WHAT. Maxine Alterio talks to Jennifer Currie about a New Zealand project that got lecturers to talk about their experiences in a formal setting. WHY. Introducing storytelling sessions on a one-to-one basis can allow lecturer and listener to reflect on teaching practice in a way lost in casual conversation

HOW. Lecturers have long relied on anecdotes to transform complicated theories into tangible practice, so using stories as a teaching tool is really nothing new. But the use of storytelling as a form of reflective learning about teaching skills is something entirely original and comes fresh to these shores from New Zealand.

The formalised storytelling process is the brainchild of Maxine Alterio, a staff development coordinator at Otago Polytechnic, Dunedin. "We all have stories to tell," says Alterio, who conducted her research project over three years. "We all go home at night and share our daily experiences about work with partners or friends. But we don't ever unpack these feelings properly. We might reach for a glass of wine and have a good moan, but we don't ever look and learn from them."

Reflective learning theories are already highly popular because they function as a form of critical self-evaluation. "Reflection in the learning process not only acts as a stress release but it also enables everyone to move forward from past experiences," Alterio says. "It is important that we make sense of the way we felt and behaved at a particular time so that we can resolve the situation and put it away."

ÌÇÐÄVlog

The teller, someone with a story to share, is encouraged to recount a teaching experience to a colleague, the listener. The listener is not allowed to make impartial comments or to introduce any personal material from their own experiences, as the discussion has to remain firmly focused on the teller's particular story.

By asking questions about the situation, perhaps the teaching style used or the character of the group of students, the listener can explore the problem at a deeper level."By recreating the situation we stand to gain useful insights that might otherwise be lost or overlooked during an informal, spontaneous conversation," says Alterio.

ÌÇÐÄVlog

The formal setting ensures that any emotions expressed during the process will be retained and valued more than they would be if, for example, the discussion took place in a stairwell or a busy staffroom. "Storytelling often can have a strong cathartic function so participation is still perceived by some lecturers as engaging in professional gossip. Introducing a formal environment removes this perception."

Although Alterio has only ever used the process on a one-to-one basis, a colleague in New Zealand has been involved with larger group work. "Examining one story within a group has also proved very useful," says Alterio, "because the story is treated to different perspectives resulting in several outcomes." But she stresses that it is even more essential in a group situation that the main focus on the teller's point of view is retained. "It is so important to ensure that the listeners are not judgemental, and in a group it might be more difficult to prevent others from slipping in their opinions."

Alterio recommends that the storytelling session is recorded and then transcribed so that both the listener and the storyteller can re-read and reflect individually.

"The transcript provides another opportunity to pick up on any other points that could trigger off further thoughts," she says. "Some people even feel that it seems more real when it is written down in black and white."

Once the written accounts have been digested individually, the teller and listener meet again to discuss and clarify any new aspects of the situation that may have surfaced. It is at this point that the story can resolve itself, meaning that no further meetings need take place.

Alterio cites an example of a lecturer who was charged with racism at a New Zealand university and taken before the Human Rights Commission. "Although the case was thrown out, the experience was clearly something that caused her great discomfort. However, while telling her story, the lecturer realised that at the time she had really done all she could and that she wasn't at fault. More importantly, she realised the importance of protecting herself, something she has now taken on board."

ÌÇÐÄVlog

An action strategy should be formulated if the teller does not feel they have resolved the issues by this stage. "It is important that the teller arrives at a final conclusion themselves," emphasises Alterio." The listener may have to provide some guidance, and may even have to kickstart the story by using questioning techniques. But only the teller can decide on and ultimately carry out an action plan they feel comfortable with."

As an example, Alterio recounts the problems experienced by an art theory lecturer who had prevented a classroom discussion from continuing after it moved onto a topic that the teacher felt uncomfortable with.

ÌÇÐÄVlog

"One student was explaining to the group the reasons why he had recently converted to a different religion and the teacher could see that the rest of the class were beginning to shut down. Because of this, and because he was unsure where the discussion was heading, the teacher quickly brought it to a close. But when he told me the story, the teacher felt that he had done the wrong thing. As a result we decided on an action plan that would make him feel more comfortable should a similar situation arise again."

After explaining to his students why he had stopped the conversation, a set of discussion guidelines were designed by the class as a whole. "On reflection, the lecturer realised that he had never established any boundaries in his classroom. This was something he wanted to share with his students," says Alterio.

A post-action plan debriefing meeting is also recommended. This will hopefully seal the story with a final resolution.

Sharing the insights gained from formalised storytelling with colleagues can also prove to be useful, although it is important to remember, cautions Alterio, that "a story can never fully be told. There are always other ways of viewing it and grasping its meaning."

Lecturers are also encouraged to discuss their experiences with their students, if appropriate to the situation. "A student with a mental block could benefit from hearing how their teacher overcame a related problem."

Alterio is adamant, however, that the sessions should not be seen as a form of therapy. "I would caution lecturers about going too far down this road," she warns. "It is important to set up a support system within the university in case difficult truths emerge, which could happen. If necessary they can be referred to a properly qualified therapist."

ÌÇÐÄVlog

By reflecting on their classroom experiences and sharing them with others, the teachers and other professionals Alterio has worked with in New Zealand have noticed a marked improvement in their everyday approach to work. "By arriving at an understanding of why we behaved in a particular way we can move our learning forward," she says. "Storytelling is a very powerful form of communication. If it is used as a professional development tool, formalised storytelling has the capability to explore, inform and advance teaching practice."