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Month: February 2025

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PgCert: Theories, Policies and Practices

The Art of Mediation: How Voice, Objects, and Art Shape Engagement – Insights from the Workshop Readings

For the last few posts here, I’ve been thinking about how voice—so central to my exploration of communication—operates not just as a tool for presence but also as a means of moderation and balance in dialogue. In conflict resolution, voice is more than volume or authority; it is about ensuring that expression does not become a tool for dominance, where raising one’s voice becomes a way to claim power over others rather than fostering mutual understanding. Assertiveness should not be mistaken for loudness, and presence is not about overpowering but about engaging effectively.

With this in mind, I have also been exploring how voice might find new dimensions beyond speech. If fostering brave, intentional communication is about empowering presence, then how does this extend to art and objects? This ties back to the microteaching exercise, where objects were at the core, both in the session and in the brief. Can objects, too, serve as communicators, provocateurs, or even as mediators themselves? You can read more about my microteaching session reflections in this link. 

In my previous reflections, I explored how vocal tone, authority, and embodied communication shape brave spaces. But through our recent readings, particularly Becker (2019), Hooks (1995), and Ahmed (2019), I see a compelling parallel between voice, artistic presence, and conflict mediation.

Art is not just seen—it is experienced. It infiltrates spaces, takes up room, and demands engagement in ways that speech alone sometimes cannot. This connects to the idea of mediation: art as an object that does not simply reflect reality, but actively shapes how we engage with it.

This was evident in my microteaching session, where objects—like the imaginary ball in the vocal exercise or the peeler in the storytelling activity—served as mediators of meaning. These objects did more than illustrate ideas; they shaped the way participants communicated, prompting embodied responses, shifting perspectives, and even modulating authority. Just as tone and volume influence how a voice is received in a debate or disagreement, the presence of an object can anchor conversations, distribute power, and reframe interactions, making space for multiple voices rather than one dominant one.

The same applies to art in broader contexts. Art doesn’t just reflect reality; it mediates it, much like a voice can. It can make power visible (or invisible), include or exclude, and redefine participation through immersion. Ahmed’s (2019) work on use resonates deeply here—just as a voice becomes meaningful through its application, so too does art. The artistic interventions at Davos, for example, were initially peripheral but became powerful precisely because they were used—not as decoration but as essential discourse.

To truly embed art at the core of societal transformation, it must not wait for an invitation. It must assert itself—immersing audiences, provoking dialogue, and facilitating engagement. The same is true in the context of conflict resolution: mediation is not about neutrality but about active participation in creating balance. From Davos to our own classrooms, the challenge is not just to include art, but to use it as a tool for radical change.

This shift reminds me that the presence of art, like the presence of a strong voice, is not something that should wait for permission. It needs to assert itself, to reshape interactions, challenge hierarchies, and make meaning through action.

References:

Ahmed, S. (2019) What’s the Use? On the Uses of Use. Durham: Duke University Press.

Becker, C. (2019) How Art Became a Force at Davos. World Economic Forum. Available at: https://caroldbecker.com/how-art-became-a-force-at-davos-1 (Accessed: [20/02/2025]).

Hooks, B. (1995) Talking Art as the Spirit Moves Us. In: Art on My Mind: Visual Politics. New York: The New Press.

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PgCert: Theories, Policies and Practices

REFLECTIONS ON BEING OBSERVED BY A PEER: Facilitating Team Collaboration and Conflict Resolution

This post is a reflection on a one-hour tutorial in which I was observed by a peer as part of my ongoing PgCert journey, focusing on facilitating team collaboration and conflict resolution. See the observation notes in this link.

Facilitating collaboration is never straightforward—especially when working with diverse teams where expectations, communication styles, and cultural understandings of teamwork can vary significantly. My most recent tutorial was a perfect example of this complexity, offering an opportunity to observe, reflect, and refine approaches to fostering effective teamwork.

This session formed part of a six-week collaborative unit where students from MA Innovation Management and MA Applied Imagination work in cross-disciplinary teams to identify an opportunity for collaboration with an institution from the Knowledge Quarter. The end goal is to present a future-proof idea or proposal, integrating research, strategy, and creative thinking.

Importantly, the observed session covered only one hour of a three-hour tutorial, and this tutorial itself was just one of many across the six-week unit. The broader learning journey includes multiple touchpoints, including structured team-building activities, reflective exercises, and conflict-resolution strategies.

Cross-Group Sharing: Creating Space for Reflection

We started the tutorial with a cross-group sharing exercise, designed to give students the chance to step outside their immediate teams and engage in an informal yet insightful exchange with another group. The activity took place outdoors, with snacks on hand to create a relaxed environment—small but intentional choices aimed at encouraging openness and reducing pressure.

Students were asked to reflect on their team’s collaboration dynamics and share insights with a peer from another team. They approached this exercise in different ways—some focused on solutions and workflow adjustments, while others expressed frustration over unresolved tensions. The challenge, of course, is to bridge these perspectives, ensuring discussions move beyond venting and towards constructive action.

One notable observation was that the presence of an external observer created some initial hesitation among students. I had deliberately not introduced the observer formally during this short activity (10min), as I wanted to maintain the authenticity of the discussion. While this decision led to some momentary confusion, it also allowed students to engage more naturally. In future, I will assess on a case-by-case basis whether a formal introduction is beneficial—or if a low-key approach helps students express themselves more freely.

DESC: A Framework for Addressing Tensions

As part of the preparation for this session, students were introduced to the DESC framework from Scott (Describe, Express, Specify, Consequences)—a communication model designed to structure feedback and resolve tensions in a constructive manner. While the observer noted that the group discussions could have benefited from additional reflective tools such as a SWOT analysis, I realised that I had not explicitly shared the DESC framework with the observer beforehand. As a result, the underlying structure of the student reflections may not have been immediately clear. 

This highlighted a valuable learning point for me as a facilitator: when inviting an external observer into a session, ensuring they have full context on the methodologies being used can provide greater clarity in their feedback and interpretation of student interactions.

Navigating Conflict: Strength-Based Approaches

Another recurring theme in the tutorial was conflict within teams—a natural, if often uncomfortable, aspect of group work. Issues ranged from differences in work ethic and commitment levels to interpersonal tensions and frustration over perceived imbalances.

Rather than focusing solely on problem-solving, I encouraged students to take a strength-based approach—recognising what was working well within their teams and using that as a foundation for addressing challenges constructively. One particularly effective tool for this was revisiting their original team charter. By reconnecting with their initial values and agreements, students were able to identify areas where they had drifted and make conscious decisions about what to adjust moving forward.

Beyond the immediate challenges of the unit, I emphasised that these moments of tension, negotiation, and recalibration were not just about completing an assignment but about developing critical life skills. The ability to navigate team dynamics, manage disagreements, and foster productive collaboration will be essential in their future careers—whether as leaders, innovators, or change-makers. I encouraged them to see team collaboration as a leadership skill in itself—one that, when mastered, will strengthen their ability to work across disciplines, influence others, and drive meaningful impact in professional environments.

Final Reflections and Moving Forward

This session reaffirmed the importance of structured reflection, open dialogue, and adaptability in collaboration. Encouraging students to articulate challenges, revisit their commitments, and actively engage in conflict resolutionnot only enhances their project outcomes but also equips them with lifelong skills for professional teamwork.

One area I want to further explore in future sessions is the power of voice in communication—how students use their tone, volume, and presence to assert themselves within a team. Effective collaboration isn’t just about what is said, but how it is conveyed, and I see great potential in integrating voice-awareness exercises into future tutorials. This connects with my previous reflections on the importance of using one’s voice wisely, not just as a tool for expression, but as a strategic instrument for influence, leadership, and fostering a productive team environment.

Facilitating teamwork is rarely linear, and there’s no single formula for success. However, by continually refining our approaches—both as tutors and students—we can create more resilient, adaptable, and engaged teams who are prepared not just for academic collaboration, but for the professional challenges ahead.

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PgCert: Theories, Policies and Practices

From Safe Spaces to Brave Voices

Reflecting on my Microteaching session, I see a strong parallel between the ideas explored in Arao & Clemens’ (2021) “From Safe Spaces to Brave Spaces” and the way we use voice in teaching. Their argument—that learning environments should not only be safe but also brave—resonates deeply with my exploration of voice, communication, and assertiveness.

In both my microteaching session and the case study I wrote, participants—educator peers and students alike—experimented with how vocal tone carries authority and intent (The Imaginary Ball Game) and how storytelling shifts when we change perspective (The Peeler Activity). These exercises moved them beyond passive speech into intentional, embodied communication, much like Brave Spaces push educators beyond neutral facilitation into active, engaged presence. Fostering voice awareness is essential for building “brave” communication—speech, presentations, and lectures that are not just present but truly heard, not just delivered but deeply engaging.

Brave communicators do more than just find their own voice—they empower others to find theirs. Assertiveness in communication isn’t about being the loudest in the room; it’s about speaking with confidence, clarity, and purpose. In the classroom, a teacher’s voice sets the tone for participation, dialogue, and inclusivity. When we model assertive, intentional speaking, we encourage students to do the same—to express themselves openly, challenge ideas, and engage critically without fear.

Moving forward, I want to deepen my exploration of how voice can transform the learning space. How can we train ourselves to harness vocal presence in a way that fosters engagement and trust? How do we help students build their own assertive voices? These questions guide my next steps – because if we want to create brave spaces, we need to start with brave voices.

References

Arao, B. & Clemens, K. (2021). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In: L.A. Landreman (ed.) The Art of Effective Facilitation: Reflections from Social Justice Educators. 2nd edn. Sterling, VA: Stylus Publishing, pp. 135–150.

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PgCert: Theories, Policies and Practices

CASE STUDY 1: Enhancing Collaboration through Assertive Communication

This case study explores how I used evidence-informed approaches to know and respond to my students’ diverse needs – addressing V1 (respect for diverse learners), V2 (promoting participation and equality), and V3 (evidence-informed practice) – in a collaborative setting where uneven participation and communication barriers impacted group dynamics. To address this, I implemented a structured intervention to enhance assertive communication, foster inclusion, and promote equitable teamwork, aligning with A2 (supporting learning), K3 (how students learn collaboratively), and K4 (the use of effective learning environments and approaches) to create a more inclusive and participatory learning experience.

Background

As part of the MA Innovation Management programme, I tutor students in Unit 2: Collaborative Practices, which fosters interdisciplinary collaboration between MA Innovation Management and MA Applied Imagination students at CSM. This unit is structured around small-group tutorials, collective lectures, guest speaker sessions, and guided readings. Each group is assigned a dedicated tutor for three-hour weekly sessions, providing close guidance and an opportunity for deep engagement.

My assigned group (The Dream Team), an imbalance in participation emerged early on, with two students taking on the bulk of the work while others remained passive. This created frustration, disengagement, and potential conflict, making it difficult for the group to function effectively. Communication and confidence appeared to be the root causes, as the quieter members hesitated to assert themselves, while the more active students became increasingly frustrated. Recognising that effective communication is key to equitable collaboration, I sought to implement a structured intervention to encourage assertive participation.

Evaluation

Having recently conducted the microteaching exercise (the Friday before), I adapted an activity from that session to address communication barriers within the group. The “Invisible Ball” exercise – initially designed to help participants discover their assertive voice – was repurposed to demonstrate how clear objectives improve communication. The activity required students to verbalise their intention as they “passed” an imaginary ball, ensuring the recipient was aware and prepared.

Though seemingly lighthearted, the exercise underscored key principles of workplace communication:

  1. Clear articulation of intent – The ball could only be successfully “passed” with explicit verbalisation, mirroring how tasks in teamwork require clarity and direct communication (Bamber & Jones, 2015).
  2. Confidence in delivery – Initially, some students hesitated, but they quickly realised that assertive speech—not dominance—ensured the message was received (Griffiths & Tann, 1992).
  3. Balanced participation – The exercise naturally equalised engagement, allowing quieter students to find their voice in a low-risk environment (Arao & Clemens, 2021).

Following the activity, I guided a reflection on how clear, direct communication is essential in professional environments, particularly when navigating group work challenges. Students recognised how unclear expectations had contributed to uneven workloads and identified strategies to rebalance their collaboration.

To reinforce this learning, I introduced two additional strategies:

  • Structured Check-Ins: Weekly tutorials began and ended with brief reflections on each member’s contributions, ensuring that accountability was embedded into the process.
  • Peer-Led Problem-Solving: Instead of defaulting to my intervention, I encouraged students to discuss workload imbalances collaboratively, strengthening self-regulation and collective responsibility (Gibbs, 2015).

These adjustments significantly improved participation and engagement, fostering greater trust, confidence, and commitment within the group.

Moving forward

This experience reinforced the importance of active facilitation in student-led learning. Moving forward, I aim to:

  • Introduce communication-focused exercises earlier in the unit to pre-empt collaboration challenges.
  • Develop structured peer-feedback mechanisms, allowing students to reflect on their group roles and adjust dynamics proactively.
  • Continue embedding reflective practice, encouraging students to critically assess their own contributions and communication strategies (Wilson, 2021).

By embedding these principles into my teaching practice, I aim to further support students in developing clear communication skills, fostering equitable participation, and building confidence in collaborative settings.

References

Arao, B., & Clemens, K. (2021). From Safe Spaces to Brave Spaces.

Bamber, V., & Jones, N. (2015). Enabling Inclusive Learning (Ch.11).

Gibbs, G. (2015). Maximising Student Learning Gain (Ch.14).

Griffiths, M., & Tann, S. (1992). Reflective Practice – Linking Personal and Public Theories.

Wilson, M. (2021). A Contemplative Pedagogy.

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PgCert: Theories, Policies and Practices

MICROTEACHING REFLECTION: The Power of Voice and Presence in the Classroom

Stepping into my Microteaching session, I wanted to explore how voice shapes communication—not just through words, but through tone, posture, and movement. Voice and body are deeply connected; tension can weaken delivery, while openness enhances clarity and confidence. In teaching, this interplay sets the classroom’s energy and engagement. This session was a chance to experiment with harnessing it more effectively.

I designed two activities that aimed to bring this awareness to life:

  1. Vocal Tone & Intent in Classroom Scenarios (a.k.a. The Imaginary Ball Game)
  2. Exploring Narrative & Voice Through Storytelling (a.k.a. Describing a Peeler)

Activity 1: Vocal Tone & Intent in Classroom Scenario

I introduced the first activity without revealing much about what was coming next. Participants were asked to pass an imaginary ball around while calling out each other’s names. But there was a twist—each time the ball was passed, they had to embody a different intention or emotion:

  • Throw it as if you’re angry
  • Throw it as if you’re surprised to see someone after a long time
  • Throw it as if the ball is very heavy

It was simple, playful, and immediately created a flat-shared experience. Everyone was in the same boat of uncertainty—no one knew exactly what was coming next. This, in itself, was a valuable lesson: when students feel equally unprepared, they tend to loosen up and engage more openly.

This type of warm-up, though seemingly small, serves multiple purposes:

✔️ Building group connection – A great icebreaker at the start of a course or unit.
✔️ Reducing performance anxiety – Since everyone is navigating the unknown together.
✔️ Enhancing voice awareness – As participants become more intentional with their tone and delivery.

Looking back, I realized this activity could have been expanded further. With more time, I would have introduced elements of body awareness, encouraging participants to notice how movement and posture shift when speaking with different intentions. We spend so much time seated at our laptops—why not bring in more physicality, allowing students to feel more comfortable in their bodies while speaking?

Activity 2: Exploring Narrative & Voice Through Storytelling

For the second activity, I shifted the focus to objects—specifically, peelers. (Yes, peelers. Stay with me here.)

I had kept them hidden in my bag all afternoon, so when I finally placed them on the table, there was a moment of surprise. After working with dice, a dramatic box, and artist boxes from the Netherlands, no one expected that their last task of the afternoon would involve… a peeler.

The task was simple: describe the peeler in three different ways to a peer with only one minute. However, I didn’t introduce all three prompts at once—I revealed them one by one, allowing participants to notice how their perception and expression evolved with each stage:

  1. First minute – Pure Description: Objectively describe the peeler (no personal input).
  2. Second minute – Personal Commentary: Describe it with subjective thoughts and opinions.
  3. Third minute – Storytelling & Context: Place the peeler within a bigger narrative.

And then… the interesting part began…

At first, most people kept their eyes fixed on the peeler, even though we all know what a peeler looks like. Holding it in their hands seemed to anchor them—just like how having a script or notes can make us feel more secure in a presentation.

One participant noticed something about the peeler they had never paid attention to before: its waxed skin. A tiny detail that had always been there but had never been consciously observed.

Despite me clearly stating that the peeler now belonged to them, no one peeled or tasted the fruit. Why? This made me wonder—was it politeness? Hesitation? Or simply the ingrained habit of sticking to only what was explicitly asked?

Reflecting on this, I started making a parallel between holding onto objects and holding onto scripts in presentations. When we grip onto something—whether it’s notes, a remote control, or even a podium—how does it affect our body language, movement, and confidence? Would letting go allow us to engage more freely with our audience? Although we didn’t discuss this in the session, it left me with food for thought on how much physical presence impacts vocal delivery.

Final thoughts…

This session reminded me how much we unconsciously rely on certain habits—whether it’s fixating on an object when speaking, sticking to a script for security, or hesitating to push beyond what is explicitly asked. It also reinforced how voice isn’t just about words; it’s about how our body supports them.

I left the session with even more curiosity about the intersection of voice, movement, and presence in teaching. How can we help students (and ourselves) become more aware of how we use our voices—not just in words, but in energy and physicality? And more importantly, how can we create spaces where communication feels natural, confident, and fully engaged?

There’s so much more to explore—so stay tuned for the next step in this journey!

Categories
PgCert: Theories, Policies and Practices

The Power of Our Voice in Teaching

As I started thinking about my upcoming Microteaching session, I kept circling back to one question: How much do we actually consider the way we use our voice?

Voice is something so natural, so automatic, that we often take it for granted—until, of course, we find ourselves struggling to be heard, misunderstood, or simply ignored. Whether in everyday life, at work, or in the classroom, the way we use our voice can shape interactions, influence perceptions, and determine outcomes. Yet, so often, we misuse it, or worse, fail to use it effectively at all.

Take the classic example of team projects. How often do we see one proactive student taking on most of the work while others coast along? Frustration builds, tensions rise, and yet, many students struggle to voice their concerns in a way that is constructive and effective. The ability to set boundaries, to express frustrations without alienating others, and to assert oneself with confidence is a skill that should be actively encouraged—not just in students but in all of us.

This got me thinking about assertive communication and how it plays a crucial role in teaching. It’s not just about speaking up—it’s about using our voice intentionally to set the tone, to guide discussions, to encourage participation, and to establish authority without resorting to dominance.

Scott (yes, let’s bring in some academic backing!) suggests that assertive communication helps navigate difficult conversations, reduces stress, and prevents resentment from creeping into interactions. We’ve all had those moments where we hold back what we really want to say, only to overthink it later. But what if we had a simple, structured way to handle these situations in real time?

That’s where I came across the DESC method, a powerful yet straightforward tool for assertive communication:

D – Describe the situation clearly and objectively—stick to the facts.

E – Express how you feel using “I” statements to avoid sounding accusatory.

S – Specify what you would like to happen instead—be direct and clear.

C – Consequences—outline both positive and negative outcomes if things do or don’t change.

I’ve been observing this pattern for a long time—students often struggle with group work, regardless of the course or context. However, the Collaborative Unit at MA Innovation Management (CSM) has been a particularly interesting setting to analyze these dynamics more closely. Bringing together students from two different courses to work in teams highlights the same recurring challenge I’ve seen time and time again: some students naturally step into leadership roles, while others remain passive, waiting to be directed. But what if we equipped them with the skills to navigate these group tensions with assertive, confident communication?

This brings me back to my Microteaching session. The more I reflect on this, the more I realize how fundamental voice is in the teaching context—not just what we say, but how we say it.

How do we use our voice to command attention without intimidating?
How do we encourage discussion without losing authority?
How do we shift between assertiveness and warmth to create an engaging learning environment?

I’m beginning to see voice not just as a tool, but as a powerful instrument—one that can influence everything from student participation to classroom energy. And if voice is this powerful for us as educators, can you imagine the impact it could have if students mastered it too?

So, my Microteaching session will focus on using and mastering voice as a powerful tool in teaching. I want to explore how educators can refine their voice for clarity, impact, and engagement—whether it’s in delivering a lecture, moderating discussions, or guiding students through their own learning journeys.

Excited to dive into this! More reflections coming soon… 

References

Scott, S.A. (1983) Assertiveness: How to stand up for yourself and still win the respect of others. California: Impact Publishers.