Teachers and improvisers

I had been searching for an improv class for the past five years, but either I couldn’t find one or the class location was far from my place. Luckily, this year, I found one class near my house. There are so many wonderful things about the teacher, the classmates, the atmosphere, but now I will focus on how improv skill can carry over into my teaching.

As a teacher, thinking on the spot is the norm. Although we, teachers, have to do lesson planning down to every minute, that plan only works 70-80% of the time in the class. We expect the students to be on time, complete all the homework and adhere strictly to our instructions, but in reality, we have to deal with unexpected and unwanted situations that interfere with what we plan. Hence, instead of being passive and angry, we had better “YES AND” the situation to let the class finish on a high note. By YES AND, I mean we have to accept the unexpected and make quick decisions on how to continue with the class, and how to switch to a plan B and still achieve some of our learning objectives.

As an improviser, we take care of ourselves and our acting partners. We set up the ground rules about what we can do physically and verbally before we proceed with any scene together. We are careful not to upset others with our language, behavior or manner. We respect the boundaries set by each and every person in our group. Similarly, a teacher should be careful not to hurt students’ feelings through their use of language, attitude or behaviors. Sometimes as a teacher, I reacted too quickly to what I considered a mistake in my students’ work. Upon reflecting on such experiences, I know I should have refrained from criticizing as even a quick comment can discourage students from taking initiative next time. To quote my improv teacher, “You should embrace the mistakes and let them be a part of the play.”

As an improviser, my task is not to be the funniest or most communicative character but to become a co-creator, a co-architect of the scene. Once we initiate a line, make sure it’s understandable to our partners or we have to provide the clues when the going gets tough. At the end of the day, what the audience cares about is whether the scene makes sense. In the same vein, in a class, teachers should do everything possible to make learning, not just the lecturing, happen. To do so, teachers should create tasks that are within their students’ zone of proximal development, be ready to accept their challenges yet not to let things go too far from the agreed learning objectives.

As an improv learner, I am still a bit rigid. As a teacher, I need more flexibility and adaptability. Yet I am learning and growing in both roles, more willing to respond to the moment while trying to allow myself, and others, to have fun in the process.