remembering what its like to be a student helps me as a learner, facilatator and a teacher. I'm able to a better job when I think about what I may have struggled with or past class's struggled with. This enables me to deliver it in a way that helps students retain the material and enjoy the class in a positive light.
I love research and if I can find pictures & interesting info related to the subject to support the lesson the students take more interest and see there is more then one way to do the task. If I can put it in a powerpoint presentation that helps too as long as it's short and colorful. I prepare my presentation at night and in the morning set it up so the students can see the whole process. I like to get them involved from the start.
I tend to spend more time learning about the subject matter rather than reinventing the class or developing new methods of teaching. It gets a little boring for me to do the same thing over and over again, but it's a new group of students every 6 weeks so for them it's always fresh.
I am always reminded of the impact my students bring to the classroom from their prior experiences and education.
I find by inviting my students to offer their experiences and knowledge when it is related to the subject matter we are discussing.
I always keep track of new information by reading and
perusing magazines and recent literature. To improve my teaching techniques I observe other more senior teachers or teachers that I have heard good things about from students.
I tend to let the students drive the learning process by asking a series of questions and getting responses rather than simply lecturing
Greetings Thomas!
A great example of professional peer mentoring. Everyday we learn something different and when we are able to share/discuss the process/principles in a timely manner, we are much more able to apply the to our students and to the class as a whole.
Keep up the good work!
Jane Davis
ED107 Facilitator
As instructors we spend a lot of time brainstorming amongst ourselves. Sometimes the discussion is about things that did of did not work well in our environment. At other times there is subject matter that we know our students are not grasping. We then brainstorm ways to break down the content even more. We meet afterward and discuss wheter or not there was increased understanding.
I split my study time half and half when I have material(like Max Knowledge) that helps develope new ways of teaching, and material(like Web Based Training) that helps me to learn more about the topics I teach. That is of course after my 6 hours of class time with the students is over.
I average taking three or more classes every year, in related suject areas and try to got to at least two conferences each year. Whether the information is new or not, the other participants will have different viewpoints... similar to those of my students. And thinking about any topic from a new perspective will immediately inspire you with new projects, experiments or class activities.
Balance as a facilitator is definitely important. This balance can be accomplished by dedicating as much time to learning more information about a topic as you do to developing new ways to teaching the topic. I think that once this balance is achieved the teaching and learning will become smooth and easy. And as a facilitator you will become more eager to seeking new information and develop new techniques.
I try and attend other teacher lectures, or conferences on the same topics as I teach. I can then see how they portray the same topics, how they react to the same learning opportunites and get ideas in how to improve my own strategy.
I also attend technical workshops, i hopes of finding specific references and information most relevent to my class, as well as related information and data.
Hi Steve!
Students are definitely a guage to which we should pay attention. The end of clss evaluations should be viewed as constructive criticism about our knowledge, skills and abilities.
Good job!
Jane Davis
ED107 Facilitator
Wow! Tough question, I often find that it is hard to balance all three mode of self-development. However, one way that I attempt to find some semblance, approaching balance, is to combine both the acquisition of new content with classroom technique. As I acquire new content that might interest students, I develop a method for classroom engagement to deliver – but not teach/lecture – the new material. For example, I love all the new advancements in Environmental Science – and there are too many for any one person to know – so I ask students to bring in new articles to summarize at the beginning of class. We’ll then discuss the validly of the reporting – as a source – and usefulness of the new technology. Students really enjoy this approach, which allows them to be an expert on something that – most likely – I know nothing about.
Greetings Clarence!
Good comment! However, I am curious what you do specifically for yourself to ensure you are continually a learning facilitator.
Keep up the good work!
Jane Davis
ED106 Facilitator
I like to listen to my students and see where they need the material to go. I judge by their reactions if I'm keeping it interesting enough. I always need to forward both aspects of my career.
Hi Jody!
Would you please provide some examples?
Thanks,
Jane Davis
ED107 Facilitator
Being in the technology/computer field, I am continually updating my knowledge base. I have no choice but to keep current, if not, I could lose my job. The way I develop new techniques are numerous. I am attending this class and I attend seminars on Transitional Teaching Techniques. I question other instructors about their techniques and sit-in on class in other disciplines. I have found many helpful techniques in the Fashion and Graphic Design areas. Sometimes technology can be boring. One technique I use is to ask a question and throw a rubber ball to a student to answer. If the student does not the answer, I compliment him/her for trying and have the student toss the ball to someone else until I get the correct answer. The students seem to enjoy this.
To me the most important aspect of the learning facilitator is to maintain interest and excitment in the classroom. This important aspect mean that the facilitator must continually address delivery of material and information and also how the student will find the information for themselves. In the continual search for developing new ways to teaching and concepts I find myself asking new questions from the students perspective. This new questions trigger and opportunity for me to learn more about the topics I am guiding the students through. This is how I balance the need.
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