On the idea of being ready:
‘Being ready’ can be described as the experience of being engaged and in anticipation for what is about to occur.
In learning environments, we are often asked to demonstrate readiness. This could be for participation in a group activity; it could be for the transition from one physical space to another; it could be for engagement with a project or experiment. There are infinite instances in which we are directly or indirectly asked by others to show that we are ready.
If we examine the idea of ‘being ready’ as both an expression of readiness (our behavioral manifestation) and/or a feeling of readiness (our emotional experience), then ‘being ready’ is something that can be externally expressed and/or internally experienced. Therefore, if our ‘readiness’ is to translate into our ability and willingness to execute skills or navigate situations, it seems that we have the most opportunity for success when we both feel and demonstrate what it means to ‘be ready’.
If this stands, and if the internal experience of readiness aids in our ability to effectively execute skills, then experiencing this feeling within learning environments becomes crucial for being able to actively engage diverse situations. I don’t believe this means that individuals need to feel ready at all times in order to engage with their environment and have fruitful experience that contributes to learning. There are many instances in which growth and learning occurs by not ‘being ready’. However, if those outside of us observe our readiness and only look at outward expression, and fail to consider internal experience, it may be a disservice in the attempt to authentically see individual ability and willingness. If ‘being ready’ includes feeling ready, then attention to individual spectrums of that experience, as well as how that experience supports or hinders an individual’s learning process, seems a critical area of focus.
Furthermore, in looking at readiness through this lens, we see that the outward expression may or may not match up with the internal state of being. It can be valuable and helpful for our internal experience and our outward expression to align in comprehensible ways for another person to understand – but it is non-essential. Therefore, in order to authentically share in the experience of someone else’s sense of readiness (or lack of readiness), it can be valuable to examine the information gleaned from verbal and/or non-verbal expressions. Authentic experience may be hidden beneath conditioned responses, social masks, pathology, etc. This is where the role of the listener becomes so crucial– to decipher what is being experienced and communicated even when it is not being directly expressed.
Therefore, when the facilitator, the teacher, or the parent asks the individual if they are ‘ready’, do they only look for the individual to demonstrate their idea of what they think readiness looks like in that situation, or do they also listen to hear what the student or child has to communicate about their own internal sense of readiness?
– Zach Morris