I think about how I best learn now and how I learned at different stages in my life. As I am learning about new topics I also consider how I would have absorbed the information had I needed to learn it at an earlier stage in my life. I try to incorporate some of those techniques into the class. For example, instead of talking to the students I will give them an activity/topic to research then report back to me what they found. I then ask them questions about it to guide them back to learning objective.
Hi Madonna!
I couldn't agree more! Instructors should learn something new every time they prepare for a class. Then they should learn from their students. I often feel like I'm the student when interacting with a class of many different types of people - very gratifying when we learn from each other.
Keep up the good work!
Jane Davis
ED107 Facilitator
Early in my years of teaching, I was very inflexible in terms of my lessons. I wanted to have everything set just so, and when I got it that way, I didn't want to change it. But then I found I'd not have the room to add new current events or discuss topics of interest.
As I've grown as an educator, I am always looking for relevant teaching material in the public press, in my day job, whenever I'm out and about. Everything has possibility for inclusion in my class--I just have to find the hook.
I'm not afraid to tell my classes anymore that "I'm trying this for the first time. Hope you like it. But if it doesn't work, that's okay too. Let's see how we can make it better." I used to be afraid of being "found out" that my knowledge wasn't up to snuff, but with age comes wisdom. Now I know it's okay to admit when I don't know something or that I made an error.
I feel it is my place to learn as much as I can on my subject. I do not want to come off as the one thinks they know every thing there is to know about a subject but at the same time i want the student to feel good about asking me a question. I feel some times when a question is asked and I do not know the answer that stating it to the class and then using it as an assignment is way all the students get involed in the class.Lets them feel important.
Being an instructor is always a balancing act, but I find it rejuvenating to learn new things and delivery styles. When I am rejuvenated this passes on excitement for the learners, too. I assign time in my week to learn and set up for class. This is essential so I do not get stressed out or get "stuck" in my teaching style.
As an instructor I must take the time to lear and grow knowledge about the subject i teach. In my field the basis have not changet for ever but the students we get today are coming in with many questions (some/most from the internet) that are good. They are asking questions that I might not have ever through about but I do need to give them answers. Ofcourse when i get one of these i have learned to tell the student that was a great question, one I will have to get more infomation to be able to answer correctly. The more of these questions i get the more i learn.
I too am this type of instructor i have seen instructors that are very rigid in there teaching style for me that doesn't work i'm a very loose laid back type of guy, each class is dynamic and you have to do what you feel fits the best
Hi Terry!
It's about life-long learning for both the student and the instructor/facilitator.
Good job!
Jane Davis
ED107 Facilitator
i use the questions from the students to motivate me to read more. I know I always have more to learn and I can always imporve the way I teach.Also I am in the medical field and resarch always adds something to any topic.
I find that as I let the students discuss the topics and I contribute to the conversation I learn more about my topic. The students questions and my own curiousity motivates me to read more.
I don't see them as a choice or a need for balance where you spend more time on one or the other or ignore one for the benefit of the other. Both are necessary elements in any growth for a teacher, and without both, an instructor is hamstringing him/her self.
I subscribe to different journals and listserv opportunities about teaching and especially on teaching my subject. My college also provides multiple opportunities to grow professionally through conferences, in services, online classes, and other collaborative exercises.
Since I teach a research class, it's fairly easy to conduct research along with my class on topics related to my subject or to teaching in general. This allows me to grow personally and find some new tricks for my pony show and shows them that learning/research has a purpose and that what you learn can and should be applicable to what you are doing.
I constantly try to find new approaches to teach students difficult material that makes sense. I encourage students to relate newlyy taught information to situations or issues in their life in shich they can create comparisons. These comparisons actually inturn teach me how/what is in a students mind. I use what I learn from the students comparisons to teach these particularly difficult concepts to future students. We all learn in this scenario.
Keeping a focus, but at times, with all the expectations/demands, it can still be a challenge. We, as instructors, still must stay current in practices and development to be able to provide the best opportunities to the students.
I "force" myself to read professional journals regarding the subject matter as a component of class preparation. It is tempting to stick with educational approaches that are already developed - they are more efficient from a short-term preparation standpoint - but they can lead to complacency and inaccuracy in the long run.
As an educator whom is actually teaching a trade consistent with my previous professional career; I find the learning comes through always wanting to hone my own craftsmanship as well as helping others build theirs. The facilitating part feels more adjoined to the educator role which of course opens up the opportunity to also be a learner. It seems the educator role drives both equally for me. I tend to learn the most about the facilitator aspect and generally re-affirm my natural style of facilitating in school related trainings such as this and around my professional teaching peers.
I teach culinary arts, restaurant production. So, it is joyous, delicious and easy to learn more about my topic of instruction. I eat out, read books and periodicals about my subject. For me the challenge is taking the time to learn how to be the best class facilitator and remaining current and apprised of trends.
Staying curent is so very important in criminal justice. I attend seminars, classes, legal updates, etc. I want to be sure I am teaching what is current!
Scott
Great question. I observe others. I stay current on the law and I try to visit other instructor classrooms. I ask questiosn, such as , what works best for you?
I am aloway looking for new methods to get instruction across to students. I beg , borrow, and steak from colleagues!
I look for games...a variety of games is usually a good thing.
Scott
I do a lot of research using the internet like teachertube for instance. I try mixing up my presentation with media, computer and instruction so the studetns receive and learn a variety of ways: auditory and visually.
I balance my time between learning and teaching new ways in my classroom by observing the students interest in the lectures. If they are asking a lot of questions, and they seem to understand I will research some interesting facts about that topic, since they already understand it will not confuse them. If I feel that I did not make the topic clear, I will figure out a different way of teaching the topic. I might relate it to the real world, and go over a few questions out of their homework to make sure they are understanding. I will also slow way down, and not move on until the students seem to feel more comfortable with the topic. I alway make note on the way I came across to the students on a topic, and the extra time it took the class to understand and apply something so that the next class I am more prepared.
