Hi Gary:
Yes, we can mature which suggests improvement. If a teacher doesn't care, they'll just be putting in time. Maturity and longevity are certainly not the same are they!
Regards, Barry
Gary - good sound advice.
Regards, Barry
I teach a English as a Secong Language and in language learning we need several delivery methods to ensure all skills are practiced. Therefore one day I may give a listening comprehension exercise, another a role play situation.I have several on hand to make sure the specific grammar or vocabulary is reinforced.
You can say that again! As Chefs and Chef Instructors we are always striving for prefection. But in the class room "stuff" happens. So we have to be able to adapt. We must always be thinking and teaching on our feet so to speak.
I am impressed with the statement "maturing as an instructor". It is a constant and dynamic process and I have noticed changes in my approach from when I first started.
Blake- I agree with your findings. Rarely does the first application of a back up plan go as wished. I currently have the luxury of having back to back classes on the same day and on the same lesson so I get instant results on the first class and then can tidy it up on the second.
Hi Douglas:
I think every kind of instructional class that involves skills probably has things or resources that can go wrong or the class as planned goes amiss. Perhaps some classes are easier to adapt to last minute change ups, but if and when the one day it happens, it's really helpful to have something that can be implemmented relativly effortlessly.
Regards, Barry
Hi Blake:
Your experience shows. I think all newer faculty have had to learn their lesson regarding planning, timming, and use of resources - all within the dynamic environment of the classroom and the ever varible student behaviour and performance. Your quiz strategy is a clever way to use your time to it's optimum.
Regards, Barry
Hi Kelly:
Good idea!. Planning based on past performance or circumstances seems like a rational approach to being prepared for the future. Even our best efforts will fail at times, but tring to anticipate adverse situations can only help student outcomes.
Regards, Barry
I guess it is kind of different teaching culinary classes. A least the cooking classes which I teach. It is very cut and dry. We lecture about different proteins that we will be cooking, then the next two days we cook. I have never had the need to change much. I do try to change up my lectures with different kinds of product identity games or vocab. games. I find that my students really enjoy my class/kitchen. Usually if a student is having aproblem understanding for instance the proper steps to braising, then I will review that individually with them or during our food critique time.
During the development of every course, the creation of each syllabus, and making each lesson plan I develop back-up activities to reinforce the learning objectives and wisely use additional time that maybe available. As I have matured as an instructor, I have learned a plan seldom survives first contact with the students and adjustment is always needed.
Another key point is the freedom to provide classes to achieve a standard and not be so worried about the clock. I have also developed several miniature quizzes that can be used as a self reference for the students to gauge where they are and the quizzes can be taken the discussed in depth by the entire class to ensure students understand the required information.
I like to take notes on my current class and then make plans based on that. Then, as each class goes around, I can make changes, additions, or more backup plans.
Hi Gary:
Good thinking!. Keeping students busy during down times or when there is extra time is always better than wasting time on some unrelated activity.
Regards, Barry
Most of the time I will check to see if the computer room is available. If the class is ahead of schedule, I escort them to the center, give them a topic to study, then have them write a quick synopsis of what they learned. I read them carefully, make a copy for me and give back their synopsis to put in their notebooks.
If no computer lab is available, then I review terms and techniques that need to referred to in everyday life in the field.
Hi Barbara:
Good. That game idea sounds like a good one because it it is low tech and doesn't require much preparation. Films, video's DVD's, - these require electricity and machines to run them. Without the resource, you use the media. So low tech is good (regarding back-up plans).
Regards, Barry
I frequently have films that illustrate current work to plug in if i sense that my lecture material may need illustration. I also have a number of games in cases where class energy is low. Competition between teams seems always to get the blood flowing.
Hi James:
Good ideas, especially the team idea of matching a weaker student with a stronger student. I think peer mentoring (matching) is a very powerful and effective way to bring your whole class to a more even playing field. Students usually like relating to one of their own.
Regards, Barry
I try to have additional resource material and reference manuals. Physical exhibits and live demo to get the student to learn. Sometimes I will use the team concept.Having a stronger student with a student whom is struggling.
Hi Luke:
Good planning for situations you can sort of count on might occur. A good back up plan also involves planning for when all your planned activies are not available. Then, good back up plans will be put into action and hopefully provide a seamless and productive lesson or session that fits in to daily topic fairly well.
Regards, Barry
I try to utilize plans I assess via student feedback. Pretests, evaluations, and engaging students for feedback helps me negotiate plans for the inevitable fallout from plan A failure. I use what the students tell me directly, and indirectly, to prepare my initiation of backup plans. Noteworthy, the student is the best litmus test of deliverance of information. I have to also tweak my plans based on class size. Larger classes tend to take longer to purvey information than do smaller groups. Anticipating this, my A and B plans are constantly under scrutiny and flexibility.
