Jay Hollowell

Jay Hollowell

About me

Please allow me this opportunity to welcome everyone to The Lounge! As someone who has had the honor of being in career education and corporate training for thirty years (gee, it makes me feel much older!), I can honestly say that I am the happiest professionally when having the opportunity to interact with fellow career educators - whether it be a training event, webinar, or medium such as this where we can collaboratively share our thoughts.

Activity

Hi Angelica! Thanks for your observations. I think that a hurdle that we all cross as instructors is trying to provde too much information as opposed to creating an interactive learning environment where students comprehend, retain and apply the key points they must know and the key applications they need to perform. Jay Hollowell ED106 Facilitator

Hi Elizabeth! Thanks for your observations and examples. It is so true that many of our non-traditional students face considerable life challenges that tend to pull them necessarily away from their studies. Ironically, I tell my graduates that this, in effect, is also one of the greatest values they can offer an employer - balance - the ability to balance school with work, job, family and financial responsibilities, and still succeed to accomplish their goals! For those that are successful, what a powerful asset to bring to the workplace - that same initiative and accountability. Regarding learning groups, I too… >>>

Hi William! Good observation! An instructor who uses incorrect vocabulary, particularly in his or her subject or discipline, sends a message that he or she is not experienced or credentialed in the topic at hand - as you mentioned, it's just flat out unprofessional. Jay ED106 Facilitator
Hi Shawn! Thanks for your comments! I tend to speed up as well, particualrly when I ma really into a topic, or "on a roll." I have found that inserting an example or anecdote, asking a question, asking a volunteer student to paraphrase, and using different delivery resources (PPT, whiteboard, flip chart, etc.) all help to moderate timing a bit. Jay Hollowell ED106 Facilitator
Hi William! Thanks so much for your example. It does create a win-win situation. On a parallel note, in a non-military classroom, having a younger student assume the group leader role may have the same effect. I know there have been significant changes in the military with the growth of "servant leadership" among other initiatives. I would be curious to know what other changes you have seen that have affected leadership in general, and specifically in the classroom or training ground. Jay Hollowell ED106 Facilitator
Hi Dolly! Thanks for your comments, I think you have hit on a most crucial point! Adult learners often know what has worked for them; that, along with our suggestions and adpatations of our instructoinal delivery and assessments, are perhaps the keys to teaching success with students who have learning challenges. Jay Hollowell ED106 Facilitator
Hi Miriam, agreed, since many learning challenges are with the way students actually process information, repetition of key concepts and applications can be a very effective technique. When I use repetition, I try to vary the delivery just a little each time. Thanks, Jay Hollowell ED106 Facilitator
Hi Cynthia, thanks for your comment; there is really no substitution for one-on-one time and attention. Jay Hollowell ED106 Facilitator
Thanks for your comment, Paul! I have to work on my patience as well; after having taught the same subject for years, I have to remind myself that students may not grasp information as easily as I present it. Jay Hollowell ED106 Facilitator
Hi Rocco, and that, of course, is the "nature of the beast" so to speak - it's a workplace reality. Sometimes teams function effortlessly, other times only with close guidance. Your intervention strategies are excellent examples. Thanks, Jay ED106

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