The Unexpected Curriculum: Why Theatre Skills Are Becoming Essential for Educators
Nearly one in three new teaching assistants report feeling unprepared for the classroom, a startling statistic that highlights a growing disconnect between academic training and the realities of instruction. But the solution isn’t necessarily more pedagogy – it’s performance. Emerging research suggests that equipping educators with skills traditionally found on the stage, not in the lecture hall, is a powerful way to boost confidence, engagement, and ultimately, student learning.
From Lecture to Limelight: The Performative Nature of Teaching
The image of a professor confidently delivering a lecture to a rapt audience often feels…polished. But that polish isn’t accidental. As Mehmet Yalcin, an associate professor of supply chain management at the University of Rhode Island, puts it, “In the classroom you’re up on a stage, and students are looking at you waiting for you to do something.” This realization – that teaching is inherently performative – formed the basis of a recent study co-authored by Yalcin and Anis Triki, an associate professor of accounting at URI, published in the Journal on Excellence in College Teaching. The research explores the surprising overlap between theatre skills and effective teaching, particularly for those new to the role.
Addressing the Confidence Gap in Graduate Teaching Assistants
The study stemmed from observing a common struggle among graduate teaching assistants (TAs): a significant lack of preparedness. Researchers, collaborating across disciplines from theatre to education, found that TAs frequently cited challenges in classroom management, content delivery, and even overcoming language barriers. Many expressed anxiety about their ability to effectively lead a classroom, with nearly a third feeling they needed professional development. This isn’t simply about knowing the material; it’s about teaching presence – the ability to command attention, adapt to unexpected situations, and connect with students.
The Theatre Workshop: A Stage for Self-Assurance
To address this gap, the URI team developed a workshop centered on incorporating theatre-based strategies into teaching. Led by experts from the university’s Theatre Department, the workshop focused on practical skills like ad-libbing, vocal projection, and nonverbal communication. “Using a loud voice so that the back row can hear or using gestures in a thoughtful way are the skills that you’re gaining at the end of the day,” explains Yalcin. The results were compelling. Surveys conducted after the workshop revealed a marked increase in the TAs’ self-reported confidence and preparedness.
This isn’t about turning educators into actors, but rather about recognizing that effective teaching requires a degree of performance skill. The ability to think on your feet, respond to student cues, and maintain a commanding presence are all crucial for creating a positive and productive learning environment. As Triki notes, “It’s like you’re a TA, and then you’re all of a sudden pushed into a student facing role.” The workshop provided a safe space to practice these skills and build the confidence needed to navigate that transition.
Beyond the Workshop: Integrating Performance Skills into Educator Training
The impact of this research is already being felt at URI. The College of Business and the Harrington School of Communication and Media have begun integrating theatre modules into graduate-level teaching practicums, ensuring that future educators are equipped with these essential skills from the outset. This proactive approach represents a significant shift in how we prepare instructors, moving beyond traditional pedagogical training to embrace a more holistic view of teaching as a performance art.
The Future of Educator Training: Immersive Experiences and Emotional Intelligence
Looking ahead, we can expect to see a growing emphasis on immersive training experiences for educators. Virtual reality simulations, for example, could provide a safe and realistic environment for practicing classroom management and responding to challenging student interactions. Furthermore, the focus will likely expand to include emotional intelligence training, helping educators develop self-awareness, empathy, and the ability to build rapport with students. Edutopia offers a range of resources on integrating social-emotional learning into education.
The next phase of research at URI will explore the financial implications of implementing these types of theatre training programs, aiming to demonstrate the return on investment in terms of improved teaching effectiveness and student outcomes. Ultimately, the goal is to create a more supportive and empowering environment for educators, recognizing that their ability to connect with and inspire students is just as important as the content they deliver.
What skills do you think are most crucial for effective teaching in the 21st century? Share your thoughts in the comments below!
