I like to ask students quesgion while instructing so that I know they are following and are understanding.
I believe I need to stop singling out in front of the class one student who, although apparently in need of greater attention, should not be exposed like that in class.
I also find that by asking the students to research the answers on their own, they are more apt to recall the information at a later date.
Provide more visual and auditory aids to further engage the students by reaching each learning style.
Agreeing with your module, I believe in introducing a variety of teaching/instructional styles. I think it would stimulate more engagement activities from students. I like lecture to be informal in order to allow open discussions whre thoughts are not wavering. It leads to better discussiong interaction. Also, with groups, students are able to brainstorm amoung themselves and present solutions given by written format or orally.
I believe my style is flexible. I have not conformed as a learner to any one style. However, I continue to educate or in-service to better be informed and forever growing to improve myself. Teaching does starts with self.
Hi Jamie,
Good strategy for instructional and professional development. Also, your students appreciate the fact that you are listening to them and are open to their input. From this both you and the students benefit.
Gary
I have learned the importance of watching and learning from excellent instructors. This has taught me a great deal on what to do and what not to do.
I have recently asked my students to send me an e-mail with different suggestions of what favorite instructors of theirs have done in class to make it more interesting. If it is applicable to what I am teaching I have been trying to implement different techniques. If the students respond well to it, I will adjust my teaching accordingly. I also have been asking other instructors what they do to make the content more interesting to the students. Also continuing to learn in the field that you are teaching in helps me stay on top of the most recent additions/changes and gives the students the newest information.
From the first class, I asked the students what they would prefer concerning the lecture process. The feedback that I received is that they did want a PowerPoint; it seems to help them organize their thoughts. I also believe it helps them focus on the main points of the lecture. I type out my lectures and the activities that I plan to have them do, so I make the notes available online so the students can use them as a study guide. I am still developing my instructional style and I think it will be more apparent after I have finished teaching this course. I am still waiting for the mid-quarter feedback from the students. I think this informaiton will be extremely helpful. My first teaching experience has been fun and challenging because I get to write the class!
Thank you for this wonderful tool. I found this to be very helpful when I was reading the content. I plan to use this information to improve how I deliever my course material. I know that I teach the way I would want to learn but also understand this may not be the best way for others to learn. As an instructor I need to vary my style to my learners needs.
I would love to have anyone who is teaching PCT to given input on how they use this tool to improve their teaching style in the classroom. Please include your teaching style and how this has aided in you students ability to process the information being taught to them.
I haven't been an instructor for very long however, I already have a distinct teaching style. I made it a priority to learn all of my students name and use their names whenever speaking to them. I also tend to hold an open forum at the end of class to discuss any problems with the content, questions, discuss upcoming events, and encourage the students to interact with one another. Being a young instructor I have also noticed that it is more important to have very clear expectations and to stick with them since the students are often close to me in age. We use a lot of humor in my sessions as well to show that you can have fun in the classroom.
Hi Lora,
I'm not quite sure about your question. If you could expand on this question a little more then I will try to answer your question and provide some strategies.
Thanks.
Gary
Hi Lora,
What might help in spreading out the learning opportunities for the diverse learners you have in your class would be to use guided notes or structured outlines. These to strategies have the students follow the outline but fill in the key points that are covered in lecture or the text. That way their focus is on critical knowledge. This keeps them engaged and forward focused as the class progresses.
Gary
Hi Lora,
We live in a day that brings some students to us with a sense of entitlement. As you say since they paid money they are entitled to receive a passing grade whether they have acquired the knowledge and skills required or not.
You are following a professional course with your approach. They have to earn their passing grade. By helping them learn you are doing the right thing and by not giving them the answers you maintaining the high of your field. Keep up the good work.
Gary
I would appreciate some advice on how to apply a "divide and conquer" strategy to one class but with students on opposite spectrums. How does one ensure the "integrity of an A" grade in this situation? Thanks.
I also do not believe in giving students the answers - and I have been asked to my shock and amazement! Students are paying lots of money to acquire an education. I strongly believe that my giving the answers is NOT doing them a favor by any stretch of the imagination; that giving answers is NOT educating them. I do believe that giving answers and/or making things "easy", no work or challenge required on their part, is only paving the way to future lack of success.
I would also say I'm a manager, a model, and a mentor - but in that order personally.
I really agree with your decision to be a mentor. I also don't think that being a mentor means that you have to have the skill set to solve a student's particular problem - but how to direct the student to a problem solver who is the required skill set solver is what is important. I think your ability, and mine, to direct a student and the compassion to take time to do so, to take an interest in that student, is what is important.
Although I have the "hard skills" in my subject, I am currently stymied by an apparent inability (or so I'm told by a few students) to relay chapter contents to these few students who allege they learn nothing, they want "hand outs" but they don't want hand outs, they study the "highlights" of a chapter, but given time to formulate questions with regard to chapter info (during classtime or days), they do not take advantage of it - other students do extremely well in the same class. It seems to me that I must find a method of "delivery of info" that will bridge to the students who "learn nothing" and at the same time still meet the needs of the students doing very well in class. I am not a "pal" to any student - but I am sensitive to their personal issues and will direct a student to problem-solvers who are able to help them. I will "mentor" a student but without being a babysitter or a pal. I believe that professionally I am there to be a signpost in their quest to educate themselves. Although I would be interested in reading student evaluations in order to become aware of issues that are not expressed to me in class, I will not run out and re-write a syllabus as I think that tends to demonstrate a lack of confidence, and a certain "blow with the wind" - I'm not sure if re-writing a syllabus itself is the answer. I would be more inclined to address the issue within the context of the syllabus already written. I do think that keeping up-to-date on the latest information is key - and I do think it is okay for me to say "I don't know" BUT I will find out the answer, or I know where to send you to find out the answer. I think the actual process of knowing how to get an answer is actually more important than the answer itself alot of the time. "Delivery", then, is the issue for me. How do I deliver to "x" number of students when the other students do not have the same "delivery problem." My identifying the issue for me, begs the question as at the moment I'm unclear how to bridge the "delivery" for all students to succeed.
I believe that a variety of techniques can develop, refine and enhance my instructional style. Making sure to use a variety of instructional modalities to reach visual, auditory and kinesthetic learners as well as group and individual activities is best.
