Life has been a roller coaster for me as an educator and I have seen the highs and lows of this ride  while dealing with learners of different backgrounds and with diverse needs. My learners come with a level of proficiency and learning. Therefore, my highs in these stints have been:

• When I made an observable difference to my audience and also to the organization.
• My own learning and knowledge gain after every facilitation. So together we all ride on that wave of crest. 

My lows have been those times: 

• When either my audience have not benefitted or have gained any knowledge.
• The organization could not benefit in some tangible way
• When personally I did not feel any knowledge/experience gain from that point of coming together
• When there has been a need for learning for myself and I have been Unable to fulfill it

As a facilitator I have experimented with various ways of imparting knowledge. My target audience have majorly been a bunch of people who are already knowledgeable, informed and come to me for specific value addition. So as a facilitator, the content for my training is always dictated by the organization, in the form of their competency framework, or as a result of their training needs analysis and together in collaboration it is finalized. As a facilitator I play with this curriculum to make it as impactful and engaging as possible. According to the Adult learning theory of Malcolm Knowles there are 5 ways in which adults perceive/expect learning:

Self-Concept- Self paced, self-assessed learning methods

Adult learner experience – Case studies to intersperse knowledge with the learners’ own experience

Readiness to learn – Enumerate the benefits in the present or future context and present the knowledge

Orientation of learning – Collaborate with the organization to build value for the knowledge

Motivation to learn – Social interaction/engagement, lowering the filters, Reinforcement of positive behavior, redirecting the unwanted behavior (being sensitive) enhances the desire to learn 

Problem Centred Focus – Application of the learning

Additionally, I find constructivism to be a valuable perspective in learning. Encouraging participants to construct their own understanding through hands-on activities, discussions, and problem-solving not only makes the learning more meaningful but also fosters a collaborative and interactive environment. This approach resonates with my belief that adults learn best when actively engaged in the learning process and when they can connect new information to their existing knowledge.

My methodology, approach to any type of social interaction has been immensely affected by Neuro linguistic programming. It is a toolset to create excellence. NLP tells how to train your brain, your language to achieve the results you wish to achieve.

As an NLP master coach, and then as an educator I believe in the two out of many presupposition of NLP which says; 

• The Map is not the territory
• Every experience has a structure- It can be reused to recreate experiences

NLP communication model is about: how we communicate with our environment and ourselvese. We arrange and manage the information( through our sensory perception ) in our head by deleting, distorting or generalizing based on our past experiences, memory, habits, values, beliefs,etx. That gives meaning to those experiences and leads to learning. That learning leads  to an outcome, which is called Behaviour. 

reference: adroitnaukri.com

With my this belief, I operate as a facilitator. Therefore for me my facilitation is a mix of Behaviorist, cognitivist and constructivist theory,

Constructivism:

In my approach to teaching, I find great value in constructivism. I see learning as a process where individuals actively build their understanding through hands-on experiences, discussions, and problem-solving. By creating an interactive and collaborative atmosphere, I encourage learners to construct their own knowledge. This theory aligns with my belief that meaningful learning occurs when individuals are actively involved in making sense of new information and connecting it to what they already know.

Behaviorism:

While acknowledging the importance of learner autonomy, I recognize the role of behaviorism in certain contexts. Employing behaviorist principles, of stimulus and response, I incorporate clear objectives, milestones, and structured activities interspersed with debriefing to guide the learners. Especially in skill-building scenarios, relating the activity with appropriate theory, providing immediate feedback and creating a well-organized learning path can help effectively shape behaviors and contribute to the overall learning experience.

Cognitivism:

In my teaching philosophy, I integrate the principles of cognitivism, recognizing the significance of mental processes and the role of the “NLP model of communication” in learning. As an educator and a student of Adult education, I understand that learners actively process information, organize knowledge, and create mental models to comprehend new concepts.

Hence, this means designing instructional activities that stimulate critical thinking, problem-solving, and decision-making. 

Furthermore, I acknowledge the individual differences in cognitive processes among learners. Therefore, I tailor my teaching methods to accommodate diverse learning styles and preferences, providing opportunities for reflection and self-assessment. By incorporating cognitivist principles, I aim to foster a deep understanding of the subject matter, encouraging learners to apply their knowledge in various contexts and develop transferable skills.

In most of the training projects where the objective was clear and the emphasis was on experiential learning, I have opted for Game based learning solutions. My instructional design, consisted of game-based learning and experiential techniques to enhance the overall learning experience. The incorporation of immediate feedback mechanisms, reinforced and redirected the behaviour. This fostered a sense of accomplishment. A part of Game based learning was also to play and have game scenarios that necessitated advanced cognitive skills, encouraging learners to engage in critical thinking and complex problem-solving. The collaborative nature of these experiences also aligned with constructivist principles, promoting the exchange of knowledge among participants. Hands-on activities and reflective sessions, integral components of experiential learning, facilitated a practical understanding of concepts. Additionally, every training program is focussed on the target audience and designed with adaptability in mind, accommodating individual learning styles to ensure a comprehensive and engaging learning environment.

Reference: Mandeep K Kochhar(Adroit learning & manpower put ltd)