Barbara Kisakye

I love this....who came up with it? I am going to share this with my colleagues. It is so powerful. Some instructors arestill doing it the old fashioned way of encouraging through embarrassment. In the the generation of student swe are working with, young or old this strategy does not work. The older individuals are so self-conscious that the strategy can be debilitating to them. And to the young, they simply do not recognize this mode of communication nor do they care for it. Both entities will simply quit and look for a school that treats them with dignity!

Respect goes a long way. I figure they are paying for education not for my friendship. Matter-of-fact, I believe that trying to establish friendships with students interferes with their learning.

Bad behavior is a indication of ignorance in the true definition of the word. The thing I have done in these cases has been to ask to speak with the student privately to gain insight about the true essence of who they are. I have been abl eto gather data that has allowed me to not only understand the student, but have learned to work with them.

I have had enough examples of the same type of student that now I recognize the behavior of challenging students earlier on these days and I use my prior my experience. I must admit every so often I encounter a student whose challenges are a combination of many. I am learning through reflecting to redirect some of these students.

I have always said that an instructor has 20 minutes to share all the requirements about a course's content. capturing a student's attention during these 20 minutes to relate important material is a life saver.

I think I will use the mystery appraoch with the brown bag. I think it will be a fun activity for students especially when they are working with identifying the definitive diagnoses of diseases.

I am very overwhelmed about which method to pick. I have to look at each o fthem individually again and pick out which one I would use during my next class. Based on ease of creation, I will probably use the Secret Identity one first and see how it goes with student picking out diagnoses to code.

When teaching coding, it is essential that students understand medical terminology well. Referencing terms that students learn in medical terminology as they learn coding is a standard practice I use so that the student not only secure long term memory,they recognize that to be good coders, they need to have a learning continuum.