Instructing with Style
"That wasn't flying. That was...falling with style!" --Woody from *Toy Story*
The Instructional Style portion of this module was particularly helpful. You can really pick up on the level of involvement from your students when you alter your Instructional Style (for the better).
I have found that having a certain amount of flexibility and adaptability in the classroom will make the students more likely to learn what you are teaching them.
For instance, I recently did a lesson explaining what a thesis statement is, how they function, why we use them etc. Well, the students nodded and said they understood the material. When I asked them to apply their skills, many of them couldn't produce valid thesis statements. To counter this, I wrote a "formula" on the board (position on argument + reasons = thesis statement). Then I asked the students, one-by-one, a variety of questions. They ranged from "Who is a better baseball team, the Yankees or the Red Sox, and why?" or "Who is a better rapper, Eminem or Lil Wayne, and why?"
It took no time at all for them to come up with valid thesis statements with the formula and subject matter they were confident with. Once they realized they had the tools to complete the thesis statement assignment, they were all able to produce good material.
It just goes to show that being able to make a unique and flexible Instructional Style is a valuable asset for instructors of all kinds.
Has anyone had any similar experiences? Or have any suggestions on how to keep your Instructional Style "fresh"?
Jill,
Good way to change the flow and pace of the class. This keeps the students engaged as they don't know what to expect except to expect something different.
Gary
Being unpredictable, I always found to be good for me. My students never new if they were going to have a pop quiz with me or not. I had the reputation of everyone scared Of me until they got in my class. I was able to be their friend, but not their pal. Keep the students on their toes. It helps to keep them interested in the material too.
Taking information that the student does not know how to relate to and giving them a way to relate to it with something they already know (like baseball or rappers) always seems to work and the lightbulbs go off. Then they see how they can now take the new information and apply it to their education.
Gail
Hi Esther,
It also makes teaching fun because the students are really focused on you and the course content because they don't know what might happen next.
Gary
I like that, being unpredictable. This keeps the student on their toes, always keeping them engaged and curious.
Hey Agustin,
I can relate to Toy Story. That is how I felt in the beginning as an instructor, you know like when Pee Wee Herman fell off his bike and said "I meant to do that." Now that I have a year under my belt I feel I am beginning to have a style. I use a lot of visuals to support what I am teaching. In fact, I am actually working on some visuals this weekend for a class this week. I like to keep things hopping so I plan it all out. My students know I am predictable in that I am unpredictable.
Hi Agustin,
I loved your post! I'm putting this one in my personal tool box.
Thanks!
Hi Agustin,
Thanks for the quote. Toy Story is one of my favorite films to watch with little people because it sends so many great messages to and for all ages. This is a part of how we need to communicate to keep our instruction fresh. I strive to introduce something new each time I teach a course. This way I am excited about the new content or strategy and I don't become bored with content I have presented many times before.
Gary
