I decided to observe my colleague’s lecture in following day after reading Macfarlane’s “The Charismatic Lecturer” (2004) in our PG cert workshop, and it made me rethink what “a learning experience” means. Her approach reminded me of Max in the reading—dynamic, questioning, and full of interaction. She was not simply delivering content; she was demonstrating how to learn. Continuously asking “why?” and analysing ideas aloud, she modelled the research process for students. This struck me because, while I often tell students to “keep asking why,” I rarely teach them how to do it.
Patrick Curry (2007) recalls the old medical joke, “The operation was a success, although the patient died,” and it has stayed with me. Teaching is not just about presenting facts; it is about enabling learning. As Dall’Alba (2005) explains—quoting Heidegger—“teaching is more difficult than learning because what teaching calls for is this: to let learn” (Heidegger, 1968, cited in Dall’Alba, 2005, p. 361). This was eye‑opening for me: I cannot simply learn by myself and tell students what I found; I need to learn with them.
Reflecting on my past lectures, I realise I focused heavily on delivering information and showing examples, but I did not analyse with students or demonstrate research techniques. My colleague’s session included practical tips, small questions, and constant engagement. She gave students space to think without forcing answers, maintaining eye contact and creating a safe environment for silent reflection. This aligns with Weeks (2018), who argues that listening without pressure fosters understanding.
Another insight from our PGCert workshop was the idea of “sharing your opinion first before asking for theirs”. This makes discussions feel more like conversations rather than one-way delivery, which I dislike. I plan to adopt this approach and integrate more interactive elements, such as collaborative analysis and research demonstrations. Students need to see how ideas branch out from initial questions—why they like a photographer, a technique, or an aesthetic—and how to search beyond Google or Pinterest. As researchers, we use diverse methods, and teaching these explicitly can empower students.
Reducing hierarchy is also crucial. It does not mean becoming friends but creating mutual respect and opportunities for shared learning. I learn from students’ opinions as much as they learn from mine. Teaching should involve both voices. As Dall’Alba (2005) explains—quoting Heidegger suggests, teaching is about “letting learn,” and that requires openness, flexibility, and humility.
Moving forward, I aim to combine my structured approach with interactive strategies that demonstrate research processes, encourage questioning, and invite dialogue. By doing so, I hope to create a classroom where learning is collaborative, curiosity thrives, and both teacher and students grow together.
References
Macfarlane, B. (2004) Teaching with Integrity: The ethic of higher education practice. London: RoutledgeFlalmer, pp.101-105
Curry, P. (2017) Enchangment of Learning and ‘The Fate of our Times’. (A draft of a paper in Angela Voss and Simon Wilson (eds), Re-Enchanting the Academy (Seattle: Rubedo Press, 2017) 33-51.)
Dall’Alba, G. (2005) Improving Teaching: Letting Learn. Higher Education Research & Development, 24.(4), pp. 361-372.
Weeks, D. (2018) Listening Without Anticipating: Creating Space for Understanding. Educational Review, 70(3), pp. 345–360.
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