Hi Patricia,
Great experience base for you. The more instructors you can observe the broader your knowledge will be on how different instructors approach their classes as well as their instructional styles. Sounds like these experiences have been very informative for you.
Gary
Having had the opportunity to substitute in a number of classes before I became a permanent instructor, I have been able to acquire knowledge that I can incorporate into my lectures, etc. that the will students will be needing in future classes. Additionally, when I am discussing particular topics, I quiz the students what they are learning in other classes that is applicable to my class.
Hi Alberto,
I believe that is a good idea and it has worked for me in the past as well. At the begining of each course I always ask them to share their expectations which in the same token during class reminds them their commitment.
Roberto Allen
Hi Dan,
Students enjoy scenarious especially when they are based on real world examples where we as former technicians share our prior experiences. They enjoy more when they are faced with a situation involving diagnosis and allow them to participate in the repair process especially when they succed one can see the satisfaction in ther faces as a result of such achievement.
Roberto Allen
Hi Dan,
By sharing these real world experience you are showing your students that what you are teaching is relevant to their future careers. This really helps them to see why you are teaching what you are.
Gary
On a daily basis I give real-world examples of how the information discussed in class or lab is applied. This certainly shows students the importance of their lesson and, sometimes, a few will get a feeling of having "insider" information prior to their employment.
Hi Walt,
Thank you for those comments. The willingness to learn and grow are important attributes for a teacher. By you sharing your life experiences and expertise with your students you are creating a legacy of professionals for the next generation.
Gary
Hi Dan,
Something that I have done in the past that might work in your setting to help students overcome their fears in certain settings is to pair them up and have them work together on a procedure. This pairing helps the in that they are not in it alone, that other students have the fears as do they and that can use each other knowledge and experience to get through the activity. I have also had the demonstrate the procedure after they have practiced it a few times. This really helps to build their confidence as they start to see that they know more than they think they do. One success then leads to more successful and more self confidence and self esteem.
Gary
Hi Walter,
You made a valid point when you mentioned students learning by trial and error. At times I have allow such to occur in lab, is surprising what they learn from their mistakes. There are some that refuse to repeat the task as a result of non-confidence however it works for the majority of them.
Hello Gary,
After reading other student's thoughts, several appealed strongly to me. Using the anecdotal insert along with your lecture gives credibility to your (the teacher's) expierence in the trade. I also like to describe attempts at a job that have blown up in my face. I find that the humor and humility of a "don't do what I did" account to be an ice breaker with students.
I particularly liked the contributions of Phillip Wilson and Duane Sorensen. Wilson stressed the importance of hands on expierence; give the students some direction and then let them learn by trial and error the art of doing the the task. I think this builds student trust & respect of the instructor. I.E. the instructor values the students learning abilities and commitment.
Sorensen's comment about giving back to the community is very important to me. My trade has given me a very good, meaningful life and I would like to share my expierence with the next generation. Walt
My class is broken down into lecture and clinical lab. During lecture I will write the main point(s) on the board and discuss the material with the class. This seems to work well as I monitor myself to avoid too much lecture.
For lab, I demonstrate a skill or combination of skills and then circulate among students as they practice. This also seems to be effective for my class. It also allows me to spend more time with students that may be having difficulties mastering a technique.
I encourage students fearful of clinical skills to slowly overcome them by working with mannequins. Do you have any other suggestions I could use to help students face their fears?
Hi Eric,
The blend between theory and real world is a must. The students have to learn the concepts and principles of the field in addition to developing the skills necessary for career success. If they know what you are teaching them is based upon relevant required knowledge then they will become much more invested in the course.
Gary
Hi Robert,
Tactile learning is one of the most important part of knowledge acquisition. Retention is higher and application is greater. So whenever you can incorporate both content and skill development you have a winner. Our students are training for a career and the more they can learn and develop within that career area before they enter the field will only help them to be that much better.
Gary
Giving real world scenarios of how the information pertains to their future needs in the field.
I have learned a lot about course content through trial and error. I have been teaching for over 10 years and find that the more hands on experience through projects the better, it keeps the attention of my students and allows me to get them motivated to use the skills outside of school, in their own careers.
I show them how it is used in a shop enviroment
Hi Mark,
Good pacing. By breaking up the sessions such as you are you are giving your students a chance to reset their brains and then go back to learning. Immediate use of newly acquired knowledge really helps with retention. The lecture and then discussion is a good strategy for this.
Gary
I teach math to nursing students. My technique is to lecture for 15-20 minutes as to the theories involved in the subject matter. Then I work problems with student participation for approximately 15-20 minutes. I then assign homework problems that are similar to the in-class problems. I encourage the students to work together in study groups on the homework.
i asked student what can i do as an instructor do give them a better education in the near future
I like to open a disscussion with the students getting their input on how this is relevent to their ultimate education goal. Sometimes it's interesting to hear the students thoughts on this.
