Imagine standing in front of a room filled with eager yet unpredictable minds, knowing that your every word and gesture could shape their future. Teaching is a performance, and the classroom is your stage. But can the skills honed in theatre truly transform educators into more engaging and confident instructors? Researchers at the University of Rhode Island (URI) are diving into this intriguing question, and their findings might just surprise you.
But here’s where it gets controversial: While many educators focus solely on subject matter expertise, URI’s study suggests that the art of performance—think presence, delivery, and adaptability—could be just as crucial. Think about iconic teachers like Mr. Miyagi from The Karate Kid or John Keating in Dead Poets Society. Their unconventional methods left an indelible mark, not just because of what they taught, but how they taught it. Yet, teaching is anything but effortless. It demands meticulous planning, confidence, and the ability to manage a room of 30 to 200 unique personalities—a challenge that mirrors the unpredictability of live theatre.
Mehmet Yalcin, an associate professor of supply chain management at URI’s College of Business, puts it bluntly: ‘In the classroom, you’re on stage, and students are waiting for you to captivate them.’ This perspective inspired Yalcin and fellow URI faculty, including Accounting Associate Professor Anis Triki, to explore the intersection of theatre skills and teaching in a groundbreaking paper published in the Journal on Excellence in College Teaching. Their research asks: Can theatre training turn novice educators into classroom stars?
And this is the part most people miss: Yalcin’s journey began with a personal experiment. During his Ph.D. years, he took an acting course with URI’s Theatre Department to improve his teaching skills. This experience laid the groundwork for a multidisciplinary initiative involving faculty from the Theater Department, the Office for the Advancement of Teaching & Learning, the College of Education, and the College of Business. Together, they designed a workshop introducing graduate teaching assistants (GTAs) to theatre-based strategies.
The results were eye-opening. Many GTAs admitted feeling unprepared for the classroom, citing challenges like classroom management, content delivery, and even language barriers. One participant even worried their anxiety would hinder students’ learning. ‘It’s like you’re a TA one day, and the next, you’re thrust into a student-facing role,’ Triki explains. The abrupt transition left nearly a third of GTAs craving professional development.
Here’s the bold claim: Theatrical techniques, such as adlibbing and commanding a room, can significantly boost classroom engagement and instructor confidence. After the workshop, participants reported feeling more secure in their abilities. Even brief exposure to performance-based methods proved transformative, suggesting that teaching is as much about how you deliver as what you deliver.
But let’s pause for a moment. Is teaching really just acting? Some might argue that authenticity is lost when educators adopt performative techniques. Yalcin counters this by emphasizing practical skills like projecting your voice or using gestures thoughtfully. ‘These aren’t just acting tricks,’ he says. ‘They’re tools to connect with students.’
Building on this research, URI’s College of Business and Harrington School of Communication and Media are now integrating theatre modules into graduate teaching practicums. The next phase will explore the financial implications of scaling theatre training programs for GTAs. But here’s the question we leave you with: In an era of standardized curricula and digital learning, is there still room—or even a need—for teaching to be a performance? Share your thoughts in the comments. Do you think theatre skills could revolutionize education, or is this just another trend? Let’s spark a conversation!
