֍ 41 ֍ Don’t Underestimate Your Audience

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Each generation teaches the next to be better. Generation Alpha are now born with near-infinite resources to answer all their questions. YouTube, Google, and ChatGPT only scratch the surface to finding answers. But it’s not so much about knowing where to find answers, and more about knowing how to ask the right questions.

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The most respected teachers in the world are those who bring decades of dense experience to their students. The most confident teachers want their audience to exceed them in every way. The most honorable teachers give their valuable time to help the next generation be better than yesterday.

As a trainer and lecturer for thirty years, one of my first challenges is to decide what to teach. The old-school methodology of the industrial revolution was for teachers to arrive with a predefined script and monologue their content to a group of students. This shot-in-the-dark approach hoped that something would resonate with someone. Students asking questions would face ridicule and embarrassment by the teacher, as if their intelligence was being questioned. This approach rarely took into account the diversity of the audience’s intelligence.

I’ve always take a more dynamic approach by first understanding my audience. Asking questions from the outset not only creates an empathetic connection, it also helps me gauge their current level of knowledge. Empathy is the cornerstone of effective teaching. If a teacher and student transcends to a level of mutual compassion, then learning is like a flowing river. Once a connection is established then I have a captive audience who are respective to every word.

An audience is never homogeneous. I’ve learned that lecturing to the lowest common denominator is counterproductive. By shooting low, the attendees with advanced knowledge will feel insulted or bored. Lecturing too high loses everyone from the start. Time is also precious. Whether I have 20 min or 3 hours, it’s important to prioritize. I may arrive with a repository of 300 slides but time constraints will allow me to deliver only one slide every two minutes (i.e., on average). The rest are support materials to address any questions if time allows. Whether I’m teaching, lecturing or training, I’ve gravitated to the following approach:

I assess the knowledge of my audience by engaging in a series of interactive questions.
Once I have a good understanding of their knowledge, I immediately reorganize my deliverables to the smartest in the room. I then teach about 20% more than what the smartest students knew at the start of my session. Anything beyond that won’t be effective.
What about the rest? I’ve learned that audience members with beginner knowledge tend to rise to the challenge and stretch themselves to keep up with the smarter ones. Essentially they learn faster by trying harder to keep up. Those in the back who are too-cool-for-school, bored, or their egos say they’re the smartest in the room – I ignore them. My lectures are not a prison. I’m not forcing anyone to listen to me. No one should waste their time if they lack interest in the topics I’m presenting.

There is an age-old cynical statement often made to criticize teachers. It goes like this:

“There are two kinds of people in the world: Those who do, and those who teach.”

As both a doer and a teacher, I find this statement inaccurate and unfair. Regardless of whether some fall into these stereotypes, teaching is a noble profession. The most respected teachers in the world are those who bring decades of dense experience to their students. The most confident teachers want their audience to exceed them in every way. The most honorable teachers give their valuable time to help the next generation be better than yesterday.

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֍ Series ֍ Life • Philosophy • Psychology

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