Hi Brandon,
I would break the second class up into learning groups and have them work on case studies or problem situations. The groups can present to the class on the various topics that you cover in the class. This way the students trying to emerge as class leaders can be the leaders of their learning groups and they won't push you so hard to be the total class leaders. It is a strategy based upon the old battle idea of "divide and conquer".
Gary
I agree, I am teaching two different classes right now that are complete opposites.
The first class needs their confidence built up, and I try to encourage each student to keep trying to be successful and to show them that I am committed to their education.
The second classs is over confident to the point where they are cocky and is a bit unruly. In the second class I am competing with the students to be the leader of the class. I try to fair but strict, and I am sticking to my outline for the class to prevent any horse play during down time. Is there other approaches to the class that would work better?
I like the last day discussion of what the student's really liked about the class and what improvements they thought necessary. There is often a problem with the price of the books they have to buy for one. And each class varies so much, if often reflects the type of class. Having to teach lecture classes as well as art classes or hand's on class makes my teaching vary quite a bit. Trying to put a little of each into the other is helpful, but it always is lecture is still more one way and art is still the other.
That amazes me especially when I've given my own evaluation to fill out which is much more general that the school's IBM sheet, and when tallied up, there's quite a discrepancy between the two regarding score. Should a person just ask the same questions they know will be on the IBM test or parts of it during the course just to get a better grade? Why would a corporate evaluation score be altered at the end by taking the final score and then adjusting it to reflect how much they assume the students like that type of class, lowering the score if they (who is they I have no idea)think it is a likable class or raise the score if "they" think otherwise? Why would some of these scores be so different that the one I gave them to write out in sentences for my personal use?
The first technique I like to deploy is observing other instructors teaching in a field of study similiar to mine. By listening and evaluating similiarities and differences, I hone in self improvements I can make.
The second technique I like to deploy is having collegues sit in on my classes and give me critiques that I can use to make instructional adjustments.
The third technique I use is when I witness online instructors and discern good and bad points of presentation.
I am a new college adjunct professor that recognized I was dealing with a multitude of age
groups and learning styles. What I recognized is that I had to make several course changes over the quarter in my instructional style. Is this wise or should I have maintained a constance delivery method?
This statement is so true. Any teacher who does not recognize the wide variety of student attitudes, motivations, and responses to classroom presentation techniques will have great difficulty adapting to the unique facets of each class.
I always make sure the students understand that "no question is stupid if you don't know the answer", and that the mark of an educated individual is not knowing everything, but being able to recognize when the do not know, admit it, and then know the pathways for finding the answer. By establishing this initial truth, my students will freely engage in discussion of difficult concepts and information thus allowing persuit of facts to their logical conclusions.
This same concept obviously helps me identify weaknesses and follow the educational pathways to enhance my own knowledge and instructional style.
Hi Marife,
Looking forward to hearing about your results.
Gary
I am recently incorporating the Computer based Virtual Clinical software for my clinical group. I will let you know the feedback on how effective this tool will be to my students.
I also will incorporate Facilitative Learning to keep my students engaged in theory. I also learned some good pointers on your "First Day of Class " Section. Thank You for your support. I will keep you up-to-date on my progress.
Hi Dave,
This could be my chance to become an actor if I develop the DVDs. That is a scary thought, just ask my high school speech and drama teacher.
Gary
Developing a professional action plan would help. Learning and developing lecturing techniques will help me the most. This online training is a great start!
Thank you. This could be your opportunity to be the first to come out with these dvd's!
Hi Jill,
I think this is a great idea. I enjoy watching other instructors work. Observations give me ideas and strategies that I can use in my classroom. It is a growth opportunity we should not pass up.
Gary
Develop a development plan.
Become familiar with student learning styles.
Continue to take classes in my field.
Hi Dave,
There are many good informational DVDs available on coaching but there aren't many on teaching. The ones that I am familiar with are for elementary and secondary teachers. These are available through many different online teacher supply stores. There are several books that are available for college instructors that you might want to check out as well.
Gary
I love observing other teachers, especially those who I know who have a very different instructional style. Such observations help me to refine and enhance my own style. At our school, we encourage instructors to complete three peer observations per year.
I like to observe other instructors and use techniques that fit well into my style.
I try to remember how it was when I was in school myself. What styles did my instructor used then that worked for me and what style dd not. I adapt the styles according to my subject matter and class type and size. I have to always keep in mind the principles of adult learning knowing that one style may work to an eighteen year old straight out of high school but not with a fifty year old retiree going for a second career.
Because I teach a program that is fast paced, subject matter has to be delivered with a maximum theory hours of 24 hours so I need to be able to teach what is the most basic and relevant to the topic.
Drawing from my own experience in the field (I have 28 years) help the students understand better how to apply what is being taught in theory, in clinical setting.
Hi Isabel,
I like both of these approaches as well. They really get the students involved and lets them use their newly acquired knowledge to solve problems and generate discussion. It helps them to work with other as well and this is going to be a very important and needed skill when they enter the work force.
Gary
Hi Deb,
The use of ongoing feedback is how instructional improvement occurs. We need to listen to what our students are saying to us either in written form or verbally, but the key is that we are always listening.
Gary
