One of the methods I use to develop and update my skills is to attend Train the Trainer meetings. At each conference I have always picked up different tip bits to assist me in my "performance" as an instructor. It may be a simple thing like standing on the correct side of flip chart (depending if you are righty or lefty) but it does make your teaching flow better and thus, students are concentrating more on what you are saying rather than watching you stumble around to write on the flip chart.
I alway come up with expressions for a particle part of the course. An example would be why we teach people 4 different ways to cut and paste link. We use the expression " You can do whatever you want".
Knowing that you can always improve your technical skills by taking classes with other instructors or just by picking up things from students, makes your style always fresh and that is a very important thing.
Be truthful to a student when you cannot answer their question but walk them and yourself through the help section of your program and you can both learn.
Regardless of the instructional style one selects we must remember to keep the student first. Instructors cannot only be knowledgeable but must relate to their student. I remember that as a student if the material given to me in a clear, concise and also, even more important in way that was almost entertaining I seemed to retain that information.
As an owner and an instructor I have selected a motto for our school. It is "Where learning is fun and easy". People, especially those in career schools need to be able to relate to the material and absorb it so that we can build upon it week after week.
One part of my instructional style is that I must have a good relationship with my students. My students must agree before they begin our courses that they will work very hard to practice and review all the lessons we have given to them, because we promise to work very hard for them. They know that we are there for them when they need individual attention. They know we encourage questions. Our students know we care about their success and knowing that their success is our sucess makes for a strong bond.
Hi Paul,
You have it right about being an instructor. The door is where you leave your baggage and in the classroom your students are your focus. With that kind of attitude you will do well in the classroom.
Gary
I have noticed that simply paying close attention to students when presenting class material proves most beneficial. Being a human is the only conflict to that. Instructors have to leave all of their baggage at the door, and focus entirely on the rhythm of the classroom. Read body language, observe attention levels, and involve the class whenever possible.
My instructional style can be developed and refined through a positive teaching philosophy and by motivating students to learn more on the subject. My teaching philosophy is directed towards increasing students' comprehension of mathematical concepts taught to them. From my experience as a student and teacher, I feel the most important qualities for a successful mathematics instructor to possess are enthusiasm for the subject, a commitment to fostering interaction, and the ability to make material
understandable.
At the end of each class, I want my students to walk away with a feeling that they have discovered something beautiful in a subject, and in that discovery they are motivated to learn more. I see my interest and enthusiasm for a subject reflected in my students when they become excited themselves about the material, and
when they actively participate in the lecture. I find this a useful tool for motivating my students to work harder because they feel that I am interested in their learning. I use these meetings to discuss ways of improving their study habits and to learn about my
teaching from them.
Hi Jennifer,
Thank you for the kind words about reteach. I always appreciate receiving feedback on what applications instructors can make in their classrooms.
Yes, real life situations always appeal to the students because soon they will be in that real world they have heard so much about.
Gary
Gary, thanks for the word 'reteach.' I also utilize the student instructing format (for both nutrition and pathology) and have found it to be very rewarding for everyone involved (and the favorite part of the course from student feedback). Based on your word choice, however, I'm now going to implement more of a real life scenario component, e.g. a client enters your office and asks "What is your rotator cuff/SI joint, etc?" and formulate their 'to the point' response. Thanks for everyone's input on this topic.
Hi Tina,
You did a very good job of outlining what you see your strengths are as well as the challenges of working with your students. As long as you have developed rapport with your students and you have developed a professionalism about yourself you will do fine. Being asked out to a social function by your students indicates that you have created a bond with them and they see you as a person they respect. Your refusal to go in no way hurts this relationship. I have the same policy and found that it has served me well. I do attend major events in their lives, such as a wedding, which helps me create a greater bond with my students. It all depends on how you feel about such events. I think an instructor can be a friend to a student, that is a person that has the student's best interest at heart, but not a buddy. Once you become a buddy you have removed the difference between a professional educator and a student. Doing this will doom you as an instructor and we have many case studies to support this.
You can help the students that have different challenges in your class without fearing that they will appear because you will work hard to show that all students have an opportunity to get assistance from you if they really want it.
Based upon the comments in your forum you are on the right track to providing quality instruction while motivating your students. Keep up the good work.
Gary
I feel that I am a motivator. I really encourage my students into continuing with their schooling and I also try to make them feel better about their grades and assignments/tests.
My problem is that I try to please everyone and that is not a good thing because it may show favoritism or it may lead students to believe that they can get away with more things in my class. I always try to find a way to help work out difficult situations that students are experiencing and sometimes students who put forth more effort or who are here every day no matter what get mad about that.
I think that students tend to think of me as possibly a friend. I have been asked to go out outside of school with students and have had to tell them that it is against our policy to be "friends" with students while they are in schhool. I think after Graduation is okay, but for now it's not.
Hi Raghda,
You have listed four very good points for success as an educator. As you prepare to enter the classroom what do you see as your biggest assests and biggest challenges in your new career choice.
Gary
I have not yet had any formal experience as an instructor but I think I could replicate some of the skills I learnt as a manager to develop and improve my instructional style. These include:
1. Being authentic and passionate so students feel comfortable that they are dealing with a genuine person who truly cares about them and the issues at hand.
2. Maintaining a clear line between friendliness and professionalism to ensure that students are comfortable to approach you with their questions and concerns but do not waste your time and theirs on side issues.
3. Interacting and relating with confidence but making sure that this is not perceived as arrogance. This includes admitting when you're wrong and using that as a learning opportunity for both you and the students.
4. Respecting that the personalities of students will differ and what works with one group or individual will not necessarily work with another. This requires that you take the time to listen and observe the students and take an interest in getting to know them. Naturally you will then develop a genuine interest in them and their needs and this will be reflected in your style which will gain their confidence and trust.
I like Linda's response very much about having students "instruct" so that we can learn what methods they like best. I teach literature, and one of my favorite parts of the course happens at the end of the course when the students present their favorite authors and/or stories and they "present" or "instruct" the other students on why they liked this author and/or his or her writings. They get very creative with their instructional methods---from power point to lecture to visuals to videos to audience participation---! WOW! I learn a lot as an instructor every time, and I have been teaching for over ten years! The only negative I can see about how I use this approach is that I use it LAST in my class....hmmmm.....I may have to rethink this...?
Hi Alfredo,
I commend you on your self developed professional development plan. You saw the opportunity to enhance your professional expertise and you took it. Keep up the good work.
Gary
As a new instructor, I had to rely on my past work experiences to get the students to focused on materials being taught. But starting off as a teaching assistant has really help me learn from a more experienced instructor. Also taking extra courses/seminars has helped me know my material/subject and better ways to keep the students attention.
Hi John,
Great question about student level of passion and professionalism. Are you expecting too much from some of your students in relations to these two areas, the answer is probably yes. But, I don't think you can lower your expectations. I have found over the years, that some students don't share my passion for my field. That disappoints me. In return I have found that if I keep my enthusiasm up it catches on with other students and I feel good internally about the effort I have put forth in my teaching.
I have always felt that I will give everything I have and not lower my expectations for my students. After all I am helping them to prepare to be successful in “their†chosen field of study. I am amazed when studentd select a field, pay money for training and then complain about having to study and work to gain the skills they need. What part of this picture am I missing? That is why I say you are probably expecting too much, but I admire your willingness to keep asking that “too†much effort. It does pay off in the long run.
Gary
I suppose that a certain level of frustration enters into the motivation to constantly improve instructional style. What I need to do as an instructor is to present a vast amount of information in a very limited time and to do this in a way that does not discourage my students. I have always been passionate about working in my chosen professional field so I always bring that passion into my classroom. The frustration part comes when some of the students just don't seem to care about learning or even attempting to learn the subject material. I use a combination of visual presentation, lecture on the material, and hands-on skill development. Am I expecting too much that students develop the same level of passion and professionalism that I am trying to model?
Hi Carol,
You shared a number of excellent strategies for professional improvement. I commend you for your efforts. By being willing to learn, observe, and change you are continually improving your instruction as well as your results. I know your students benefit from willingness to grow as a professional educator.
Gary
Taking a course such as this one helps me to review the elements of successful teaching so that I can compare what I am currently doing with the material learned in this course. Then, I can target areas where I need improvement, and begin to decide exactly what changes I will make.
I have observed other teachers and have picked up wonderful ideas. In fact, I think teachers ought to be required once or twice a year to observe a peer. I later met with that teacher and asked questions about what I observed.
I have had a video-taped class before, and always find there are things about my instruction that I need to change. For example, I found that I talked to fast, and lost some students because of rushing. I have since learned how to slow myself down.
Lastly, I have been willing to try new and innovative methods that I learned in professional development courses. It was hard to try to implement new ideas, but I have usually found that the efforts I make are quite rewarding in the long haul. I am reinvigorated by the challenge, and the students like trying new things. (at least most do)
Hi Darrick
You have the foundation of what it takes to be a good instructor. Break down the content into a sequence of steps, make them plain and simple, check for learning and keep giving feedback. This way the students know of their progress. You are on the right track, keep up the good work.
Gary
Breaking down demonstrations into it's simplist form so it can be interpreted easily without giving out to much information so the student does not get overwhelmed on to what they are trying to achieve. Also base on what what is being demonstrated to how it will effect the end result tends to work well. Then given respectable time limits to achieve what was shown. Usually one student will run into a situation that would not normally be a problem then the whole class would be shown a way for that specific problem to be resolved.
