Instructional improvement is a continuous, multi-level process that involves an adequate knowledge of the topic, planning, implementation and revising material as well as technique. I would develop and refine my instructional style by trying to stimulate various senses to enhance the learning process. This would include using more visual aid diagrams, handouts, power point presentations, as well as repeating and placing emphasis on relevant key words and phrases as an enforcement tool.
My instructional style includes having a positive attitude, maintaining high energy and comfort levels within the classroom setting and always presenting a structured plan/curriculum. I promote interactivity amongst my students via group study sessions. They are always encouraged to ask many questions throughout lesson plans. Students believe that if they suggest an answer that is incorrect they would be embarrassed; however I believe that this is a sign of their minds being at work!
Instructional improvement is a continuous, multi-level process that involves an adequate knowledge of the topic, planning, implementation and revising material as well as technique. I would develop and refine my instructional style by trying to stimulate various senses to enhance the learning process. This would include using more visual aid diagrams, handouts, power point presentations, as well as repeating and placing emphasis on relevant key words and phrases as an enforcement tool.
My instructional style includes having a positive attitude, maintaining high energy and comfort levels within the classroom setting and always presenting a structured plan/curriculum. I promote interactivity amongst my students via group study sessions. They are always encouraged to ask many questions throughout lesson plans. Students believe that if they suggest an answer that is incorrect they would be embarrassed; however I believe that this is a sign of their minds being at work! I also try to stimulate various senses to enhance the learning process such as visual aid diagrams, handouts, power point presentations, as well as repeating and placing emphasis on relevant key words and phrases as an enforcement tool. Instructional improvement is a continuous, multi-level process that involves an adequate knowledge of the topic, planning, implementation and revising material as well as technique.
It's important to view other instructors styles that may have more experience than you. This will help you add and improve your style.
One thing I would like to do more of is to observe other instructors, especially ones that I hear the students "raving" about! I think seeing others instructional styles, has given me insight as to how I can refine my style. It helps to understand that not all classes are the same, and you may have to adapt your style to the particular class at that time. If I see one thing is not working the way I expect, then I change my delivery until I see the "glimmer" in the class's eyes, that they are getting it.
Don't make this more difficult than it already is. Best Practices! You had great teachers. Do what they did. You had lousy teachers. Don't do what they did.
I am a firm, but fair instructor. So as I work with the students, I am strict, but always encourage and motivate them. I am, however, open seeing different styles of teaching that could help me with motivating my students. I feel that continuing education,being the student, will give me insite and techniques of what I can do with my class. It can let me know, The Do's and the Don'ts.
Showing enthusiasm for my subject matter has always been one of my major strengths. However, I think that I often spend too much time learning more about the material as well as reworking the handouts and powerpoints that I use in order to try to improve them for each class. I sometimes end up spending so much time on this (because I really enjoy it and think that it helps to improve my teaching) that I don't have as much time and energy to do all the other things outside the classroom that teachers are supposed to do. Is there any general rule for how much time to allot to class preparation?
I use group activities whenever possible, but I tend to rely upon handouts and power point presentations, as well as writing assignments and discussions. Of course, I teach an accelerated literature survey course (we cover approximately 5 centuries in one 5 week course, for example,) so there is so much material it's difficult to decide how much time is appropriate to spend on interactive methods. I'd appreciate any suggestions.
I would love to include more games in my classes, but I have always had difficulty finding or devising appropriate ones. Obviously, this is not one of my strengths. Any suggestions?
Using student feedback to determine your weaknesses is a great idea. I am wondering, however, what trainings you have found and where. Other than these FAPSC courses, I have had difficulty finding suitable training opportunities that are priced within my budget. In fact, the few free webinars that one publisher offers that I've taken have been more useful to me than many of the costly ones I've taken. I even investigated taking a college course, but the cost was much too high. Any suggestions?
When teaching in the environment that I instruct in there are many variables to getting the student to grasp the proverbial straw of knowledge. Each adult student I encounter requires a different approach, sometimes I am a coach, entertainer or the seller. Every new semester presents itself with a challenge of what can I do better to reach those students on the edge. I look at my past semester and tally the students who have made it, what did I do right, where did I make a difference and lastly what could I have done better. I believe in self-evaluation, one must look deep within one’s self to find those fears and misconception, and change them to become a better teacher, students are so much clay. I must take each student and help them mold themselves into what they believe they are and show them that there is so much more. Relating to students life experience, then using that to bolster their confidence, helps me plug into the collective conscious of the student. This alone helps me create a a electrified and exciting atmosphere in which students realize their potential.
I try to keep as much eye contact with all my students as possible so I can know if they are "getting it". I call on students to verify a point. A mixture of lecture, powerpoints, citing info on whiteboard, and group exercises also seems to keep the students more focused. I encourage questions; however, it seems I have either a class that asks a lot of questions or none at all. The "none at all" is the one I am still struggling with (at a university that I currently teach for - not SBC).
I found that my instructional style depends on the group of students that I have. Not every student is the same; therefore you can not treat every group the same way. From the beginning I find myself being really strict to show my students that in every area you need self-discipline. Also I start off strict to kind of stand my ground because I am a younger instructor and most of the students are my age or older. I think I have to present myself as a strict instructor to gain respect but I feel that this gives the wrong impression to my students. I feel that makes them think I am not an open minded instructor. I want to know how to present myself in a way to gain respect and trust with my students. I want students to be able to see I care about their education and them without them thinking they can walk over me and I also want them to have the self-discipline and respect for me as an instructor.
I also try not to single anyone out or have favorites but I am instructor who likes to recognize accomplishments, I find this motivates those students to keep up the good work whereas students who aren’t doing so well view that recognition as favoritism. I am stuck on how to develop this part of my instructional style.
(Three-Two-One)
Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered.
This is my first time teaching. I have used power points, models and some hands on activity in class to keep them interested. I am planning on using guest speakers and more service learnig activities to develop the courses.
I watch the students in how they respond and the facial expressions. They respond well when you infuse real life situations into your lecture or demonstration. Using humor or a lighthearted attitude also works well. It shows you are human and are approachable.
I have come to an intersting point in my teaching career. I often find myself being very strict with my students. I encourage and push them and try to support them, and I believe that they genuinely feel this. What I am still struggling with is the recognition of their accomplishments. Often times I find that when they perform something appropriately, I consider this as "what they should be doing". I am working to recognize that different students have different road blocks to their learning and accomplishments that may seem "easy" for some students, are not for others and need to be rewarded and identified accordingsly.
I assess how other instructors teach my subject or another subject. I watch how the students respond to my peers instruction. Of course, I have to be me. I bring enthusiasm to the subject and and easy going personality. I introduce a new set of skills to the students, baking to savory (meat and potatoes) students. They often have a bias about the class. I must encourage those who have a negative view of the material before I have had an opportunity to present it to them.
I can employ the use of other instructors and professionals to further develop my instructional style. What I mean is that I can pick really great things from others and incorporate them into my own. I can also refine my instructional style by taking a step back and really analyzing what I do and further tweak my style to make it better. I can enhance my style by taking the things that I do very well and then really put it out to the students.
