I believe the best techniques for me at the moment are to sharpen my instructor as manager role. I had a few comments from students about feeling unclear on assignments. I use an online system for assignment descriptions and keeping. For the sake of my less technical students, I think it would be good for me to hand out hard copies next quarter. And require students to ask questions about the assignments when I describe them in class, rather than assuming that silence means clarity.
I try to go sit it on past instructors' classes in order to hone in on my own instructional style. I felt I learned greatly from my professors and believe that if I can take ideas from their delivery methods and put my own personal twist on them. I try to make the classroom exciting and enjoyable for the students by having them do assignments that are out of the norm of a regular classroom setting. I feel this gives them more freedom with the assignments and lets them get their own creative juices flowing.
It only takes observing a very few of those "aha" moments per course to keep me jazzed. Any actual formal thanks or acknowledgement from students at the end of the course or later is the icing. It's not really reasonable to expect evidence of those special moments from every student in every course. Some students just don't have many, while plenty of others in certain courses (ones they consider less important toward their goal)have less of them in those classes. My challenge is to use my creativity to show as many facets of the subject in the available time to have a chance at that sparkling moment at least once with each student.
Hi Michelle,
I understand where you are coming from with your overload and stress. I am currently in the same situation with large classes without administrative support. How I customize my courses in this situation is to offer a wide variety of delivery methods throughout the course. These methods target the different learning preferences of the students so they can feel comfortable working in the different areas as we move through the course. If I stick with only one method I will be able to meet the learning needs of only a few students. Thus, I am customizing instruction but on a larger scale rather than individual student by individual student. This is the best many of us can do with the limitations we work within.
Gary
Hi Ty,
Like your sense of humor. You are right the joke is a "groaner" but students like that kind of thing to get a class started. I have found that they not only like these kind of things they quickly grow to expect them. They start to bring things like jokes or cartoons in to share with the class. This lets me know they are enjoying it plus are thinking about their class even when it is not in session. This helps in bridging between school and their outside lives. Keep up the good work. Suggestion don't quite your day job to be a comedian.
Gary
The idea of customized learning is great but difficult to deliver when you have open enrollment(read: anybody with no pre-assessments), large classes, no help and short turn-around time between classes. Not to sound negative, but it really makes it challenging to meet everyones needs without burning out!
try the good old fashioned unison response..."are we all eating off the same china?" or whatever you use, see if they are with you, adjust accordingly
I find that humour is a great technique to use, as long as it is in good taste. I use silly sayings to break the ice e.g My first job was working in an orange juice factory, but I got canned. I could'nt concentrate.
Even the most hardened student will groan, but it gets their attention.
I also incorporate the process of critical thinking by given case study scenarios and have them figure out the solutions usingn the six steps.
Ty
Great idea. I see that in their reporting out these projects to other students, they have the potential of increasing their self-confidence as well as learning.
Ty
Hi Ty,
I enjoy hearing from teachers that really get "into" their teaching. I am one of those as well. You ask a good question about how to involve students that don't get as involved in the class as do you. Your small group work is good. Another idea would have these students do assignments that they select based their interest. They can report out on these projects so they can see how they are sharing knowledge with other students.
For students not a the same level I would suggest some time of baseline assessment of their knowledge so you know where to start with them. With this information you can customize the assignments to meet their learning needs.
Gary
I have a great deal of enthusiasm when I teach; consequently I have a tendency to lose some students who are not on the same level.
I have learnt to slow down and also employ activities that include small breakout groups.
What other techniques might I use?
Hi Stephen,
I wish you well in your graduate work on your Masters. Professional development as you know is a series of steps that help move you forward. In your Masters program you will have access to all types of learning theories and developments. Enjoy your time in the program as you see opportunities to improve your skills. Currently I am the advisor to 60 students working on their Masters programs. All of them are students like yourself who are experienced educators looking for additional professional development. They come from many different backgrounds and experiences but they all have the common thread of wanting more knowledge in education. What a joy they are to work with and to have as students. I know you are going to have a great program as well as develop many strong network ties to other educators from whom you can learn for years to come.
Gary
I have been teaching now for twelve years. I also understand however, that I will never master the task. I am continuously striving to improve my knowledge, my professionalism, my methodologies, and my presentations in general. All of these things play into developing an instructional style. Ans, as I said, I am always striving to do just that. Improve my instructional style! I am beginning my Masters program ni Education in the coming weeks and I am thoroughly excited to use the information I gain from the program to enhance my "style" as well as make me a better teacher overall.
Hi Matthew,
Glad to hear about all the things you are doing to expand your instructional abilities. In relation to the time line and giving no credit after a while this has to be or you will be stringing out the credit issue throughout the entire course phase. This does not set the standard for the students. They need to learn to meet deadlines because their positions in the work world will require that of them.
Gary
Hi Robert,
This is why instructors like you are so effective. You know both the content and applications that can be made. This helps to make it real for the students as well as showing them how they will be using this content in the future.
Gary
I think knowing my students and using my wealth of experience is very important to further develop,refine and enhance my instructional style. I believe this will also lend it self to motivating the students more and creating a better learning enviroment.
To help further develop my style, first - taking these classes on-line, now offered by our school for the first time,is a big plus. Second, reading some of these forum responses are pretty insightful. Homework is a problem for my students, as they are hands on type students, not paper driven. I like the idea of a timeline with no credit given for late hand-ins. Knowing that up front, and the consequences, in black and white may help my situation.
I do a lot of reading on educational theory. In addition, I confer with peers as to what works for them. I review my performance reviews by students and have discussions with students during the term of class what is working and not working. Before the beginning of every term, I review what has worked or not and try to incorporate new techniques that will improve my instructional style.
Hi Maggie,
I like the way you explained how your professional development plan is laid out. It is clear and comprehensive for others to see and for you to follow.
Gary
