being in the class

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DOI: 10.1177/1052562904271144 2005 29: 333Journal of Management Education

V. Jean Ramsey and Dale E. FitzgibbonsBeing in the Classroom

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10.1177/1052562904271144JOURNAL OF MANAGEMENT EDUCATION / April 2005Ramsey, Fitzgibbons / BEING IN THE CLASSROOM

BEING IN THE CLASSROOM

V. Jean RamseyTexas Southern UniversityDale E. FitzgibbonsIllinois State University

This article distinguishes among classroom experiences based on doing some-thing to students (emphasis on teaching), doing something with students(emphasis on teaching and learning), and being with students (emphasis onlearning). Being moments and being classes result from states of mind ratherthan pedagogical techniques. Thus, redefinitions are offered for how learningoccurs, the role of the teacher and students, and the nature of classroom inter-actions in being classes. The authors hopes for the readers are that they willincrease the being moments in their classrooms and that when they are in adoing mode, it will be from a perspective of awareness and informed choicerather than default.

Keywords: learner-centered teaching; student-centered learning; humanis-tic education; teacher-student relationships

Imagine that you have just walked into a graduate organizational theoryclass where chaos seems to reign. Students are laughing and joking with eachother about some aspect of the course content. Everyone is talking at the sametime. The teacher is chatting about a theory with one or two students in thecorner while others are sitting in small clusters talking animatedly about class

333

AuthorsNote: The authors would like to thank Max Elden and David Steingard for their earlierreviews, participants in a session at the 1999 Southwestern Business Administration TeachingConference for their reactions to and support of these ideas, and the anonymous reviewers ofJME for their extensive and very helpful feedback. A special thanks to Jean Kantambu Latting forher above-and-beyond contributions.

JOURNAL OF MANAGEMENT EDUCATION, Vol. 29 No. 2, April 2005 333-356DOI: 10.1177/1052562904271144 2005 Organizational Behavior Teaching Society


topics. As the class comes to an end, students are still intensely engaged inconversation, surprised when told the class is over. Over the course of thesemester, these students spend time together at the zoo, the Museum of FineArts, the theater, video/sports arenas, and restaurants, willing to spendmoney and sacrifice out-of-class time to come together and continue learningfrom one another. Alternatively, picture the end of an undergraduate organi-zational behavior course as students voluntarily sign up to an alumni listserveso they can stay in touch with one another after graduation (some have doneso now for more than 10 years). Envision a class where a month after thecourse is over, students are still sending holiday greetings to one another,inviting others to join them at grandmas house for Christmas dinner, andsending poetry that expresses how important each individual is to them andhow much they learned from one another.

Do these introductory examples appear to be a teachers utopia? They arenot as far-fetched as you might think; they are real examples. We experiencesituations like them regularly and believe the major way they differ from tra-ditional classes is that all the members of the class (including the teacher)focus on being together.

In this article, we contrast being with the more usual ways of doing inthe classroom. The authors have independently developed this way of beingin the classroom while teaching at two very different institutions: one a large,Midwestern, primarily residential, predominantly White school located in acollege town and the other a smaller, primarily commuter, and historicallyBlack school in a large city. The ideas presented in this article have emergedwhile teaching undergraduate introductory management, organizational be-havior, leadership, team-building, and strategy courses and a graduate orga-nization theory course.

There are many different ways of being in the classroom. To illustrate thevariety of means to the same end, throughout the article we give examplesand illustrations of some of the ways the two of us have experienced andenacted being in the classroom.

Introduction

Much has been written about moving from teacher-centered to learner-centered models of teaching and learning. In a review of learning-centerededucation, Bilimoria and Wheeler (1995) suggest that when assumptionsabout teaching are driven by learning, we are more likely to provide oppor-tunities for self-direction; reshape the authority relations in our classrooms;implement experience-based learning activities; adopt a relational-learning

334 JOURNAL OF MANAGEMENT EDUCATION / April 2005


approach; pay attention to context, inputs, and process; and foster lifelonglearning (p. 426). Many of the readers of this journal endorse these ideas andexperiment with pedagogical devices to create more learner-centered class-rooms. In most of the writing on learner-centered education, however, thefocus remains on the teacherwhat he or she can or should do to achievelearning-centered instruction. Although a learner-centered model is based ina different set of assumptions than a teacher-centered one, the starting point isstill pedagogical techniques initiated by the teacher. At best, the authors callfor partnership learning (Ramsey & Couch, 1994), encourage both studentsand teacher to become active participants in learning (hooks, 1994), or usethe developmental, but hierarchical, metaphor of junior and senior partners(Ferris, 2002). Even the best-intentioned articles focus on teachers and whatteachers do (or need to do) to or with the students. In our view, such a focusobjectifies students, distances teachers, and underemphasizes the most criti-cal element in the classroom: learning.

As we began to think and talk about what truly learning-centered class-rooms would be like, we found that teaching techniques and pedagogy be-came nearly irrelevant. We grew less concerned about what we did in ourclassrooms and more concerned with who we were in the classroom and whywe chose to do what we did. Underlying assumptions, values, and beliefsabout learning became more central. We began questioning our assumptionsabout our role as educators, the nature of interactions in our classrooms, andthe learning outcomes desired. We concluded that what we were about wasthe desire to co-create learning.

Our model distinguishes among classroom experiences based on doingsomething to students, doing something with students, and being with stu-dents. These correspond, in our minds, to an emphasis on teaching (doingsomething to students), an emphasis on teaching and learning (doing some-thing with students), and an emphasis on learning (being with students).Table 1 describes some of these distinctions as they affect various aspects ofthe teaching-learning process. Although we will not specifically refer toTable 1 again, many of our arguments and examples draw from it.

Passing on knowledgeprimarily in the form of lectures, PowerPointpresentations, textbooks, and readingsis about doing something to stu-dents. Most management educators have moved beyond the belief that as ateacher, Im here to impart wisdom to you. Much has been written over thepast several decades on how to move instead to the role of learning facilitator:Im here to help you learn through activities, exercises, and discussions.Teaching-related conferences and publications are filled with ideas abouthow to facilitate learning: new exercises, new curricular design, new learningactivities, new ways of doing what we do more effectively. Active involve-

Ramsey, Fitzgibbons / BEING IN THE CLASSROOM 335


336

TABL

E 1

Thre

e M

odes

of T

each

ing

and

Lear

nin

g

Teach

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(doing

to m

ode)

Teach

ing

and

Lear

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(doin

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mod

e)Le

arni

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eing w

ith m

ode)

Nat

ure

of le

arni

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ache

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arily

resp

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r lea

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goutc

omes

Teac

her p

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ily re

spon

sible

for l

earn

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outc

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Mut

ual r

espo

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for l

earn

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outc

omes

Teac

her a

nd b

ook

as p

rimar

y so

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s of

lear

ning

Expe

rienc

es a

nd se

lf-as

sess

men

t as i

mpo

rtant

sourc

es o

f lea

rnin

gEv

eryt

hing

and

ever

yone

as p

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tial s

ourc

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fle

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ecifi

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arni

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utco

mes

, pla

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inad

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from

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abr

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case

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ays/a

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g w

hats

in th

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onst

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gM

odel

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liste

ning

Sage

on

the

stage

(guru

)G

uide

on

the

side

(faci

litat

or)

Nod

e in

the

net (

serva

nt l

eade

r)Es

tabl

ishin

g in

itial

dire

ctio

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tabl

ishin

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mpl

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mode

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auth

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penn

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llabu

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ineq

ualit

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up

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ting

lear

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opp

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nitie

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low

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com

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to d

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appl

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ion/

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pete

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Indi

vid

ualiz

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nd m

utua

lly n

egot

iate

d as

sess

men

tR

ole

of st

uden

tD

epen

dent

Inte

rdep

ende

ntIn

terb

eing

Wha

t do

you

want m

e to

thin

k?W

hat d

o yo

u wa

nt m

e to

thin

k/fe

el/p

ract

ice?

Who

am

I an

d ho

w d

o th

e co

ncep

ts re

late

to m

e?Co

mpl

ianc

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oper

atio

nCo

mm

itmen

tN

atur

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cla

ssro

om in

tera

ctio

nsTe

ache

r-ini

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dSt

uden

t-ini

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d (bu

t tea

cher

-co

ntr

olle

d)M

utua

lly in

itiat

edD

istan

t, se

para

tePr

esen

t and

eng

aged

Fully

pre

sent

, int

ense

, int

imat

e, re

spec

tful

Star

ting

and

endi

ng w

here

the

teac

her i

sSt

artin

g w

here

the

teac

her i

s and

end

ing

whe

rete

ache

r and

stud

ent b

oth

are

Star

ting

whe

re st

uden

ts ar

e; a

llow

ing

them

tom

ove

whe

re th

ey fe

el th

ey n

eed

to b

e


ment of students in experiential learning and skill building is about engag-ing in activities and experiences with the students. The focus is on helpingstudents learn from their experiences, through introspection, reflection, anddiscussion.

Each of these strategies has its benefits, yet each keeps the teacher firmlyentrenched in the role of teacher, responsible for doing something to or withthe students. We are proposing a third alternative: a simple being in the class-room rather than doing. Here, the statement of philosophy might be, Werehere to learn together and you (the students) are as much a source of ourlearning as I (the teacher). We often use the phrase, a community of learn-ers, to describe this philosophy to students. By fully being in the classroomtogether, powerful learning occurs, learning that doesnt require anyonedoing anything to anyone else.

These are not all new ideas; many were introduced in the 1960s and 1970sby advocates of affective and humanistic education (Lyon, 1971). Humanis-tic education championed the valuing of students as learners and of wherethey are in their readiness to learn. In open classrooms, almost any learningdirection the class might take was seen as appropriate (Leonard, 1968).Humanistic education sought to involve the whole person in the educationalprocess, integrating the affective and cognitive domains (Brown, 1970). CarlRogerss Freedom to Learn (1969) was very influential and proposed trans-forming the teacher into a learning facilitator, developing openness andtrust in the student-teacher relationship, making the subject matter relevant tothe students lives, and involving the whole person of the learner (feelings aswell as intellect). Our model builds on this earlier humanistic approach, inte-grates more recent thinking and writing, and applies it to the managementclassroom.

It is important for the reader to recognize that we are not proposingbeing as the way to approach teaching and learning, nor are we suggestingthat every class session be filled with nothing but being moments. Noneof our classes are totally being ones. Most classes are a mix of doing andbeing. Some days are spent doing; some days are spent being. Some parts ofour courses are doing ones; some parts are being ones. All forms of teach-ing and learningdoing, doing with, and beingare valid and indeedcomplementary.

We seldom operate at the furthest being end of the doing-being contin-uum, nor do we intend to. We find ourselves moving back and forth amongthe modes regularly, easily, and intentionally. The important thing, we feel, isto make explicit the choices about where to operate on the doing-being con-tinuum and to strive to increase the number of being moments and being classsessions. Our goal is to operate as far toward the being end of the continuum



as we and the students are able. Our hope for the reader is that you willincrease the being moments in your classrooms and that when you are in adoing mode, it will be from a perspective of awareness and informed choicerather than default.

Because operating in a being mode is least common, in this article we willprimarily describe the being end of the continuum. We will use the termsbeing classes, being class sessions, being class experiences, and beingmoments as variations of using a being mode in the classroom.

Being moments and class sessions result more from states of mind thanfrom pedagogical techniques. Redefinitions are needed in how learningoccurs, the role of the teacher and students, and the nature of the classroominteractions.

Redefinition of How Learning Occurs

Being classes do not mean that anything goes. They are structured, there isa syllabus, and there are explicit expectations for learning and assessment.All of these create what we later call the container within which learningoccurs. While there may be structure, being classrooms and being classroomexperiences involve a different view of the learning process. The belief thatstudents themselves control what they learn must be firmly embraced. Shift-ing responsibility for learning from the teacher to the student is not as easy asit sounds, however. Despite being serious devotees of Parker Palmer andPaulo Freire and active members of the Organizational Behavior TeachingSociety for many years, we have found it difficult to let go of the felt responsi-bility. As we developed deeper awareness of ourselves and our role in theclassroom, however, it became brutally clear how many of our previousefforts were wasted onesenacted to make us feel like we had done our jobrather than for the sake of the students learning. When we accepted ourinability to do students learning for them (a foolish idea), or to ensure thatthey learn what we are teaching (a vain hope), a plethora of things droppedaway: our need to cover every chapter, to try to control what happens inclasses, to do anything except learn along with the students. In many ways,our work in the classroom became easier because of our willingness torelease control of the process.

A correlate to the understanding that students control their own learning isacceptance that different students learn different things from the same learn-ing experience. Despite the teachers best efforts, students learn in very dif-ferent ways and filter any given learning experience through their ownunique set of past experiences. The best way to convince yourself that differ-



ent students are learning different things is to ask them what theyve learnedat the end of class sessions. Whether you have just run an experiential exer-cise, or there has been a student presentation, or you have had what feels likea good and focused discussion, ask students to write a brief paragraphdescribing what they learned from the class session. Alternatively, reservesome time at the end of class to go around the room and have each studentstate his or her most important personal learning from the session. The tech-nique is not important; what is important is paying close attention to theirresponses. You may find yourself amazed at what some of them learn. Whatwas intended as the major learning may pass them by completely, whereassome of their learnings may be unexpected, and unintended.

To increase the probability of everyone learning and help students developthe ability to learn on their own, the definition of legitimate sources of learn-ing must be expanded. Every person, every experience, every reflection,every question asked of oneself or another, every interaction observed, everyelement of the universe is a potential source of learning. Part of the challengein developing learners rather than passive absorbers of information is helpingstudents expand their repertoire of learning sources.

In an undergraduate leadership class, students were asked to check into each class by responding to a question posed by the teacher. Somequestions intended to expand students awareness of multiple sourcesof learning included, What is one leadership act you observed thisweek? and What is a leadership act you personally engaged in lastweek? Out-of-class assignments requiring interviews of practicingmanagers, Internet research, or structured observations also broadenstudents views of potential sources of learning.

It is easier to encourage students to take responsibility for their own learn-ing if activities in the classroom begin from what they already know. Startingfrom what they know is empowering; it allows students to recognize whatthey have already learned and to develop a sense of efficacy around their abil-ity to learn more (Williams, Ramsey, & Perkins, 2003). Eliciting examplesand personal stories from students own experiences as students, part-timeworkers, or organizational members (e.g., student clubs, church, family)makes the concepts more meaningful and personally relevant. Movingbetween and across social settings in this way helps students see the wide-spread applicability of the material.

Most of what is needed for learning is in the room with us: past experi-ences, present dynamics, and future potential. Everyday classroom expe-



Recycling

riences are rich with learning opportunities, if the potential learnings areallowed to emerge and are explicitly recognized. Using what is present in theclassroom as data and context for learning is not the same as developing elab-orately contrived classroom-as-organization simulations, nor does it lead totalk-about-anything discussions. It is simply looking for and acknowledgingwhat is already present and using it to enhance learning.

In a class that was otherwise informal and nonstructured, unannouncedquizzes were given. Eventually, students felt comfortable enough inthe class to ask why they were taking these quizzes. The answer wasthat the quizzes were used to ensure that they were reading the materialand prepared for class discussions. Student reactions to this reasoningled to a heated and passionate discussion of their motivation in andcommitment to the class. It was fairly simple to move this discussion toan exploration of similar issues in the work environment. Students sawthat taking responsibility for their own and others learning (by beingprepared for discussion) was similar to contributing to a team project inan organization. As intended, when students made a commitment tobeing prepared for class, the quizzes were discontinued.

Understanding that students have ultimate control over whether and whatthey learn and that teaching is only one source (and probably a minor one) ofwhat students learn necessitates a reexamination of the role of the teacher in abeing mode.

Role of Teacher in a Being Mode

In a being mode, the teacher shifts from talking at students via lecture, ortalking with them through debriefing or summarizing the learning from aparticular discussion or exercise, to simply being among them. No longer isthe conversation between teacher and students the most important one.Instead, the more learning-filled conversations are among the students them-selves. The teacher can be seen more as a servant leader (Greenleaf, 1977), acoparticipant in the learning community being developed. Freire (2002), aninfluential proponent of liberatory education, put it this way:

Through dialogue, the teacher-of-the-students and the students-of-the-teachers cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who ishimself taught in dialogue with the students, who in turn while being taught



"In learning you will teach and in teaching you will learn."

also teach. They become jointly responsible for a process in which all grow.(p. 80)

Planned-in-advance expectations of specific outcomes do not fit well withbeing in the classroom. When the class is in a being mode, the teacher andstudents are in the moment with each other in deep and genuine ways, and outof these moments come the next right steps. There really is no predictingwhat may occur. What Vaill (1996) concluded about individual creativelearning is equally true in the collective classroom setting:

When we are creating, we frequently surprise ourselves, and in that surprise isthe learning. As they view the final result, creative people are often as aston-ished by what they have produced as are others. The downside to this truthabout creativity is that it is a form of learning not really under our control.(p. 63)

Being together in the way we are suggesting introduces ambiguity anduncertainty into the classroom. Content emerges spontaneously, and oftenserendipitously, from the process. There is no way to anticipate the learningopportunities that may emerge. This unpredictability can be simultaneouslyfrightening and exhilarating. The teacher must be well grounded in the topicarea to encourage, mostly go with the flow of, and sometimes add to the dis-cussion. Teachers must also be personally centered and grounded to help theclass draw on what is present in the room, make connections between them-selves and the concepts under discussion, and value the emergent learning.Flexibility and awareness are keyremaining open to all possibilities fornew learning and staying alert to opportunities for students to reflect on theirlearning.

Team presentations are required in an introductory management class:Students must be creative, draw on other talents (not usually thought ofas academic in a business school environment) such as musical, dra-matic, athletic, or poetic ones, and illustrate some management con-cepts. The presentations are typically very creative, fun, and full oflearning for everyone. Recently, however, one group never quite got ittogether. They had trouble meeting, they experienced a great deal ofconflict, and members couldnt be depended on to follow through.Finally, they managed to put together a videotaped skit but failed tocheck out the technology until a few minutes before class and did nothave the necessary adapter to show the tapea complete failure, yet apotential learning experience. Class members suggested all kinds ofideas for how they might salvage their presentation, but the team was



Learning is unpredictable.

too embarrassed to do anything other than describe what led to thefiasco. In an effort to encourage learning from anything and every-thing, the teacher asked the nonteam class members to write brief para-graph descriptions of what they learned from the groups failure. Thegroup members were asked to write individual papers on what wentwrong and what each learned from the experience. Giving the group anopportunity to receive credit for their learning, rather than punishingtheir failure, reduced their defensiveness. The end result was thateveryone learned, even more, perhaps, than from some of the earliersuccessful presentations.

Weve found that a different type of class preparation is required whenwere operating in a being mode. Instead of reviewing our notes, getting ourhandouts together, or thinking through how an exercise is going to work, weare more likely to prepare by engaging in quiet contemplation or meditation(Walck, 1997), taking a walk across campus, or listening to some soft music.The form is not as important as the outcome: a state of presence and mindful-ness, all other thoughts and distractions put aside. We approach that daysmaterial differently too. We may review the reading assignment for an up-coming session, but less with the intent of conveying its meaning to othersand more in a curious and inquiring mode: What questions does it raise?What examples come to mind? How do the ideas illuminate our own personaland organizational lives? How can we encourage students to approach thematerial in the same inquiring way? We walk in the classroom with the soleagenda of learning as much as we can about the topic at hand. Parker Palmer(1998) reminds us that our role is to create a space for learning: I need tospend less time filling the space with data and my own thoughts and moretime opening a space where students can have a conversation with the subjectand with each other (p. 120).

Being interactions require students and teacher to bring more of them-selves to the discussions and interactions. Thus, it is critical to create a class-room climate in which students will risk new behaviors and new ways ofthinking and being. Trust must be developed, but not through the use of tech-niques. The premise of Palmers book, The Courage to Teach (1998), is thatgood teaching cannot be reduced to technique; good teaching comes fromthe identity and integrity of the teacher (p. 10). It is through this identityand integrity that trust evolves. Trust is earned through the demonstrationof respect: respect for the students, who they are, and what they bring tothe class; respect for oneself and ones own limitations; and respect for thesubject.



In a graduate class, early in the semester, students were asked to relatedetails of their best team experiences. The stories told by the studentsnaturally illustrated characteristics of learning organizations, the topicof the course. One semester, the class was larger than usual and at theend of the class period devoted to this activity, there were a few stu-dents who had not yet told their stories. Even though enough experi-ences had been related to have made the major points, time was setaside at the beginning of the next class period for the remainder of theclass members to share their experiencesa small act of respect, onethat made everyones story equally important. Appreciation of thisrespect was noted by several students in their journals.

Slowing down the discussion process and ensuring that everyone has anequal chance to participate and be heard reinforces the importance of everyindividuals contribution to the class. Once more, the technique is not impor-tant; the goal is to consistently encourage everyones involvement, not justthat of the naturally outspoken ones.

The old technique of simply passing a koosh ball around, with only theholder of the ball being allowed to speak, or beginning each class ses-sion with a check-in on the part of each student, reinforces the norm ofeveryones voice being important. A similar result has been achievedby rotating responsibility for beginning the discussion each classsession.

An important, yet often difficult, element of respect is to suspend judg-ment about students and their behaviors. A complaint we often hear from col-leagues is about students who are unmotivated, have not done the reading forthe class, and are not prepared for the discussion, exercise, or activity. Wehave learned to respect students choices about being prepared for class. Alikely alternative is to get drawn into a no-win negative spiral of control (us)and resistance (them). In many cases, the depth, intensity, and relevanceof the class discussion leaves the student feeling excluded and leads toincreased preparation and participation. We believe that the choices to pre-pare, participate, and learn are and should remain with the student. In a beingclass that works, most students willingly opt to come aboard. Those whodont, choose to learn less.



In one class, students kept journals. In an early entry, a student admit-ted that initially he was not keeping up with the reading. He soon real-ized he was missing out on the dynamic and learning-filled discussionsoccurring among those who were better prepared. There was some-thing he was missing that others seemed to find applicable and valuableto their own lives and work settings; he felt left out. He changed hisstudy habits and quickly caught up.

Although the excitement of a class can draw students in, it also takes littleto turn them off, for them to decide that this is just one more boring class theyhave to get through in order to get that important piece of paper. Students canbe alienated very quickly if the teacher does not honor their early contribu-tions to the class. Student comments, especially early on, can be vague andambiguous; they sometimes have trouble articulating what they mean. Re-sponses to these initial attempts to contribute to the class discussion have sig-nificant influence on whether uncertain participants will try again. Ignoring,dismissing, or in any small way devaluing anyones input quickly muzzlespotential contributors. Giving students positive reinforcement for their com-ments, before following up with a probe for further clarification, helps.Appreciation and encouragement lead to increased involvement.

Listening is one of the key behaviors required of teachers in a being mode.Greenleaf (1977) says that listening is perhaps the fundamental characteristicof servant leaders; we believe it is a fundamental behavior in being classes.Students soon become aware of the respect inherent in that listening andbegin listening to one another as well.

Students are sensitive to inconsistencies in our behaviors. In our experi-ence, if we do not truly respect students, it becomes quickly evident; theypick it up in a heartbeat. If we see the students as learners, and ourselves asprimarily teachers instead of learners, that too becomes clear early on. If webelieve the students are unmotivated and uninterested in learning, they meetthose expectations. If we profess the goal of reducing power inequalities butask students to do what we are not willing to do ourselves, our lack of authen-ticity is heard loud and clear.

The goal is authenticity or congruence. Carl Rogers (1980) defined con-gruence in terms of the extent to which the teacher was genuine in relation-ship to the students (p. 307). He defined genuineness as being a real person,being what he or she is, entering into relationships with the learners withoutpresenting a front or a faade (p. 271). In a being class, the major role of theteacher is to be, as authentically and openly as possible.

We try to remain fully aware that students are learning more from what wedo, and how we are with them, than from what we say. We believe that what



we do in the classroom is inevitably connected to our being, whether we rec-ognize it or not. The being comes first and the doing derives from it. Who weare, what we believe, and what assumptions we hold about students, thematerial, and the world significantly affect what we do in the classroom, nomatter the course content or teaching style. Recognition of this provides themajor impetus to continually question and rethink who we are in the worldand what we want our relationships with the students and the subject matterto be.

A being mode requires modeling the process of discovery and learning. Inbeing classes, we continually learn about ourselves, our roles as teachers, ourinteractions with others, and the topic. A statement or interaction may spawnan idea for a future activity or class, or relate to a current writing project. Astudent insight may lead to a deeper and more complex understanding ofwhat before seemed like old material.

When were in a being mode, we are concerned primarily with what weare learning from the class discussion and activities, what new insights we areobtainingwhat Vaill (1999) calls coinquiry:

I am talking about professor and students achieving a genuine collaboration inseeking to understand the subject matter of the course or program. The pre-sumption is that everyone both wants to learn and has a lot to learn; and that theonly differences of any consequence for learning among members of thislearning group are the relative amounts of experience with the subject matterthey bring and the uses to which they intend to put their learning. (p. 3)

In our experience, when we are learning, students are learning. Thich NhatHahn (1987) said, If we cannot smile, we cannot help other people to smile.If we are not peaceful, then we cannot contribute to the peace movement(p. 80). In the present context, we would add, If we are not learners, we can-not help others to learn. This learning must be evident, not just professed.

Learning journals have long been a way to walk the talk aroundlearning. More can be done with them, though (Ramsey, 2002). In oneclass, students were required to make weekly journal entries and postthem to an electronic discussion board. The learning could come fromthe readings, from some experience related to the readings, from obser-vations in class, or from personal reflection. The teacher also postedweekly journal entries. Having to write journal entries forced her tostay in a learning mode so she, too, had something to write about eachweek.



One of the most difficult tasks in creating being classes may be that ofeliminating uniform expectations: of what students should know, how theyshould think, how they ought to interpret what theyve read. It is essential torecognize (and accept) that everyones level of knowledge and understandingwill be differentat the beginning of the semester and at the end. What mayseem like status quo for one may be a great leap forward for another. In fullbeing classes (at least as far on the being end of the doing-being continuum aswe have ever operated), learning objectives and goal achievement are indi-vidually and mutually determined by the instructor and students. The diffi-culty in operationalizing the learning objectives and assessment may be whatkeeps many classes closer to the doing end of the continuum.

In our experience, the key is to articulate (and to mutually agree on) clear,challenging, and realistic learning goals for each student within the contextof the particular subject matter. Some learning goals may be nonnegotiable; aminimum standard of knowledge and skills may be dictated by the discipline,accrediting agency, or prospective employers. The ways in which studentsengage in the necessary learning, the rate at which they do so, and the waysin which they demonstrate their knowledge or skills can be more flexible,however.

Examples of individual assessment of learning include individualizedlearning contracts in a graduate course, mutually negotiated betweenthe student and teacher, that specify what each student wishes to learn,how she or he wishes to demonstrate that learning, who will measureand evaluate the achievement of the learning goals, and what criteriawill be used to assess this achievement. On a smaller scale, in an under-graduate leadership class, students select a single personal leadershiplearning goal and negotiate a contract with the teacher. Achievement ofthe mutually agreed-on personal development outcomes is evaluatedbased on clearly stated and mutually agreed-on criteria.

Assessing individualized learning, of course, requires individualizedfeedback. Student-specific feedback can be very time consuming. It alsorequires that we be authentic and learningful as we respond to their work.Increasingly, we find our feedback based in a philosophy of appreciativeinquiry (Cooperrider & Srivasta, 1987), helping students recognize their pos-itive contributions to the class and their own learning, rather than focusing onwhat they dont know. Feedback is not just one way. Through the quality andintensity of the class discussion, students provide learning-filled feedback tothe teacher, as well as to one another. Thus, feedback becomes more like



engagement or dialogue, heightening awareness of our mutual influence onone another. In this way, a learning community is built.

A common method used to reinforce the importance of learning isallowing students to redo their work when they receive a grade lowerthan they desire. As an example, in a teambuilding course, teams mayredo their team contracts and project proposals and individuals mayredo their personal development plans until they have met the criteriafor the grade they wish. The option of redoing the work can apply totake-home exams, papers, homework, or any type of assignment. Thecriteria for this developmental grading are crafted in a way that makeslearning inherent in meeting them. It is the learning that is consideredimportant, not whether it is demonstrated the first time around.

Explicitness about the class process is important. By defining the coursecontent, selecting and assigning reading material, determining the assign-ments and activities for the class, and developing evaluation mechanisms andcriteria, the teacher sets expectations for how the course will operate. We areessentially creating the container within which the course will unfold. Bydoing so, we shape the respective roles of the teacher and students and thenature of the interactions that will occur. Containers set the boundarieswhich may be physical, organizational, or conceptualfor self-organizingsystems. The container establishes the semi-permeable boundary withinwhich the change [learning] occurs (Olson & Eoyang, 2001, p. 12).

The container of a being class is designed so that the students can self-organize within it. Because self-organization is the goal, it becomes evenmore critical to explicitly and clearly define the boundaries of the container.To illustrate this, the appendix contains an excerpt from the syllabus of agraduate course, a course that comes closest in the authors experience to afull being class. Expectations are quite detailed and explicit. Making theboundaries clear leaves the students and teacher free to maximize their learn-ing in a being mode.

Role of Student in a Being Mode

Students are asked to shift their roles too. Being classes recognize andhonor interbeing: I am who I am because of who you are with me; our beingsare in relation to one another (Nhat Hahn, 1987, 1991). Interbeing is inter-connectedness, interdependence, mutuality. All of these are emphasized in a



being mode. The goal is mutual learning; everyone exerts influence on andcontributes to everyone elses learning.

Mutuality is enhanced when everyone brings more of their being to theclassroom (Lindsay, 1992). Being experiences engage the whole person.Being classes require that all aspects of individualsintellectual, emotional,physical, spiritualbe valued and viewed as sources and recipients of learn-ing. Intellect, emotions and spirit depend on one another for wholeness,says Palmer (1998, p. 4).

Students are asked to put themselves in the picture, see themselves as partof what is being studied and as an integral part of the process of engaging inthat study. They are asked to go beyond intellectual understanding of the sub-ject matter, to take the additional step of applying and illustrating the con-cepts to their own personal and professional lives. In being classes, studentsare expected to grow and develop personally beyond where they are at thebeginning of the semester. Their connections to the subject matter are not dis-tant, abstract, or something to be used some day. The concepts are meaning-ful in their present lives. The learning community affirms who they are andenhances their personal and professional development. The increased self-confidence is visible.

In an organizational behavior class, students were asked to completethe standard course/teacher evaluation toward the end of one semester.As they began to fill in the Scantron sheets, some students began tomumble, This doesnt come close to reflecting what this class isabout, what we learned, or how it was taught. The graduate studentadministering the evaluation saw the undergraduates begin ripping upthe forms and throwing them in a nearby trash can. Students then tookout pieces of their own paper and wrote individual evaluations they feltmore accurately described their experience in the class. After everyonewas finished, they proceeded to the department heads office, en masse,and deposited their evaluations on her desk. The students explainedthat although not intending rudeness, they simply could not use the tra-ditional forms to describe a learning experience like no other.

Compliance is sufficient in traditional classrooms, cooperation is requiredin experiential ones, but in a being mode, commitment is the goal. Enthusi-astic, willing commitment to ones own and others learning may be noveldemands, ones not often made of students.



In an undergraduate class, the teacher codifies commitment to thecourse in a written agreement that students read, sign, and bring to thesecond class of the semester. Students are asked to commit to preparingfor each class, participating actively in class discussions, contributingto classmates learning, cooperating with team members on therequired project, and so on. It is not surprising that some students are alittle skeptical and distrustful, even resistant, in the beginning. One stu-dent admitted, On the first day of class, I went running to advisementto see if I could possibly switch sections. Now that I am finished withthe class, Im glad there was no other place to escape to.

Obtaining students commitment, rather than mere compliance, doesntoccur just by signing agreements. As the class shifts over time into more of abeing mode, however, students get caught up in them. They feel valued andpart of something important. Most come to see the benefits for themselves, asthe following comment demonstrates:

Ever have a really great late night conversation with a friend? Thats whatalmost every day in his class was. Ever feel like a door was opened in your headwhen you puzzled out a problem? Sometimes learning things believe it or notmakes you feel good. Do you like challenges? Not stupid stuff like carryinglogs up a hill, but things you accomplish and make you feel better about whoyou are. This is not the place to go if you want to fade into the back of the class-room and let others get involved. This is the place to engage, share, debate andfeel good for doing something. (verbatim student comment voluntarily postedon a faculty evaluation Web site)

In a being mode, we ask students to engage with us in the exploration ofideas. We invite them to stretch themselves intellectually and to operate froma place of openly not knowing (Raab, 1997). Legitimizing not knowing in theclassroom is not easy; students have seldom been rewarded for not knowing.Students and teacher must be in the question together and remind eachother that there are no wrong responses. Norms must be developed that valueasking questions over having answers.

Nature of Classroom Interaction in a Being Mode

The nature of the interactions in being classes is different. Sometimesbeing classes are noisy with conversations and nonstop activity. Other times,interbeingness is experienced in the quietness of each others presence. In a



being mode, silence is appreciated and quiet presence is valued (Gardiner,1998); things are allowed to unfold simply and naturally. Author bell hooks(1994) describes what happens when we really begin hearing one another inthe classroom:

Hearing each others [sic] voices, individual thoughts, and sometimes associ-ating these voices with personal experience makes us more acutely aware ofeach other. That moment of collective participation and dialogue means thatstudents and professor respectand here I invoke the root meaning of theword, to look ateach other, engage in acts of recognition with one another.(p. 186)

For students to engage in acts of recognition with one another, to reallyhear and appreciate one another, it is often necessary for the teacher to makeconscious efforts to get out of the way. We refer to this as sitting on ourhands (King & Ramsey, 1991): resisting the urge to jump in to facilitate theconversation among students or to correct someones misinterpretation ormisapplication of a concept. We have learned that students can be trusted toeventually correct themselves and one another. Sometimes, left to their owndevices, students seem to get off track, but we have found them amazinglyadroit at returning to the topic, often making links we would not have seen.

One semester, after about 4 to 5 weeks of class meetings, the teacherentered the classroom, placed his materials on the desk, and took hisseat in the circle of chairs. He then busied himself looking through thebook, occasionally looked around and smiled at students, and thenreturned to his reading. He waited patiently until someone began thediscussion (it only took a few minutes). He remained quiet for theentire period. During the next class period, he joined the discussionmuch like any other student and summarized the discussion at the endof class. A more explicit approach would be to announce, I am tired ofhearing myself talk. After I finish this sentence, I am going to remainquiet for the remainder of the class because I trust and respect you toknow and discuss what is important.

In a being mode, all of the action is in the moment. As a result, discussionsare different. Spontaneity is encouraged, empty space is created, the flowof the group is sought and followed. Being fully present is an essential ele-ment of being. Everyone works hard at being open and receptive, non-judgmental and caring, rather than closed, defensive, critical, or distant.



As weve experienced them, interactions in being classes that operate nearthe being end of the doing-being continuum are characterized by

engagementteachers and students are involved in the activities of and learn-ing from the class;

commitmentstudents and teacher see the learning that is occurring as impor-tant and are committed to it;

intensityinteractions are intense and require sustained concentration; and closeness and caringthere is a level of caring and support for one another that

is readily apparent.

When the being mode works, everyone feels engaged. Everyone feelsvery present. Commitment is evident in the struggle to come to grips with thecourse concepts and ideas. Because the raw materials of the course are thecourse participants, there is an appreciation of the importance of this struggleand students are instinctively more likely to get involved.

The outcome of the process is seen as personally meaningful. Learning isvalued and seen as worthwhile. There is a general sense that somethingimportant is occurring. The realness of what is being learned together in-creases the intensity of the experience. As a result, there is little clock watch-ing; many are surprised when the end of class arrives. Some have describedthe experience as a time warp. It is not all serious business, however; there isplayfulness and humor as well. There is also closeness and caringthesedevelop naturally and are readily apparent in the interactions of class mem-bers. This closeness, in turn, leads to more openness. Everyone becomes lessguarded. There is less holding back out of fear and vulnerability. Personalissues become more easily and naturally intermixed with the academic. Theresult is an unusual level of intimacy and mutual appreciation that leads to theout-of-class activities and the desire to stay in touch after the class ends asdescribed in the opening scenario.

We find that as we let go of our preconceived notions and expectations ofwhat the experience should be like, and as we increasingly trust in the pro-cess, we deepen our appreciation of what others contribute to our learning. Itbecomes a self-reinforcing cycle. In being classes, the path to developing alearning community is not always a smooth one. Once it has evolved, how-ever, students and teacher know they played an equally important role in cre-ating it, and most students indicate that they have no interest in going back tothe traditional classroom. In fact, many openly question, Why dont all theprofessors in the College of Business teach this way?



Some Additional Considerations

This section of the article deals with some of the questions raised by ourcolleagues when we describe the being mode. As we indicated earlier, not allof our classes are being ones nor do we intend for them to be. What makes thedifference? The primary difference is class size and, perhaps to a greaterextent, our limited perceptions of what is possible.

Class size is, we believe, a limiting factor. Once classes get larger than 35to 40 students, it is very difficult to engage all the students to the degree nec-essary for a being experience. Michaelsen (1992) has, however, demon-strated that it is possible to have very successful doing with classes even whenenrollments exceed 100. Even in large classes, there can be some beingmoments as students engage with the material and each other in a team learn-ing environment.

Have we ever tried to have being classes and failed? Of course. Like manyof our colleagues, we have students who are sometimes unprepared or unco-operative with efforts to create a being class. If the class doesnt seem readyto move into a being mode, our solution has been to move back to doing with.As we work to move a class toward a being mode, we often use doing withtechniques. Many of the methods described in this articleensuring thateveryone participates in class discussions, respecting everyones contribu-tions, asking questions to encourage students to apply the material to theirown lives, encouraging discussion among the students themselves whileresisting the urge to facilitate or move the discussion in a certain direction,practicing listening more closely, and othersare doing with methods forthe purpose of helping the class move toward being. Most important, whenwe have classes that dont seem to be working, we resist blaming the students(or ourselves) and instead call forth a renewed faith in students abilities andgood intentions. Students invariably live up to our expectations, positive andnegative. Having (and not being afraid to demonstrate) a deep caring for stu-dents goes a long way toward nudging what seems like a recalcitrant indi-vidual or group a little further along the doing-being continuum.

There are also times when we purposely choose a doing with class, per-haps when the emphasis of the class is on skill building. There may bemoments of being in a skill-based class, but the predominant mode is doingwith: providing structured opportunities for skill practice. There may also betimes when a doing to mode is chosen intentionally: when there is need forthe development of a basic vocabulary, memorization of certain facts, or thedevelopment of specific problem-solving skills. It is unlikely, however, thatany of us wish to operate in a doing to mode for any length of time. There is



always a chance that we are allowing our assumptions to limit what is possi-ble in achieving different learning outcomes. Thus, whenever we choosesomething other than a being mode, we engage in serious reflection (andwhere possible, discussion) about our underlying assumptions.

We find that we must continually assess where we are personally. Some-times we get stuck in a role of helper, coach, source of wisdom, facilitator,conflict resolver, or some other. Our beliefs, our definitions of our role asteacher versus learner, and our attitudes toward students motivation, capa-bilities, and potential are the principal influences on where we operate on thecontinuum of doing-being.

Where we are on the continuum, however, depends on the time in thesemester and where the class is in its development. At the beginning of thesemester, as were setting up the course, deciding on reading requirements,and writing the syllabus, we are definitely in a doing to mode. We move to adoing with mode as we engage students in unfreezing activities at the begin-ning of the semester and begin to help them see us more in the role of coach orfacilitator. It may be only when trust has developed that we can let go (i.e.,allow the learning community to emerge and just be together). It is not alwaysa linear evolution; often, we find ourselves moving back and forth betweenthese modes of teaching and learning.

Some have asked whether there are student or institutional characteristicsthat make being classes less likely. Success depends more on attitudes, webelieve, than on institutional characteristics or perceived constraints. Faculty(yes, even untenured ones) already have the power to operate in a beingmode. Constraints may simply be in the eyes of the beholder. Students whohave experienced being classes and the learning that occurs in them are theirbest supporters and reflect this favorable reaction in their course evaluations.

Others have questioned the relationship between the need to suspendjudgment in a being class and the need to use judgment to evaluate studentwork. There can be a tension between the two, but it is ameliorated somewhatby placing the emphasis on learning rather than performance through indi-vidualized feedback and developmental grading. In our experience, trustaround issues of grading can be developed through suspension of judgmentabout student motivation and behaviors, through openness and clarity withregard to expectations, and through support in helping students meet thoseexpectations.

A final issue raised by colleagues is a fear that a being class will not ade-quately cover the material or fulfill the objectives of the course description.Such a fear assumes that students will get off track and stay off track. We havenever had that experience. The container created by the course description,



syllabus, and reading assignments provides the boundaries within which abeing class occurs. To be sure, in a being mode, students are more likely tobring in what may be seen as tangential issues, but are they really tangential?The management discipline has been fairly arbitrarily divided into discretecomponents. Being classes are more likely to go beyond these artificial lim-its. We see this as a good thing, one that helps students see the connectionsamong the various topics and courses that are part of their degree programs.

Conclusion

All forms of teaching and learningdoing to, doing with, and beingcanbe effective. What we advocate here is active and overt choice about where tooperate on the doing-being continuum. Our personal goals are to continue tomake conscious and self-reflective choices about who we are and how we arein the classroom, based on clear understanding of what we believe aboutteaching and learning.

Being is not just nondoing. Being classes have purpose, structure, and aclearly visible process to them. Exams are administered, papers written, pre-sentations made, and grades assigned. Being classes also are filled withenthusiasm, humor, and caring as students see the connections between thecourse content and their own lived experience. There is less physical andemotional distance among students and between the student and teacherbecause we all sit together and learn together. There is more intimacy in abeing mode because we share parts of ourselves with others in the room as webuild a community of learners.

To engage in this way of being in the classroom, we have to give up ourneed for predictability and uniform outcomes. Probably the most significantshift in philosophy required to move to a being mode is acceptance that learn-ing cannot always be specifically predicted and predetermined. The course ofpersonal growth and development cannot be charted precisely in advance;each individual starts from where they are and progresses in a way appropri-ate for them. Learning occurs in being moments and lots of it. We just need tolet go of our need to determine and describe in advance what that learning isor should be.

Being is about letting go, trusting the process, not knowing the outcomes,and being comfortable in this state of not knowing. Letting go requires a greatdeal of trust that there will indeed be outcomes: trust in the students, trust inthe process, trust in the group dynamics, trust in oneself. Only experiencecan build that trust. Once this trust is developed, however, the learning farexceeds anything we might have imagined.



AppendixCreating the Container: Minimum Expectations for

Students in a Being Graduate Course

Excerpt from SyllabusMinimum expectations for your active involvement in your own and our collectivelearning include

regularly attending class; reading and thinking about the assigned reading material prior to each class

session; participating actively in class discussions by sharing your understanding of the

concepts in The Fifth Discipline; taking your turn facilitating class discussions; posting a journal entry each week on the electronic discussion boardno later

than Friday of each weekreflections on your learning from the reading, appli-cation of the concepts to your personal and professional lives, and your progresstoward your personal learning goals;

reading my weekly postings on the discussion board, the weekly postings ofyour classmates, and the summaries of class discussions posted by the facili-tators, and posting responses to at least three of themno later than Monday ofthe following week;

submitting the first draft of your learning contractby the due date on thecourse calendar;

checking your e-mail on a regular basis and responding to my querieswithin48 hoursespecially with regard to your learning contract;

finalizing your learning contractby the due dateafter having engaged inseveral weeks of back-and-forth e-mail discussion with me;

submitting a summary of your understanding of the five disciplinesby the duedate on the course calendar; and

doing everything agreed to in your learning contract.

At the end of the semester, you will submit a self-evaluation of how well you met theseexpectations. A form for this purpose is available online.

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