought processes.

vs The trainer can step in when difficulties arise, either to reteach or add new information that will help participants.

d. Participants have access to the trainer for immediate 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 of a specific type of interaction does not mean that the participant is capable of handling the interaction effectively in real life. The only way students will gain confidence in their own competence is for them to practice their new skills in simulations that are as realistic as possible.

A. Participants can assess if their verbal and non-verbal behaviors are consistent with each other, or if they are giving inconsistent messages.

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

against The participant has to adapt and handle the unexpected responses of the other person.

d. It gives the participants the experience of having to think on their feet.

5. It can provide programmed kinesthetic activity.

The needs of kinesthetic learners are often neglected because they need to move their bodies to learn. Classroom training can easily incorporate kinesthetic activities, particularly to check for comprehension. Instead of texting or sitting in front of a computer, participants can move in and out of small groups, stand up to make reports, raise their hands, and play physical games like relay.

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

b. Movement increases the energy of the group.

vs Moving to different groups provides participants with new and different points of view.

d. Movement engages both sides of the brain, increasing the likelihood of both learning and retention.

6. It can be decorated to reinforce a theme or theme.

A classroom can be transformed with colorful images and items on the walls and a variety of tabletop objects that emphasize key aspects of the topic at hand. The classroom can even replicate a real world scenario with music, sounds, colors, audiovisuals, and room arrangements. This increases the interest and attention of the participants, which will increase the likelihood of more effective learning.

A. A themed classroom can bring a topic or concept to life by simulating a real life experience.

b. The more senses are involved, the greater the learning that occurs.

against Stimulated senses enhance the interest and energy of the participants.

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

Human beings are social animals. They are more likely to learn when they are together and have the opportunity to articulate their thoughts, obtain information from others, and physically practice what they have learned. This is particularly true for learning a variety of interpersonal communication skills.